In our class, Mr. Cronin and I share the responsiblity of the classroom. We lend each other the opportunity to view things in a different perspective. Co-teaching gives you a chance to work on different activities without holding students back. Teachers now can work with students on a one to one basis and give them the the individual attention that my need at times.
Every lesson is taught from different perspectives. Each teacher adds his or her own views on teaching the lesson. Having multiple teachers in the class also lends itself to the division of the work load. We divide the lesson planning, class preparation and assessment building among the teachers of the class.
In the eighth grade, we use the model of one teacher being the main instructor and the other teachers offering support to the students and the teacher. Students are also able to receive individualized instruction for difficult areas.
We (5th Grade Teachers) feel the same way! The best part is that when one of us is teaching the lesson, the other one can monitor the students' progress. Students are more willing to ask for help when the 2nd teacher is circulating, rather than interrupting the main lesson.
Co-teaching is a wonderful method for instruction. I have worked with a number of co-teachers. Each person brings a unique and distinctive way of teaching to the classroom environment. Not only is this a wonderful way to present material but we both learn a great deal from one another. If a student does not understand a concept than the other teacher is capable of redirecting and reteaching in a different method more helpful for that student. Usually, if this is helpful for one student than it probably is helpful for others. A specific strategy depends on the individual teachers. Often parallel teaching works best for me, but sometimes it is necessary to break the class into small groups for different activities.
I agree with your statement regarding learning from one another. So many valuable stategies can be acquired and used in the future when co-teaching. It's beneficial to both student and teacher to learn from each other.
Betsy: I enjoy working as the ICS teacher in your class. You make sure that I am involved in all the planning, presentation, and assessment. we work well as a team. Tim
Being flexible and accommodating is a great help for a successful co-teaching model. In fifth grade we always meet as a collective during our prep periods to prepare plans for our future weeks. This makes all of us invested in our plans and also improves our lessons since we have ideas coming from all three teachers on the math team. The day of the lesson, we all meet in the morning to go over the lesson and talk about what we will each be doing. During the lesson, we check in with each other occasionally in order to ensure that the lesson is successful. Afterwards, we will meet at one point during the day in order to reflect on the lesson for all four sections. We will then update the lesson plan, as needed, to ensure that observations and new strategies from this year can be applied to the next.
It sounds like you and your team are really on board for the co-teaching. In the middle school, we do not have common planning periods with all the math teachers. We have grade level common planning.
Your plan for each lesson sounds very effective. From the planning, to the execution of the lesson, to the reflection on each lesson, your plan is well thought out.
In our math class with Mrs. Silvestri it works out great for both us and the students. Our class is composed of many different learning levels so having another teacher in the room to give extra help to those in need and being able to continue on with a lesson for those who are grasping the concepts.
Also, working with Mrs. Silvestri is very helpful because both of us might have learned a topic differently and we are able to bounce ideas off each other. That allows us to come to an agreement on the best ways to introduce each topic and assignment.
Over the past two decades I have been involved as a co-teacher and in-class-support teacher with nearly two dozen general education teachers. Each experience is unique because each teacher is unique. It is important to work with the general education teacher in a role that makes him/her comfortable. Some general education teachers encourage great participation in teaching content. Other teachers would prefer that the role of the ICS teacher is more limited to individual or small groups of students.
Tim, I agree that the two teachers need to respect the personality of the other. When the two teachers find a way for a method that works for the both of them the co-teaching experience is remarkable. Both teachers can bring their expertise to the classroom and the students win.
Tag teaming a class is one of my favorites, by dividing the class into sections it gives the students a fresh voice and helps keep them from getting stale during the class.
I agree with you that dividing the class can give you a fresh perspective and it will help a lot of students. For some students small group instructions will yield the best results and you can tailor your lessons to the best ways that they will understand
Now do you mix up the groups that each teacher works with or is the same groups with each teacher all the time? Either way I feel it will help students and it is easier to involve every student as well as keep all of them on task when co-teacher.
When the whole class can be split into smaller groups according to readiness or level, with a teacher to lead or assist with conversation, students benefit in many ways. Students who are hesitant to share out in larger group settings find comfort in a small group setting. Students who need help focusing benefit from a teacher nearby to help them to stay on task. Students who need clarification on previous lessons can ask questions. Students also benefit from talking to one another to share ideas and ask questions.
Ms. Patterson and I divide the academic responsibilities such as teaching the lessons throughout the 90 minute block, grading papers, supporting those who need it, modifying the work for those who need it, etc. It affords our students the opportunity to be exposed to a variety of perspectives.
Our success is the result of constant communication and equally dividing the workload!
SHARE & SPLIT EVERYTHING. A co-teacher should know everything her/his counterparts knows. Any classroom activity should be shared, so that whichever co-teacher has the time to complete the activity, it will get done the same way. There must be an appearance of unity. Decisions need to be made together. During lessons, tag-team teaching is fun for the kids and keeps their attention as opposed to one teacher teaching each lesson while the other takes a more support role. The ability to do this requires being able to almost finish each other sentences, but most of all, you need to have complete trust in your teaching counterpart.
Having more than one teacher in the classroom is very beneficial to everyone! The teachers get to share ideas and the planning. Also, the teachers can work with the students one-on-one when needed!
In social studies, Mr. Howes and I can bounce ideas off one another and can seamlessly pick up and take over when needed. Having a great sense of trust and faith in my partner is beneficial for the kids as well.
When the students need individual attention we can break off and provide that one-on-one or even with mini groups in the classroom environment. Another strategy is having those students that grasp the knowledge faster to turn-key and offer support to their peers. This type of modeling is done from the top down and can be very rewarding for all involved.
In our class, Mr. Cronin and I share the responsiblity of the classroom. We lend each other the opportunity to view things in a different perspective. Co-teaching gives you a chance to work on different activities without holding students back. Teachers now can work with students on a one to one basis and give them the the individual attention that my need at times.
ReplyDeleteEvery lesson is taught from different perspectives. Each teacher adds his or her own views on teaching the lesson. Having multiple teachers in the class also lends itself to the division of the work load. We divide the lesson planning, class preparation and assessment building among the teachers of the class.
ReplyDeleteIn the eighth grade, we use the model of one teacher being the main instructor and the other teachers offering support to the students and the teacher. Students are also able to receive individualized instruction for difficult areas.
We (5th Grade Teachers) feel the same way! The best part is that when one of us is teaching the lesson, the other one can monitor the students' progress. Students are more willing to ask for help when the 2nd teacher is circulating, rather than interrupting the main lesson.
DeleteCo-teaching is a wonderful method for instruction. I have worked with a number of co-teachers. Each person brings a unique and distinctive way of teaching to the classroom environment. Not only is this a wonderful way to present material but we both learn a great deal from one another. If a student does not understand a concept than the other teacher is capable of redirecting and reteaching in a different method more helpful for that student. Usually, if this is helpful for one student than it probably is helpful for others.
ReplyDeleteA specific strategy depends on the individual teachers. Often parallel teaching works best for me, but sometimes it is necessary to break the class into small groups for different activities.
I agree with your statement regarding learning from one another. So many valuable stategies can be acquired and used in the future when co-teaching. It's beneficial to both student and teacher to learn from each other.
DeleteBetsy:
DeleteI enjoy working as the ICS teacher in your class. You make sure that I am involved in all the planning, presentation, and assessment. we work well as a team.
Tim
Being flexible and accommodating is a great help for a successful co-teaching model. In fifth grade we always meet as a collective during our prep periods to prepare plans for our future weeks. This makes all of us invested in our plans and also improves our lessons since we have ideas coming from all three teachers on the math team. The day of the lesson, we all meet in the morning to go over the lesson and talk about what we will each be doing. During the lesson, we check in with each other occasionally in order to ensure that the lesson is successful. Afterwards, we will meet at one point during the day in order to reflect on the lesson for all four sections. We will then update the lesson plan, as needed, to ensure that observations and new strategies from this year can be applied to the next.
ReplyDeleteIt sounds like you and your team are really on board for the co-teaching. In the middle school, we do not have common planning periods with all the math teachers. We have grade level common planning.
DeleteYour plan for each lesson sounds very effective. From the planning, to the execution of the lesson, to the reflection on each lesson, your plan is well thought out.
In our math class with Mrs. Silvestri it works out great for both us and the students. Our class is composed of many different learning levels so having another teacher in the room to give extra help to those in need and being able to continue on with a lesson for those who are grasping the concepts.
ReplyDeleteAlso, working with Mrs. Silvestri is very helpful because both of us might have learned a topic differently and we are able to bounce ideas off each other. That allows us to come to an agreement on the best ways to introduce each topic and assignment.
I agree having the extra teacher deliver the information from a different perspective makes for much more effective learning.
DeleteOver the past two decades I have been involved as a co-teacher and in-class-support teacher with nearly two dozen general education teachers. Each experience is unique because each teacher is unique. It is important to work with the general education teacher in a role that makes him/her comfortable. Some general education teachers encourage great participation in teaching content. Other teachers would prefer that the role of the ICS teacher is more limited to individual or small groups of students.
ReplyDeleteTim, I agree that the two teachers need to respect the personality of the other. When the two teachers find a way for a method that works for the both of them the co-teaching experience is remarkable. Both teachers can bring their expertise to the classroom and the students win.
DeleteTag teaming a class is one of my favorites, by dividing the class into sections it gives the students a fresh voice and helps keep them from getting stale during the class.
ReplyDeleteI agree with you that dividing the class can give you a fresh perspective and it will help a lot of students. For some students small group instructions will yield the best results and you can tailor your lessons to the best ways that they will understand
DeleteNow do you mix up the groups that each teacher works with or is the same groups with each teacher all the time? Either way I feel it will help students and it is easier to involve every student as well as keep all of them on task when co-teacher.
When the whole class can be split into smaller groups according to readiness or level, with a teacher to lead or assist with conversation, students benefit in many ways. Students who are hesitant to share out in larger group settings find comfort in a small group setting. Students who need help focusing benefit from a teacher nearby to help them to stay on task. Students who need clarification on previous lessons can ask questions. Students also benefit from talking to one another to share ideas and ask questions.
ReplyDeleteMs. Patterson and I divide the academic responsibilities such as teaching the lessons throughout the 90 minute block, grading papers, supporting those who need it, modifying the work for those who need it, etc. It affords our students the opportunity to be exposed to a variety of perspectives.
ReplyDeleteOur success is the result of constant communication and equally dividing the workload!
SHARE & SPLIT EVERYTHING. A co-teacher should know everything her/his counterparts knows. Any classroom activity should be shared, so that whichever co-teacher has the time to complete the activity, it will get done the same way. There must be an appearance of unity. Decisions need to be made together. During lessons, tag-team teaching is fun for the kids and keeps their attention as opposed to one teacher teaching each lesson while the other takes a more support role. The ability to do this requires being able to almost finish each other sentences, but most of all, you need to have complete trust in your teaching counterpart.
ReplyDeleteHaving more than one teacher in the classroom is very beneficial to everyone! The teachers get to share ideas and the planning. Also, the teachers can work with the students one-on-one when needed!
ReplyDeleteIn social studies, Mr. Howes and I can bounce ideas off one another and can seamlessly pick up and take over when needed. Having a great sense of trust and faith in my partner is beneficial for the kids as well.
ReplyDeleteWhen the students need individual attention we can break off and provide that one-on-one or even with mini groups in the classroom environment. Another strategy is having those students that grasp the knowledge faster to turn-key and offer support to their peers. This type of modeling is done from the top down and can be very rewarding for all involved.