Advantages And Disadvantages Of Co Teaching

Co-teaching is important, especially in the school I did my special education field experience at because they are full inclusion. This school district did co-teaching for math and reading. Students receive their assistance with in the classroom while the teacher is instructing class. It takes a lot of planning and collaboration with the classroom teacher, I believe this is not the most beneficial way to teach students that have learning needs. it can become very distracting for the student because what is going on around them. Learning with their peers is important, the instructions their receiving in the classroom are above their level. I wonder how this is providing the best education possible?

The article goes into great detail over the fact that co-teaching, when implemented correctly, has the potential of really enhancing the learning of all students (Conderman & Hedin, 2014, p.359). Before any co-teaching can happen though the article elaborates on the fact that a teacher needs to know who their students are. And when differentiating instruction a teacher needs to be able to address a “students’ unique strengths, interest, skills, and readiness” (Conderman & Hedin, 2014, p. 353). After all helping each child learn, whatever that looks like, is the ultimate goal, and this article shows how teachers can do this with a co-teacher.

I approach collaboration as a team player, and I believe students need more than one person to guide them to their full educational potential. Also, active and prepared participation of weekly PLC meetings with the teachers of my special education students to plan collaborative curriculum have increased results in math and reading substantially. Participating in co-teaching furthers my repertoire of knowledge to assist my students. I have learned a vast amount from sharing and consulting with colleagues regarding students, observing mentoring teachers, and planning activities to ensure growth in students.

First, complete this sentence with at least 4 ideas— “Co-teaching is like a professional marriage because……”

Unfortunately, both teachers did not have much time to prepare since this is the first year that a push-in class was incorporated and both teachers found out right before school started. However, they are accommodating with the circumstances by spending one hour each day collaborating ideas, specifically incorporating strategies that Mrs. Bernard has learned at a workshop. She has had a difficult time adjusting because her push-in class has twenty-eight students with various disabilities. Overall, Mrs. Bernard’s goal is to work on creating an equal position for both teachers and to make improvements in order for the co-teaching experience to be as successful as possible. I thought the idea of a push-in class was brilliant because it does not seem appropriate to pull students out of class because it makes it more noticeable to other students. Additionally, it would be difficult to collaborate with another teacher, especially if you had completely different views than the teacher that was placed in your classroom. Overall, the push-in experience gives special education students the opportunity to feel like a regular education student, which I find to be highly important in today’s society.

The purpose of this research is to understand the perceptions and experiences of professionals on collaboration in the educational environment. Data collection will occur within the Virginia Beach City Public School (VBCPS) system. Specifically targeted will be three elementary schools that I work in being Ocean Lakes Elementary School, Princess Anne Elementary School and Red Mill Elementary School. The people that volunteer to take part will include VBCPS staff involved with the Individualized Education Program (IEP) for special needs students in any one of the above identified schools, and has been part of an initial eligibility, new IEP, current IEP, or consulted on as part of the IEP process.

General educators need to understand the purpose of each term, and this chapter provides a good amount of information. The next topic is crucial for general education teachers because it discussed the different styles and approaches of working with special education teachers in ways that will benefit the students who need extra assistance. The book goes into greater detail on “teaming,” which is expected because it is the most diverse strategies of those listed. Then the book dives into the meat and potatoes of the chapter by discussing the requirements of an IEP. The team and components are listed with the appropriate descriptions for each statement.

One factor that plays a huge role in successful implementation of integrated co-teaching and has better outcomes for students is when the co-teachers are trained and work together. Magiera and Zigmond (2005) preformed a study at four middle schools in New York that focused on the instructional practices for students with and without disabilities; with teachers who were not trained in integrated co-teaching

IPTS 8G: understands the various models of co-teaching and the procedures for implementing them across the curriculum

Co teaching and collaboration support inquiry based learning by providing an opportunity for LIMS and teachers to work as partners. The partnership provides learning opportunities for students to become engaged, and immersed in what they are learning. By each person assisting one another they are able to offset one another's weaknesses and strengths while instructing lessons together. This helps everyone involved to be successful. According to Harada and Coatney (2014) "When we make connections beyond the walls of the library to connect our work with classroom teachers and specialist and content'area standards we have the opportunity to become full members of our schools literacy teams. " (p.64)

I have had opportunities to co-teach n which some were excellent experiences and some were not so good. In the excellent experiences, they were always with teachers I was very comfortable with and that I knew well. We were able to bounce thoughts and ideas off each other, even during the lesson. The students were engaged and really seemed to enjoy those experiences. In the opportunities that were not so good, it created a very uncomfortable environment. The two teachers did not appear as equals. One teacher appeared more as the extra in the room. The students could sense this and typically only engaged with the lead teacher. Students can learn so much by having the experience of two different teachers, two different strategies, two different learning styles. It gives the students the opportunity to look at things in different ways. This promotes an overall stronger understanding for all students. It can be accomplished with an open, accepting understanding that both teachers are working toward the same

When two or more people work together to achieve a common goal they form a collaborative team. With collaborative teaming student with a disability can be included in a general education environment. Collaborative teaming glue inclusive schools together by serving all students despite their abilities. In collaborative teaming special educational programs are planned and implemented to support individual students (King-Sear et al., 2015). Mrs. Smith and her paraeducator will fill many functions of an inclusive program such as facilitating social interaction among the students. As a team the two teachers will assist each other in the reduction of barriers in practicing inclusive programs, encourage each other, building a strong peer support as well as designing a well-coordinated plan to ease student translation between classes, grade school, college and job and in embedding related services in the school day.

Co-teaching is exactly what it sounds like, it is a team of two teachers who use their combined efforts to better the education of their students. We are a team, and as such we will share the

This piece of assessment has allowed me to gain a greater understanding of co-teaching, and I believe it has been an incredibly valuable experience. I now feel more confident to use co-teaching in the future if I am given the opportunity to do so. Research states that strong teacher networks and relationships between teachers, can help improve teachers’ confidence and may also benefit student achievement (Moolenaar, Sleegers & Daly, 2012). Therefore, in my future practice, I will engage

The first is where one teaches and one observes, a useful model when observation and data collection is necessary, but it does not give both teachers equivalent responsibilities. Station teaching breaks students into small groups and has them rotate to several teacher-led and/or independent work stations, a model which involves both teachers but can be noisy and distracting for both teachers and students. In parallel teaching, students are divided into two equal groups and each partner teaches the same material; this method ensures diversity and lowers teacher-student ratio, but requires that both teachers have similar content knowledge and teach at a similar pace. In alternative teaching, one teacher works with a small group of students who need additional instruction, while the other teacher works with the remaining students; this benefits those students who need more intensive instruction, but it can stigmatize them if they are always placed in this small group instruction. One teach while one assists is a method that allows for students to be supported during a lesson, but it can be over-used with the eventual result of having little benefit over a one-teacher classroom. The final and possibly the most effective method is team teaching, where both teachers equally share planning and instruction. This method allows teachers to draw off one another’s strengths and provides greater diversity of teaching, but it may be difficult for