Co Education

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?

In single sex schools teachers can tailor their teaching to accommodate the different learning styles between genders to meet the individual needs of their students (Hughes). Without having to worry about making sure both genders understand the curriculum, teachers in single sex schools can focus on one group of students; meeting the needs of that specific gender.

There are many pros and cons about going to a single-gender school along with, a co-ed school. In the passage “Single-Gender Schools Make the Mark” And the passage “Co-ed Schools are Here to Stay” It is very difficult to make up your mind and pick your opinion. Many people thought that single-gender schooling was wonderful and they were here to stay, But that was not correct. I believe that co-ed schools are great for not only the students, but a great adventure for the teachers too.

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.

In trying to put myself in the position of the new director of Dana Hall Elaine Betts, the question that must be addressed to the mission review committee is should Dana Hall embrace co-education as opposed to single-sex education for their all girl boarding school?

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

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

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

As a child, i went to a co-ed school with both boys and girls. We had a lot of fun. These articles may lead one to believe co-ed schools are not good for children. That is not always the truth. The 1990s are much different than nowadays. A lot has changed throughout schools such as having a seating chart, the sports are organized by genders, and gym locker rooms are divided by the two genders. Kids tend to be happier when around a mix of genders. The passage "Co-Ed Schools are Here to Stay" has a lot of support for keeping co-ed schools.

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

Furthermore, it has recently been proved that teachers in co-educational classes frequently favour their own gender. For example, males can dent the progress and confidence of females by refusing to choose them to answer questions or demonstrate in class. A prime example in co-educational schools, including my own, is the refusal of choosing girls in PE

Chapter 5 pg. 132 refers the fact that both general and special educators teach during the same instructional period. The general educator will be instructing the class as a whole while the special educator works with smaller groups of students at a time. In addition, the article mentions the six approaches and variations of co-teaching that are based on student needs and instructional intent. The six approaches include: One teach one observe, station teaching, parallel teaching, alternative teaching, teaming, and one teach one assist. With these approaches, teachers are able to address the IEP goals and objectives of students with disabilities while meeting the needs of the other students in the class. Chapter 5 pg.133 touches upon the co-teaching models by stating, “Teachers can implement a variety of co-teaching models based on instructional goals and the individual needs of students within the classroom.” Before choosing an approach or model, general and special educators need to decide on what lesson or unit will be taught that day. Many instructors use more than one approach during a week if found to be beneficial for the unit being taught. Having two professional educators within a classroom is the best way to meet the increasing needs of students. Through the use of co-teaching, professionals are able to formulate options within the system of education that is suitable for the diversity found in today’s

Boys and girls learn in two different ways. This reason is why having a single sex school is more rewarding than a co-ed school. According to Dr. Schlosser of Breckinridge County Middle School's (Kentucky) the difference between the way boys and girls learn are the type of weather boys and girls prefer.) Boys prefer to learn in a cool, dark room. When there are two different people wanting two different things its hard to please both sides. Boys also learn much slower than what girls learn, this could be a problem for girls in the same class as boys for girls would learn and to move on, but would have to cut back their learning to wait for the boys to learn the same material. Boys also are interested in different subjects than what girls like. Boys are most secretly interested in music, science, and math. According to GreatSchools.com says boys feel girls won’t like them when they know they are interested in other things such as music and math and not baseball, football, and soccer. Many boys won’t show interest in music in a co-ed school. When boys are placed in a single sex school they won’t have the feeling of impressing girls so more boys will show their interest in arts and music. Boys are much better with math and science than what girls are says NASSPE VIII. NASSPE Vlll is single-sex school out of Huston Texas. "The most profound difference between girls and boys is in any brain structure per se, but also in the sequence of

Does your child’s education matter to you? I believe single sex schools are better than co-education schools. My reasons behind this opinion are single sex schooling has less distraction in class, single sex schools have better learning results and lastly boys and girls in a same sex environment are more likely to pursue subjects they usually would not try.