Model Of Co-Teaching Essay

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?

It is very student-centered. It allows each child to be who they are as an individual and in the classroom. Each child learns differently, at their own level, at their own pace, and in their own way. This strategy allows them to grow in that. Having a co-teacher in the classroom the students get to have more of the one on one time that is needed; especially, in a special education classroom. It allows them to have someone else see something they might miss. This strategy also allows for a person with a little bit of a different perspective on the students in the classroom. Therefore, in using this strategy, a student is able to reach their greatest

By using the artwork of the fantastic four (John Haward 2001) Appendix 1, I will explore how a team is different from a group. For this I will describe an award given to me as part of a team while working in a nurse led minor injury unit (MIU). By comparing the differences I shall highlight what makes a team effective rather than a collection of people.

Co-teaching and a marriage have to display the same philosophy and values for any relationship to work. It is a give and take situation. There should be a great deal of respect for each other. Both people view each other as equal with the same attitude and expectations.

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

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 asked Mrs. Barkley if she worked with other teachers to plan and jointly facilitate learning; she told me that she personally does not. She said that she never combines classes or teaches with another teacher in the same classroom. She said the only thing that the teachers do together is come together in meetings and discuss progress of their classes and test scores. This came as a shock to me, I thought that teachers would be meeting often to combine curriculum in a way that’s meaningful. I thought that teachers would want to allow for cross-curricular projects to allow students to make the connections between subjects. When I am a teacher, I would like to work with other teachers to jointly facilitate learning, if possible.

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, her 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 right to pull students out of class to make it more noticeable to other students. It would be difficult to collaborate with another teacher, especially if you had completely different views than the teacher. This push-in experience gives special education students the opportunity to feel like a regular education student, which I find to be highly important.

Brittany Martins, Alexis Silva, Julia Schwarz, Amy Quill, and Victoria Drew will be co-teaching this lesson together. At the beginning of the lesson, all of the co-teachers will work together to explain the objectives of the lesson, and the expectations of the students. During the Ask, Imagine, Plan, Create, and Improve portions of the lesson, each of the co-teachers will be designated to overseeing and assisting a single group.

Many children and teens develop little crushes on their classmates as they grow up over the years at school, but if boys and girls were separated in different classes this may not happen. Debatably, students of the opposite gender should be taught together in the same classes. Having them together could cause problems later on, conjointly co-education is very important for both sexes, plenty of stereotypes have been created stating how boys and girls should stay separated in friend groups, having them in classes together could prevent this.

As a manager of the Dana Hall institution, the mission to change the mindset of the committee would be a difficult task to maintain. However, with the Level 5 strategy that would be implemented would bring success, and achieve a consensus to move toward co-education. In A Case for Co-education, Hagg explained “coeducation can send a powerful message to girls and boys that adults have faith in the fundamental compatibility of difference, equality and achievement. Classrooms are places to meet, not to avoid… to treat each other with the basic respect and dignity that we expect in the workplace” (para. 6). Given this background, this manager would provide a clear reasoning for moving forward with this decision, and help the leaders to understand

Cooperative learning will be a method I use in my classroom. I believe that in a cooperative learning group a student can learn socialization skills and how to work with others. This goes along with the pragmatic/progressive philosophy that children learn by doing. The progressivism teaching style also includes the incorporation of problem-solving and critical thinking techniques. I want my students to learn to think for themselves and be able to function in society. At the same time, I will be a fellow learner myself and

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

1) Modeling: one instructor stand on the front to perform certain body movement along with music first, and then encourage his students to follow. The second instructor will assist students in the back. Under this way of teaching, the student doesn’t need to necessarily copy what the instructor is doing, but he can gain some ideas about how to move his body around. (Epstein 74) Because most of my students are either in Precontrol level and Control level, the student in the Precontrol level may not easily perform a certain movement alone, but he can still stretch his body and play with his peer under the protection of both instructors. The student who achieve the Control level can try to imitate what the instructor did and copy that, if he cannot copy it perfectly, he could still have a memory on what the instructor had done. Then he can practice it alone multiple time or ask for the assistance from the teacher assistant until he mastered it.

Co-Education means the teaching of both boys and girls in the same school and under the same roof. It also means imparting the same education to both the sexes without any distinction. This system of education aims at bringing boys and girls together. It allows free mixing of sexes without any inhibition.