Similarities Between Johnson And Brumback

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.

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)

Shaffer & Thomas-Brown found five structures to co-teaching that are beneficial to all students in the inclusive setting. The five structures are one teach, one assist, station teaching, parallel teaching, alternative teaching and team teaching. In the one teach, one assist structure the general education teacher would lead the instruction while the special education teacher watches and assists the students as needed. The station teacher structure is designed so that each teacher is responsible for certain content and divide the teaching based on the components they will teach. In the parallel teaching model, both the general and special education teacher teacher plan collaboratively, but work separately with a small group of students to present

The cooperating teacher plays a critical role in encouraging and supporting the student teacher as they are learning classroom management and instructional responsibilities. The evaluation is a great tool to identify areas the student teacher is doing well, as well as areas which need improvement. The cooperating teacher and student teacher review the evaluation together and work on outlining goals and expectations for future instruction in the classroom.

I was happy with the pair sharing because the students can explain ideas in ways that I may have never considered, and their explanation may help other students understanding. In addition, there is a great sense of classroom community discourse that occurs with this specific class, their level of respect for each other is incredible. Our lesson activity had the students rotating around the room and performing different word problems for about 4 minutes at each station. I think the students liked that they were able to move around. Also the amount of time we gave them was challenging and fun, without making it too intense like a drill. When we went over the answers to the problems we had students come demonstrate how they got their answer on the whiteboard and discuss why they chose the method/strategy they did, which was good because some other students were able to observe and learn. My main regret from this lesson is having the activity answers discussed and displayed with students at their desks and not the carpet. With this specific group they are so much more engaged when they sit at the

Co-teaching can be compared to marriage in the sense of in the beginning it is like dating, where you start to get to know each other, when you reach the engagement level, everything is working great, and the final step is marriage where sometimes you run into problems but it’s okay, because you have each other. Effective co-teaching must maximize the benefit of having two individuals with different type of expertise working together (Kloo & Zigmond, 2008; Little & Dieker, 2009). Co-teachers should discuss their instructional set of beliefs, their own strengths and weakness as educators, their expectations for themselves and each other, and then their preparation for assuming co-teaching roles then it can be decided how to best use their talents in the classroom (Friend, 2011).

You have provided some great strategies. When teachers meet in their team meetings, not only are they disagreeing or agreeing with each other, they are collaborating with each other to creating student-centered decisions, which is the main purpose for co-teaching. It is important for teachers to share their findings with each other to helping provide a learning environment that is suitable for all students within the classroom. I agree with you if teachers do not collaborate with each other in a co-taught classroom, the students will demonstrate with poor academic achievements and the learning environment will be challenging with poor behaviors. Furthermore, when co-teachers do not collaborate with each other, the structure will be

Co-teaching can benefit the students in many ways, it gives students with disabilities the opportunity to be in an

Co-teaching has become a very popular Marilyn Friend and Lynne Cook identifies "co-teaching as a specific service delivery option that is based on collaboration between two teachers”. At the beginning of a co-teaching relationship the two professional tend to have differing views on how to define co-teaching. Another popular definition of co-teaching from is when two or more professionals jointly deliver substantive instruction to a diverse, mixed group of students in a single physical space” (Conderman, Pedersen, & Bresnahan, 2009, p. 2).

Teachers are sharing classrooms more than ever and becoming an effective co-teaching partner is a teaching essential. With the onset of a new school year right around the corner, meanwhile, it's imperative to begin devising and building positive co-teaching strategies.

I believe in a cooperative learning pedagogy where teachers guide students’ education and stimulate them to think critically, analyze complex situations, and problem solve. Learning is a lifelong partnership between both teacher and student. There has to be mutual respect and a common goal to facilitate learning. Therefore, students must agree to take responsibility for their learning in order to engage and teachers must be willing to engage. My role as a teacher is to assist students through evidence-based practice, scholarly inquiry, and research.

The teacher is also responsible for doing record keeping on a child’s progress, dealing with problem behaviors and serving as a source of information and support in the regular classroom when there is an issue with the student. Some of the teachers work as co-teachers in a regular classroom with a general education teacher. Co-Teaching is a method where the classroom is conducted with two certified teachers teaching a group of General Education Students and Special Education students together in one classroom. Dealing with parents, administration and other teachers requires a professional attitude and the ability to work under pressure. This means that working well with others, brainstorming and being organized are essential characteristics for this type of job.

The roles that the members of our team performed were a complete collaboration of ideas and thoughts. We spoke together and did not believe that there was any set person that performed more or less than others within the group. We each put our thoughts together and created a lesson plan for the class and broke into where we felt each of our strengths were for the lesson plan of our presentation. Jordan introduced the chapter and how it was relevant to the class, as well as concluded the presentation. Alexa brought her teaching skills to light by explaining the activity through our lesson plan and assigned groups to go to their allotted location around the room. Following that, Nhi, Meredith and Indrit provided examples of their knowledge for our fellow peers and giving them a better understanding of the curriculum in the textbook and how we chose to relate it to our activity in the classroom. All in all, we performed as a team and built our lesson plan based on our strengths and weaknesses as a collaborating machine in our communication class.

Co-teaching consist of six approaches that are implemented based on student needs and instructional intent. According to Friend et al. (2010), co-teaching may occur in a single class, block, or a brief period ranging from 30-45 minutes to a full day of instruction. In the One Teach, One Observe approach, one teacher leads a large-group instruction while the other teacher gathers academic, behavioral, or social data (Friend et al., 2010, p. 12). Both teachers should study the information together and determine how the data can be used to drive instruction. In One Teach, One Assist, a second co-teaching approach, one person would be responsible for teaching while the other teacher would circle or monitor the room helping students as