Slowly and steadily, the race wins with co-teaching, but with ENGAGEMENT, success is inevitable. Obviously, this type of planning takes a lot of time, ideally before the start of the school year. If there is no longer time before the start of the school year, the co-teaching team should expect to spend extra hours before and after school for the first few weeks to get things off to a good start. Sacks, A. (2014, October 15). Blog post. Eight tips to get the most out of co-teaching. Retrieved on January 26, 2017 by www.edweek.org/tm/articles/2014/10/15/ctq_sacks_coteaching.html For anyone looking for additional information about co-teaching, here is a link to my presentation (audio and slides): www.youtube.com/watch?v=yx_SlKHv1S0&t=324s students at all academic levels benefit from alternative tasks and increased teacher attention in small group activities that allows for co-teaching. Co-teaching allows for more intensive and individualized teaching in general education, improves access to the general education curriculum while reducing stigma for students with special needs. Students have the opportunity to increase their understanding and respect for students with special needs. Students with special needs are more likely to ensure continuity of teaching, as teachers benefit from professional support and the exchange of teaching practices when working together. Co-teaching includes two or more certified professionals who share responsibility for teaching a single group of students, primarily in a single classroom or workspace for certain content or goals, with mutual ownership, pooled resources, and shared responsibility.
(Ami & Koch 2016) The co-teaching relationship brings together two people with wonderfully rich expertise and experience. Special educators are generally able to individualize the curriculum and teaching according to the needs of the children (Dettmer et al., 2005); Volonino & Zigmond, 2007). In contrast, general educators tend to have a broad knowledge of the curriculum, standards, and desired outcomes for the larger group. Therefore, when generalist educators have curricula, they tend to target the masses (Dettmer et al., 2005). Both of these perspectives are important and co-teaching teams need enough time to work on how best to use each of them. Take your time. Co-teaching is complex and complex. The diversity of teaching personalities and teaching styles, the very different needs and behaviours of students, demanding curricula as well as the expectations of parents and administration are reinforced in a shared classroom.
Co-teachers need to breathe and start small. Build some success by understanding that more intensive learning can take place when students are in small groups, and commit to perfecting this type of co-teaching technique. Select a different student each week to focus on their successes and challenges. Together, make weekly goals to try a new learning or teaching technique. 4. Station lessons. In this co-teaching approach, teachers share content and students. Each teacher then teaches the content of one group and then repeats the teaching for the other group. If necessary, a third station could allow students to work independently. Teachers in co-teaching situations that don`t work well often say they feel disrespectful.