CO-TEACHING

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• CO-TEACHING
• WHEN ONE TEACHES
• TWO LEARN.

Resources and Guidelines
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WHAT IS CO-TEACHING

• when two or more professionals jointly deliver
  substantive instruction to a diverse, or blended
  group of students in a single physical space
  (Cook and Friend, 1995).

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THE CO-TEACHING DYNAMIC
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http//www.specialconnections.ku.edu/cgi-
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The Types of Co-teaching

• Curriculum Knowledge
• Planning
• Time Allocation
• Level of Trust
• Philosophical Agreement

Friend, M., Reising, M., Cook, L. (1993).
Co-teaching An overview of the past, a glimpse
at the present, and considerations for the
future. Preventing School Failure, 37(4), 6-10.
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• STYLES OF CO-TEACHING
• Bauwens and Hourcade (1991)
• One teach, one support
• --One person assumes primary instructional
  responsibility while the other adult assists
  students with work, monitors behavior, and
  corrects assignments. (This approach is most
  successful when it is used on an occasional basis
  in conjunction with the other approaches.)

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• 2. Station teaching
• --Curricular content is divided into two
  parts. One person teaches the first part to half
  the students and the other professional presents
  the second part to the other half. The two
  student groups then switch.

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• 3. Parallel teaching
• --Students are divided into heterogeneous
  groups in which each student has more opportunity
  to participate in discussions. Different types of
  presentations are structured to accommodate the
  various student learning styles.

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• 4. Alternative teaching
• --Students are divided into two groups, and one
  person instructs one group while the other person
  pre-teaches the other group for the lesson to
  follow or re-teaches material using alternative
  methods.

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• 5. Team teaching-- Both professionals share
  leadership and are equally engaged in
  instructional activities. They might role play,
  stage debates, or model note-taking strategies.
  (Friend Bursuck, 1999, pp. 82-85)

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The Components of Co-teaching
Gately, S., Gately, F., Understanding Co-teaching
Components, Journal of Teaching Exceptional
Children, 2 (3) 41-47
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The Stages of the Co-teaching Process
Open communication / changing roles / use of
humour / mutual respect / flexible equality
Give and take communication / more active role of
special educator / increased level of trust and
social relationship
Careful Communication / Boundaries developing /
Feelings of Intrusion / Very defined
roles Teachers may get stuck at this level.
Gately, S., Gately, F., Understanding Co-teaching
Components, Journal of Teaching Exceptional
Children, 2 (3) 41-47
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• COMPLEMENTING EACH OTHERS STRENGTHS

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• I have a good friend (co-teacher) and we share
  all the time. She rocks at assessment I rock at
  presentation. We meld our lessons and constantly
  trade information and lesson plans. What comes
  out in the end is great lessons and great
  assessment.

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The Benefits of Co-teaching

• better student to teacher ratio and more
  individual attention (especially helpful to lower
  level students.).
• a wider use of instructional techniques, to
  better student learning
• more and better critical, planning and reflective
  practices by teachers
• social skills improvement / better classroom
  management.
• a more community oriented classroom
• increased score results.

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• TEACHER BENEFITS
• Teacher training in-house. The Korean English
  Teacher betters their own language skills while
  teaching.
• Both teachers develop new instructional
  techniques while teaching and sharing.
• New teachers can be given guidance and mentoring.
  
• Effective modeling for students.
• NESTs gt less cultural adaptation.

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3 Main Misperceptions

• 1. The foreign expert.
• Foreign teachers are viewed as all
  knowing. This creates an imbalance in the
  classroom and eventually resentment. There must
  be a shared power in the classroom. There is no
  expert or rather, a Native expert and a Foreign
  expert. Each have their particular skills and
  experience and relevance.

Sturman, P., (1992), Team Teaching A case study
from Japan, Collaborative Language Learning and
Teaching, Cambridge University Press, Nunan, D.,
149-150
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• 2. The walking tape recorder. In this case,
  the Korean teacher feels that the foreign teacher
  lacks instructional skills and uses the NEST as
  a kind of puppet, only good for pronunciation and
  laughter, cultural communication.

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• 3. The token foreigner.
• Here, the NEST is only there to give the school
  pride as being progressive. They arent used as
  teachers. They are just a symbol of being
  international and progressive.

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RECOMMENDATIONSSUGGESTIONS

• Promote and educate teachers and schools about
  the value and benefits of co-teaching. Teachers
  must know WHY they are co-teaching.
• Hold mandatory workshops for co-teachers.
  Especially prior to the school year. Also social
  outings to foster their relationship.

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• Have all co-teachers complete a questionnaire and
  discuss fully prior to teaching together. Also,
  give adequate scheduling and planning time for
  weekly co-teaching meetings.
• Educate teachers about the co-teaching options
  they have. There are many different kinds of
  co-teaching.
• Korean co-teachers MUST be in the classrooms with
  NESTs during lessons.

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• Allow for no more than 3 co-teachers / NEST.
  Preferably schools should provide an English only
  classroom and teachers shouldnt have to travel
  to other classrooms.
• Create a process to chose the appropriate
  people/teachers to be co-teachers.

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• Set up a dispute resolving mechanism so that when
  a co-teacher has a complaint, they have somewhere
  to go.
• Schedule so that co-teachers will be with each
  other for the full contracted year. Make it
  mandatory that co-teachers hold weekly planning
  meetings.

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Sharing Hopes, Attitudes, Responsibilities, and
Expectations SHARE Directions Take
a few minutes to individually complete this
worksheet. Be honest in your responses. After
completing it individually, share the responses
with your co-teaching partner by taking turns
reading the responses. Do not use this time to
comment on your partner's responsesmerely read.
After reading through the responses, take a
moment or two to jot down any thoughts you have
regarding what your partner has said. Then, come
back together and begin to share reactions to the
responses. Your goal is to (a) Agree, (b)
Compromise, or (c) Agree toDisagree.
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1. Right now, the main hope I have regarding
this co-teaching situation is _______________.
2. My attitude/philosophy of teaching students
with disabilities in a general education
classroom is _______________________.
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• 3. I would like to have the following
  responsibilities in a co-taught classroom
  ________________________.
• 4. I would like my co-teacher to have the
  following responsibilities______________________
  __.

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• 5. The biggest problem I expect to have in
  co-teaching is ___________________.
• 5a. I think we can overcome this obstacle by
  ______________________.

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• 6. I have the following expectations regarding
  _______in the classroom
• (a) discipline __________________________________
  ________________
• (b) class work ___________________________________
  _______________

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• Materials ____________________.
• homework _________________________________________
  _____________.
• planning ______________________________________
  _________________.

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• (f) modifications for individual
  students__________________________________.
• (g) grading _____________________________________
  ___________.
• (h) noise level __________________________________
  _______________.

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• (i) cooperative learning _______________________
• (j) giving/receiving feedback ____________________
  _________________________.
• (k) parental contact ____________________________
  ____________________.

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• (l) classroom appearance/seating
  __________________________________________.
• (m) other important expectations I have
  ____________________________________.

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• Note
• Modified from Co-Teaching in the Inclusive
  Classroom Working Together to Help AllYour
  Students Find Success (Grades 6-12 p.36-37, by
  W. W. Murawski, 2003,Medina, WA Institute for
  Educational Development.

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