co teaching

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Co-teaching
SL.NO CONTENT PAGE NO.
1. INTRODUCTION 2
2. TEACHING 2
3. MEANING OF CO-TEACHING 2
4. DEFINITION OF CO-TEACHING 3
5. APPROACHES OF CO-TEACHING 3-10
6. STEPS TO CO-TEACHING 11-13
7. ADVANTAGES OF CO-TEACHING 14
8. DIS-ADVANTAGES OF CO-TEACHING 14-15
9. CONCLUSION 15
10. REFFERENCE 15

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INTRODUCTION:-
Different ways to teach are often referred to as pedagogy. When deciding
what teaching method to use teachers consider students' background knowledge,
environment, and their learning goals as well as standardized curricula as
determined by the relevant authority.
TEACHING:-
Teacher education or teacher training refers to the policies, procedures, and
provision designed to equip (prospective) teachers with the knowledge, attitudes,
behaviours, and skills they require to perform their tasks effectively in the classroom,
school, and wider community
MEANING OF COTEACHING
Co-teaching is an approach which can be seen in several ways. Teacher
candidates who are learning to become teachers are asked to co-teach with
experienced associate teachers, whereby the classroom responsibilities are shared,
and the teacher candidate can learn from the associate teacher.[2] Regular
classroom teachers and special education teachers can be paired in co-teaching
relationships to benefit inclusion of students with special needs.
Co-teaching, partnerships can use a model which gives standard
definitions for co-teaching skills through 25 quality indicators and a rating scale. Co-
teaching is often evaluated on the amount of shared leadership is present, the
amount of co-planning time, honest communication between the two educators, and
how much respect and trust is present in the relationship

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DEFINITION OF COTEACHING
Co-teaching is, when two educators work together to plan, organize, instruct and
make assessments on the same group of students, sharing the same classroom.
APPROACHES OF CO-TEACHING
Marilyn Friend and Lynne Cook (1996a) have presented several approaches to co-
teaching that provide ways for two teachers to work together in a classroom. Their
videotape (1996b) also explains these approaches, which are briefly discussed
below. They include: one teach, one support; parallel teaching; alternative teaching;
station teaching; and team teaching.
1. ONE TEACH, ONE SUPPORT
This model one teacher has the primary responsibility for planning and teaching,
while the other teacher moves around the classroom helping individuals and
observing particular behaviour’s. For example, one teacher could present the lesson
while the other walks around or one teacher presents the lesson while the other
distributes materials.
ADVANTAGES
 Students receive individual help in a timely manner •

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 It’s easier to keep students on task because of the proximity of the teacher. •
 It saves time when distributing materials. •
 As a process observer, the supporting teacher can observe behavior not seen by
the teacher directing the lesson. •
 The supporting teacher can walk around and still continue to observe the other
teacher model good teaching practices.
DISADVANTAGES
 Students often relate to one person as the teacher and the other as a teacher’s
aide. . Having a teacher walk around during the lesson may be distracting to
some students.
 Students begin to expect immediate one-on-one assistance.
 Through the eyes of the students, one teacher has more control than the other.
(ONE TEACH, ONE SUPPORT)
2. PARALLEL TEACHING

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In parallel teaching, the teacher and student teacher plan jointly but split the
classroom in half to teach the same information at the same time.
For example, both teachers could be explaining the same math problem-solving
lesson in two different parts of the room. If the room had two computers, each
teacher could use a computer to model the use of the Internet or a new piece of
software to half of the class. Each half of the class could be involved in a literature
study group during a novel study.
ADVANTAGES:-
 Preplanning provides better teaching.
 It allows teachers to work with smaller groups.
 Each teacher has the comfort level of working separately to teach the same
lesson.
 Splitting the class allows students to be separated who need to be.
DISADVANTAGES:-
 Retrieved both teachers need to be competent in the content so the students will
learn equally. The pace of the lesson must be the same so they finish at the
same time.
 There must be enough flexible space in the classroom to accommodate two
groups.
 The noise level must be controlled.

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(PARALLEL TEACHING)
3. ALTERNATIVE TEACHING
In alternative teaching, one teacher manages most of the class while the other
teacher works with a small group inside or outside of the classroom. The small group
does not have to integrate with the current lesson.
For example, a teacher could take an individual student out to catch him/her up on a
missed assignment. A teacher could work with an individual or a small group for
assessment purposes or to teach social skills. A small group of students could work
together for remedial or extended challenge work.
ADVANTAGES:-
 Working with small groups or with individuals helps meet the personal needs of
students. •

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 Both teachers can remain in the classroom so one teacher can informally
observe the other modeling good teaching.
 Some disadvantages of this approach are: •
 Groups must vary with purpose and composition or the students in the group will
quickly become labelled (e.g., the “smart” group). •
 The students might view the teacher working with the larger group as the teacher
in control. •
 There must be adequate space to make the class noiseless.
 Level must be controlled if both teachers are working in the classroom.
(ALTERNATIVE TEACHING)
4. STATION TEACHING
Both teachers divide the instructional content, and each takes responsibility for
planning and teaching part of it. In station teaching, the classroom is divided into
various teaching centres. The teacher and student teacher are at particular stations;
the other stations are run independently by the students or by a teacher’s aide.

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For example, three or more science stations, each containing a different
experiment, could be organized with the teacher and student teacher working with
the two stations that need the most supervision. It is also possible to use an aide or
parent volunteer to supervise stations.
ADVANTAGES:-
 Each teacher has a clear teaching responsibility.
 Students have the benefit of working in small groups.
 Teachers can cover more material in a shorter period of time.
 Fewer discipline problems occur because students are engaged in active,
hands-on learning.
 It is possible to separate students who need to work away from each other.
 This approach maximizes the use of volunteers or extra adults in the room.
DISADVANTAGES:-
 To work effectively, this approach requires a lot of preplanning.
 All materials must be prepared and organized in advance.
 The noise level will be at a maximum.
 All stations must be paced so teaching ends at the same time.
 One or more groups must work independently of the teacher

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(STATION TEACHING)
5. TEAM TEACHING
Both teachers are responsible for planning, and they share the instruction of
all students. The lessons are taught by both teachers who actively engage in
conversation, not lecture, to encourage discussion by students. Both teachers are
actively involved in the management of the lesson and discipline. This approach can
be very effective with the classroom teacher and a student teacher or two student
teachers working together.
ADVANTAGES:-
 Each teacher has an active role.
 Students view both teachers as equals.
 Both teachers are actively involved in classroom organization and management.
 This approach encourages risk taking. Teachers may try things in pairs that they
wouldn’t try alone.
 “Two heads are better than one.”
DISADVANTAGES:-
 Preplanning takes a considerable amount of time.
 Teachers’ roles need to be clearly defined for shared responsibility

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(team teaching)
Steps to Successful Co-Teaching
 Helping Special and Regular Education Teachers Work Together
 As co-teachers - a regular and a special education teacher - the teacher will plan
lessons and teach a subject together to a class of special and regular education
students. The teacherr co-teaching will support academic diversity in the regular
classroom and provide all students with access to the county and state
curriculum.
 Co-teaching can be a wonderful experience when planning and communication
are in place beginning day one. Here are six helpful steps for a co-teaching
experience.
1. Establish rapport.
The first step is that the regular classroom teacher and the special education teacher
need to take is to establish a relationship -- even before the students enter the
building. Get to know each other on a personal level. For example, “After all the
teacher will be together the entire year. What things do the teacher have in

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common? Are the teacher married? Children? Hobbies? Where did the teacher grow
up?”
When the teacher and student develop a comfortable relationship and rapport with
each other, the children feel more comfortable in the classroom. Students can sense
tension as well as harmony within the learning environment. A positive relationship
will help minimize misunderstandings and motivate to resolve problems before they
escalate.
2. Identify teaching styles and use them to create a cohesive classroom.
Instructional and discipline styles are just two factors the teacher need to examine so
that he / she can combine the best of both the styles to create a interconnected
classroom. The teacher need to find a balance that makes everyone comfortable.
When the teacher plan lessons together, the teacher can use the teacher two styles
to complement one another and thus enhance the lessons and the delivery of
instruction. The teacher create a cohesive classroom with consistent expectations
when both of the teacher are on the same page with instruction and discipline styles.
3. Discuss strengths and weaknesses.
How can the teacher utilize each instructor’s strengths and weaknesses? A good
way to do this is to have each of the teacher make a list of strengths, weaknesses,
likes, and dislikes. Then take the lists and compare them and highlight the strengths
that are dominant for one teacher and allow that person to be the lead teacher in

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those areas. By using these strengths, the teacher can differentiate the teacher
instruction to meet the needs of a larger group more frequently within the classroom
as well as allowing for individualized instruction.
4. Discuss Individualized Education Plans and regular education goals.
To create Individualized Education Plans (IEPs), the special educator needs to
involve the regular educator in the special education process. Students in special
education belong to both educators, so the general educator must be informed about
the IEP for each child. Otherwise, the two of the teacher cannot effectively execute
the plans. It's difficult to educate a child if the teacher are unaware of his or her
special needs. It is important to discuss the modifications and accommodations as
well as the goals and objectives to ensure student success in the classroom. The
special and regular education teacher can then work together in meeting the
student’s goals and ensuring adequate progress.
In the same way, the regular education teacher should discuss with the special
education teacher his or her goals for the regular students, as the regular education
students belong to the special education teacher as well. Both educators should be
addressing the goals, objectives, and mandatory curriculum for that grade level.
5. Formulate a plan of action and act as a unified team
The teachers have to make decisions constantly throughout the year, so if the
teacher formulate a plan of action in the beginning of the year, disruptions will be
minimal.
Consider the following items in the teacher plan of action:
 Scheduling

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 Expected classroom behaviours
 Classroom procedures, such as class work and homework policies, turning in work
 Consequences of not following rules and procedures
 Grading
 Communication between home and school
Talk about what the teacher will tolerate as well as how the teacher will respond to
actions that are not acceptable. Be consistent when dealing with parents, and meet
as a team for conferences with them. Determine the teacher roles in advance so that
the teacher do not contradict each other or foster misunderstandings during the
meeting.
6. Take risks and grow
A wonderful aspect of co-teaching is that it allows the teacher to take risks, learn
from each other, and grow as professionals.
Co-teaching provides a safety net when the teacher take risks in the teacher
instruction. When the teacher try something new and it doesn't work, the teacher
have another teacher in the room who can step in with another technique or lesson
that works, or point out the area of difficulty, or assist in redirecting the lesson. When
the teacher are the only teacher in the room and a lesson bombs, the teacher often
have to stop and move on and then analyse later why the lesson fell apart -- without
the assistance of someone else in the room observing the lesson.
Co-teaching is an experience that is as good as the teacher allow it to be. The
teacher have the opportunity to work with another educator daily.

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ADVANTAGES OF CO TEACHING:-
 Students with disabilities are provided access to the general education curriculum
and general education setting.
 Students with disabilities will still receive specialized instruction.
 Teachers will learn from each other's expertise and expand the scope of
their teaching capacity.
 It could be two general education teachers, one general education teacher and a
special education teacher, or even a special education teacher and an
administrator.
 This allows both teachers to work off of each other to form a cohesive way of
teaching that benefits not only special education students, but also the general
student population.
DISADVANTAGES:-
 There have been many great outcomes from co-teaching, but there have also
been some situations that have not worked out so well.
 There was another case study performed with two general education teachers
that emphasized on middle school social studies.
 At the beginning of this study there were two teachers that had two very different
teaching styles, which reflected in the classroom.
 . This proved that two teachers with the same degree, but different teaching
styles were not good examples for co-teaching.

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 There has to be a balance between both teachers to be effective in a classroom
and they also have to have close to or the same type of teaching style for the
teachers to mesh.
 Co-teaching is that there is a lot more planning and preparation that is involved
for class the next day and very little time for teachers to work together.
 Co-teaching also requires extra classes to get teachers prepared for this new
way of teaching, which many teachers do not want to do because it requires
more hours for them along with more preparation
CONCLUSION:-
Although there are some negatives to co-teaching, many more positives have come
from it. Through co-teaching students are given extra attention, teachers are able to
work with a co-worker, and not all the pressure is put onto one individual person.
Right now teachers are hesitant to join with one another, but with time and making
co-teaching very prominent through school districts teachers will find this style of
teaching very useful for everyone across the board. Especially when a special
education teacher and general education teacher are put together amazing progress
can occur because every single student across the board is able to get the attention
that they need to be successful in school. Due to this students will feel more
confident when taking any type of testing that they need to. Co-teaching could
become a life long learning experience for not only the student, but also the teachers
because many new ways of co-teaching could be developed and more efficient
teaching styles could be mad

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REFERENCE:-
1.Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., & Mcduffie,
K. (2005).
2. Case Studies in Co-Teaching in the Content Areas Successes, Failures, and
Challenges. Intervention in School and Clinic, 40(5), 260-270.
3. Magiera, K., & Zigmond, N. (2005). Co‐Teaching in Middle School Classrooms
Under Routine Conditions: Does the Instructional Experience Differ for Students with
Disabilities in Co‐Taught and Solo‐Taught Classes. Learning Disabilities Research &
Practice, 20(2), 79-85.