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Example of One Teach, One Observe Layout in a Classroom

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One teach, one observe is a co-teaching strategy that can be described as one teacher leads the whole group, while the other teacher observes and collects data. (Kurtz, n.d.) If one is involved in data collection the other teacher will be required to assist all students.

This method can be helpful when close observation is required on how students approach tasks, lessons, or projects. For example, a student is being evaluated for an IEP, and one teacher is requested to take notes and observe the student work.

Pros:

Data gathering

It is a great time for the teacher to observe students with out stepping in

Cons:

Teacher may feel that they have more of a passive role

May lead to a power struggle in the classroom with the students

Extra time is needed for communication between teachers

Tips:

Alternate between who teaches and who observes

(Kurtz, n.d.)

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Example of One Teach, One Assist Layout in a Classroom

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One teach, one assist is a co-teaching strategy that can be described as one teacher leading the entire class, while the other teacher supports individual students within the group.

This method is helpful if one teacher is more knowledgeable in the content area or when specific students need individualized attention from a teacher.

Pros:

Great when one teacher knows more about a specific lesson than the other

Can be useful in the beginning stages of teaching

Limited teacher planning

Cons:

There might be a power imbalance between teachers

Tips:

Use sparingly to maintain equal partnership in the classroom. Each teacher should have a lead role as frequently as possible to keep a healthy balance.

(Kurtz, n.d.)

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Example of Station Teaching Layout in a Classroom

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Students are split up into small groups. These stations are either independent learning with assistance from either technology or written instructions. One teacher runs another group while the other teacher runs a different group. These stations will rotate every 15 or so minutes depending on the desired time for age group.

Pros:

Great for accommodating different learning styles and abilities. For example, one station would be read-a-loud with a teacher. Each group that visits the teacher to read-a-loud would have different abilities. Therefore the teacher can assist each group differently.

Allows for movement around the room; transitioning between stations can help students with attention difficulties.

Cons:

Timing is key, the stations have to have the right amount of activity to last 15 minutes; not too fast or too slow.

Independent stations might be hard for younger students to stay focused.

Noise level might be harder to maintain

Tip:

Name groups strategically for easy recall on ability level but inconspicuous to the students.

Flexibility is a must so students do not feel stuck in one group.

Each student needs a visual reminder on their stations.

(Kurtz, n.d.)

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A teacher instructs a small group of students separately from the larger group taught by another teacher with the same curriculum. For example, one teacher is instructing the class on how to gather text evidence from a book they just read the day before. The other teaching is teaching the same lesson differently to a small group of students who struggled with text evidence the day before when the lesson was first introduced and a quick assessment was made. (Model Teaching, 2019)

Pros:

Either teacher can provide small group support.

Small group instruction can be specifically tailored to students needing more intensive instruction.

Extremely beneficial for students needing additional support.

Cons:

Pulling specific students may lead to negative feelings of being left out or inadequate for the larger lesson.

Tip:

Alternate students who are pulled so it is not the same students each time.

(Kurtz, n.d.)

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Example of Parallel Teaching Layout in a Classroom

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Students are divided in half and each teacher teaches half the class. This type of co-teaching is great when smaller groups are preferred to a large one. Instances, when smaller groups might be preferred, are when there is a large amount of information to be taught or sharing is key for the lesson. For example, if students are learning how to debate and there are two sides to the debate question. Each teacher can guide their group on how to gather information and questions properly when the class comes together at the end of the day.

Pros:

Allows certain students individual time with a teacher.

Allows teachers to focus on teaching complex topics.

Cons:

Noise level and space might be hard to navigate.

Timing of both instructions needs to be paired and cohesive.

Tip:

Have spaces set apart from each other to decrease distractions.

(Kurtz, n.d.)

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Example of Teaming Layout in a Classroom

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The team teaching model is when both teachers co-lead the classroom. This type of co-teaching should be used when students would benefit from having both teachers in front teaching back and forth. For example, a lesson on learning to debate is given. Both teachers can model what a debate might look like for the students so they can see in action how they are expected to interact with other students.

Pros:

Great for modeling behavior interactions with one another.

Teachers are able to model two different strategies, this shows students more than one way to do something.

Cons:

There is less personalized support given to students.

One teacher could easily over-power the other.

(Kurtz, n.d.)

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Having two teachers is sometimes better than one but this also can present some difficulties. Here are some tips I came across that can help a teacher parternship.

1. Establish Trust: Both teachers in a co-teacher relationship need to establish a solid foundation of trust. They need to understand that each one comes with a certain skill set that can help students succeed and this skill set is valuable to the classroom. With trust both teachers will be able to lean on the other for each other's strengths.

2. Present yourselves together as equals to the classroom and families. Right from the start of the school year, it is important to present yourselves as a united front by using terms such as we instead of I.

3. Plan together: make sure to have common planning periods of at least one hour per week to make sure you are on the same page about curriculum choices and student progress. Zoom or in-person meetings after school are also possible options.

4. Make decisions together. There are many options for co-teaching. Decide together which options are best for the delivery of instruction and which roles each wants to take.

5. Be flexible, sometimes a co-teacher relationship needs flexibility. One teacher might have a different style of teaching than the other and that is ok since students have different styles of learning. Know each other's strengths and weaknesses so they can be managed. Sometimes a lesson does not go well and each teacher needs to be able to adjust.

(Gross, 2022)

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Having a co-teacher relationship can benefit teachers in the following ways. Classrooms now are required to give all students the equal opportunity to succeed in the general education classroom. In co-taught classrooms, teachers get the opportunity to assist students in more diverse ways. Also, with these various co-teaching strategies, teachers have more flexibility and can offer more opportunities to their students. According to Jones & Winters in the article, "Are Two Teachers Better Than One?" They state, "Co-teaching reduces the student-teacher ratio, and the presence of two educators, each with distinctive expertise, should make it easier to connect students at a range of abilities to grade-level content." Some of the co-teaching strategies allow one teacher to spend more one on one time with students who need a bit more intensive instruction.

According to a summary provided by Helen Barrier adapted from the article by Wendy Dover, "The Inclusion Facilitator." Barrier lists many benefits to co-teaching Dover describes such as learning opportunities to reach all students, model strategies, and grow professionally."

(Dover, 1994)

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Having two teachers in one room has a multitude of benefits, especially for students. It is becoming increasingly important to have an inclusive classroom with students of all learning styles. This can be a challenge for one teacher but with co-teaching this paired partnership can be a powerful force for reaching all students.

According to Matt Christensen's article, "Five Clear Benefits to the Multi-Teacher Classroom," he found that, "Benefits of the co-teaching model are numerous, but there are five that can directly impact the day-to-day and long-term progress of your student." (2021)

Christensen's five benefits consist of the following:

1. Reduction of the teacher-to-student ratio

2. More instructional options

3. Greater student engagement time

4. Teamwork modeling from teachers to the students

5. Tasks and be divided and conquered

(Christensen, 2021)