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1.) Mnemonic devices, this could help them organize and recall information.
2.) I might use method with remembering the colors of the rainbow ROYGYBIV
3.) A couple barriers I see when it comes to co-teaching is they might not be one the same page about classroom material, and maybe not agreeing with certain topics or ways of teaching. Another issue could be they might have personal issues with one another that might affect the classroom.
How they can over coming these is by having a short meeting before and after class and always communicating with one another.

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1. One effective teaching strategy discussed in chapter 7 is Mnemonic Devices. This strategy is used by being a memory aid that helps students recall information.

2. You can use this strategy to remember how to spell words or what order to do math problems in such as "PEMDAS" which stands for Parenthesis, exponents, multiplication, division, addition, and subtraction. When I took piano lessons, my teacher helped me remember how to read notes by telling me the notes from the bottom up between the lines spell out "FACE" and she told me to remember that by telling me to say "Fiona ate Claire's eclair."

3. Coteaching can be ineffective because some students may learn better from one type of teaching style rather than the other. Sometimes teachers prefer different strategies but it's important to understand if some students don't benefit from a strategy, it's okay to try a new one. Not everyone has success from the same strategies. From experience, I can say I've benefited greatly from mnemonic devices and have remembered many to this day that I've learned years ago.

4. You might overcome these by working with the co-teacher by agreeing on strategies to stick to and by sharing past experiences of what has and hasn't worked in the classroom. I think it would be effective to create lesson plans together and to also talk about what other strategies could be used if not every student benefits from the main ones taught. There has to be willingness to communicate and plan accordingly in order to help each other as well as the students.

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1-  One of the effective teaching strategy discussed in Chapter 7 is Mnemonic Devices. This strategy helps improve students' ability to remember information. It can help students retrieve information quickly.

2- Mnemonic devices can be effectively use several ways. To remember facts, sometimes it is easy to create rhymes or acronym. For example, "PEMDAS" is a great way to remember the sequence in Math operations. Some times songs can help remember spelling of difficult words. "A Rat In The House May Eat The Ice Cream" can help a student spell the word "Arithmetic".

3- Co teaching is an effective way of teaching a classroom where some students
might have learning differences.  However, there are some obstacles when it comes to co teaching. Different teaching style and education philosophy among co teachers can be an obstacle when it comes to effective co teaching. Time is also an obstacle, as most teacher don't get enough to get acquainted with each other at the beginning of school year. Also, co teaching also requires more time where co teachers can get together to plan lessons, so everyone is on same page when it comes to teaching their students.
4- Collaboration and communication can help teachers become effective co teachers. I would also schedule time at the beginning of the school year to become familiar with my co teacher. I would also make an effort to make time for collaboration for lesson planning, so we can both have clear understanding of instructions that we will be providing to our students, and will differentiate instruction to help students with learning differences.

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Q1- My favorite strategy would be advance organizers. They help students to be able to understand the material better, retain, and remember the new material. I always loved when my teachers created different ideas to help me learn the material better.
Q2- I might use this strategy to keep my students from forgetting the material and be able to better assist them.
Q3-The barriers I see in co-teaching would be not being agree on certain things for the students. One teacher might like another method better, which could easily cause disputes.
Q4- I might overcome this barrier by listening to the co-worker and possibly coming up with a happy medium.

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Question 1
I feel the mnemonic device is a great teaching strategy. Tapping into a students way to memorize or remember information is what can help them in learning multiple things by giving them a familiar tune or familiar way something triggers their brain into thinking of the information and being able to complete the task at hand.
Question 2
I would use this strategy in helping my students possibly remember their multiplication tables or vocabulary words. Its a fun way for them to learn and giving the students something to attract their attention to the information.
Question 3 & 4
The barriers I foresee with co- teaching is still the way we are able to get the information to the student and working together to make sure all students get the same information and support. I feel from this chapter that parallel teaching and then having a summation or summary of what the kids learned is the most effective way in getting past the barriers I feel I may have with co=-teaching.

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Q1: I personally appreciate the Mnemonic device strategy. Mnemonic devices are defined as phrases or sentences where the first letter of each word spells out a difficult word, or aids  in remembering a long list of words. This strategy is is most appealing to me because it offers a sensible way to recall pertinent information. There a number of different ways to formulate a mnemonic device, including short rhymes, sentences/phrases that tell a story, and perhaps maybe a memorization by tune.
Q2: I would use this strategy most likely in the form of a tune or a short story. Music most appeals to me, therefore I can certainly foresee myself incorporating this learning device into a memorable tune. Perhaps maybe a common nursery rhyme tune with the inclusion of the key information.
Q3: I think the biggest potential barrier between any multi-person  interaction is the possibility of misunderstanding, miscommunication, and disconnection. So in the case of co-teaching I think there could be the conflict of disagreement on how to best teach and implement curriculum.
Q4: The best way to overcome barriers of the differences would be to maintain the highest level of respect for one another. It is inevitable that co-teachers would have unique and distinct ways and methods that suit their personal preferences. However, if each teacher simply respects the position of the other, and embraces the differences between them, then I believe the barriers can be broken. There also has to be a profound level of communication. Communication is the key to any deal of success in relationships. The same goes for work relationships. Therefore, it is imperative that each teacher can and does effectively communicate and listen to one another.

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In the case of a co-taught classroom I can foresee alternative teaching being an effective method of delivering concentrated instruction to the students in need of greater attention. As a school counselor, I can imagine alternative instruction coming into play during the activity or small-group portion of a "guidance" lesson. After the general didactic portion where information is delivered, I like to engage the students with a take-away or game to drive home the lesson; then would be a good time to focus in on higher needs students to make sure they understood the purpose of the day's lesson.

School counselors don't often co-teach, in my limited experience, but I can imagine that stylistic differences could come into play, particularly in the case of classroom management. Some educators are more lax, some strict, but all have their own ideas about ideal classroom conduct. Inconsistency between educators would lead to confusion for the students. Communication will be key for overcoming this type of problem. Both educators should be able to find a compromise that respects both of their preferences to a degree and stick to the agreed upon standards.

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Q1 – Mnemonic devices are an effective teaching strategy discussed in chapter 7.  Mnemonic devices are memory aids that assist with recalling information.

Q2 - As a future educator, I might use mnemonic devices in either of my chosen content areas of Social Studies or Language Arts.  Having graduated high school twenty-six years ago and still having ROY G. BIV (colors of the rainbow) and MY VERY EDUCATED MOTHER JUST SERVED US NINE PIZZAS (names of 9 planets) deeply ingrained in my psyche, I can contest to the validity of using mnemonics.

Q3 - The greatest barrier I foresee when co-teaching is being paired with an educator who has an overall negative disposition or is using outdated instructional practices.  It is essential that co-teachers strive to serve all students in their classroom using UDLs that allow for any of the five models of co-teaching: one teach/one support; station teaching; parallel teaching; alternative teaching; and/or team teaching.

Q4 – The best way to overcome the aforementioned barriers is to be upfront during the planning process.  By being upfront and explicitly stating the purpose, goals, and desired results of the lessons, co-teachers should be able to effectively work in collaboration.

~~Sivi Y. Thomas

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1.My favorite teaching strategy would be the mnemonic device. I actually remember many teachers of mine using this in the classroom and it has helped me so much. I  think it would make teaching which ever topic easier and fun when using this technique.
2.For example, when teaching 5th grade math and i would like for my students to remember PEMDAS , i would teach them the mnemonic device  Please Excuse My Dear Aunt Sally for an easier way to remember the order in which to solve a equation.
3.The only barrier i could foresee would be not being on the same page as the other teacher, which would affect lesson plans, ways to introduce topic to student/teaching students.
4. Ways i would overcome this is to always try and be on the same page with EVERYTHING especially dealing students in the classroom.

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One effective teaching strategy that I’ve actually always enjoyed was mnemonic devices. I think using something fun to help a student remember makes it easier for them. With this strategy, it can help students remember how to spell words or even use formulas. It could even work for sight words. A mnemonic device for spelling “Me” could be something like “My Elephant”.

It’s clear that when it comes to co teaching, there is a possibility of having barriers. Involving two passionate teachers in one setting can be an amazing thing but it’s clear that they may be two different kinds of teachers, two different approaches and styles and two different thoughts on how things should be done. To overcome this, it is imperative that each teacher realizes the greater good, which is the outcome for the students. One thing that they both should be able to agree on is that they both want to only see the best from for their students therefore they should be able to reach common ground and compromise to see that happen

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One effective teaching strategy discussed in chapter 7 was direct instruction. I use direct instruction daily specifically when teaching literacy , when it comes down to vocabulary terms. While reading vocabulary is very crucial so I have to be very specific as to what words mean , what they sound like, how to use them , and when to use them. The direct instruction comes in when they are instructed to do specific task with the vocabulary words given.
The barriers I foresee when co teaching are struggling with stereotypes and preconceptions of students and myself as a teacher.  Learning how to not give in to stereotypes and treat children different based off of anything i.e. : race, gender, height, genetic build/ make -up, eye color, social status, and etc. Being able to just be open minded at all times even when it comes down to other staff members that may not be open minded and use those same stereotypes everyday and how to deal with them in a positive way. This is an everyday battle no one is perfect and we all have our own biases that we have to get over so this is just a daily task I would challenge myself with.

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1&2. One effective teaching strategy discussed in chapter 7 would be advance organizer. This is an effective way of retaining previous information that the child has learned so they do not forget that skill. As a teacher this is an important strategy due to students coming back from vacations may forget how to do certain skills.
3. A barrier I foresee when co-teaching are conflicts that may arise between the educators. This may be due to the fact that they both have a difference in opinion and can sometimes cause them to have a hard time meeting in the middle. To over come these barriers I would suggest having a mediator of a higher authority, for example the principle come in and settle the dispute.

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Classwide peer tutoring is a very effective strategy. My focus is in math and science education, and I can see this being used a lot in Math. Instructing students how to do some basic problems, then allowing them to do the problems and check the work with each other, allowing them to help each other with the problems they did not get. This time can be concluded by me asking if there any questions that they might still have.

The barriers I foresee from co-teaching are what I see happening in any kind of group work. Different approaches to different tasks, or different organizational styles. These can be overcome by adequate planning and talking about the differences up front, and finding a mid point to settle on. Like any relationship compromise is key.

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I believe Vygotsy's Zone of Proximal Development and the Student regulated strategy instruction methods will be the most influential in my future classroom. These strategies will allow me to motivate my students to understand that they too are able to learn regardless of past hiccups in their educational history or learning disabilities. By focusing on clearing up prior misconceptions and aiding them in transferring content they have already mastered I believe I can contribute to a more positive educational system.

In co teaching I can foresee personality issues becoming a problem because education is something I am very passionate about. In order to combat this, I pledge to be open minded and willing to understand different positions, especially if they are helpful and relevant.

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1. Direct instruction is one of the teaching strategies I find effective in classrooms. It contains a step-by-step instruction process that ensures the participation of every student. This approach has all elements to make sure students do not fall behind such as guided practice, the use of advance organizer, and independent practice with feedback.
2. I might use this strategy when reviewing for an exam or starting new concepts of the course in the classroom. Direct instruction lets the teacher give practice and see what the students’ strengths and weaknesses are. I think direct instruction can be used anytime in a classroom due to the involvement of students and teachers working together.
3. I think a barrier related to co-teaching could be having different teaching styles and personalities. Some teachers may not be willing to employ or, at least, listen to other’s opinions and ideas and I think that could be problematic for the teachers and the students.
4. The solution to this could be making sure that both teachers are on the same page. They both need to ensure that communication will be the key to being good instructors to the students and competent individuals in general. Also, they should be willing to compromise and accept ideas that are not their own.

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1&2) Station teaching is an effective strategy that I have used in my classroom, and this strategy can be enjoyable when done the correctly. Student teaching can differentiate the content within the stations provided while incorporating levels of the depth of knowledge. Students are drawn to the activities and it is geared to student- directed instruction but can also be facilitated by a teacher if necessary.
2)  I might use the strategy for my Anatomy and Physiology class for a review before a final. This will reinforce the body systems that were previously discussed while reviewing for the test.

3)    Barriers I see in co-teaching is, many teachers have different styles of presenting information to students. The main teacher might look at the co-teacher as an assistant, thus causing a problematic environment.  The co-teacher might feel that he or she is useless.

4) To overcome problems with co-teaching, teachers may have to meet consistently, plan accordingly and be respectful of their colleagues.  When meeting discuss the lesson and how can they orchestrate a cohesive lesson plan involving both the instructors. Once creating a working relationship between co-teacher and teacher, the class will be aware of the support that will send a message to students that this is a positive environment.

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Q1 & Q2: One effective teaching strategy is concept mapping. As a student growing up , concept mapping has helped me out alot as far as grasping the content needed . During instruction time after the content is introduced to the students, concept mapping can be used to help students establish the relation between the content and other verbs that can describe it. By allowing the student to make connections will promote a immediate thought process that increases critical thinking . Acknowledging prior knowledge and adjusting the description provides a flashback stimulation back to when the content was first introduced the student.
Q3: With co-teaching , teachers also have their own unique style of teaching. Depending on the background each teacher comes from plays a factor in how co-teaching could either benefit or become a problem. Two different educational philosophies could easily clash and interrupt instruction time for the students, thus the end result being lost instruction time. To overcome these issues , its imperative that both teachers are on one accordance. There isn't one specific way to teach , being effective is essential in order to grasp a student's stimulant to learn . Combining teaching strategies to make both teachers comfortable could be a resolution to overcoming the"norm" barriers.

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What’s one effective teaching strategy discussed in chapter 7?
Alternative teaching can be handy if there are a small number of students with disabilities in the class who need specific attention to help learn.

How might you use the strategy you named?
Generally by taking the student's in question to the side, possibly even to a nearby free classroom if necessary. Generally the teacher with more experience in specialized education should handle this, with a lesson plan tailored for the needs of the students. There is the obvious risk, though, of social isolation of the students with disabilities that can be hard to handle given the obviousness of the separation.

What barriers do you foresee when co-teaching?
How to effectively communicate with your co-teacher without making it too obvious to the students what is being communicated, particularly if the issue is of a sensitive nature or the timing raises authority issues.

How might you overcome these?
Working out and understanding subtle non-verbal cues ahead of time strikes me as the best means to work around this.

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What’s one effective teaching strategy discussed in chapter 7?

- One effective teaching strategy discussed in chapter 7 is direct instruction, which is the use of straightforward, explicit teaching techniques, usually to teach a specific skill.

How might you use the strategy you named?
I would tell the students the concept or skill to be learned and lead them through instructional activities designed that will result on student learning. I would also have a structured lessons that follow a clear sequential approach with me being in control of the content, activities and lesson pacing, and I would also make sure to monitor the students understanding and provide feedback. I would use direct instruction when teaching small concepts that are very clear and straightforward, for example phonetics, spelling or math.

What barriers do you foresee when co-teaching?

The barriers I see with co-teaching is the difficulty to work with someone whose teaching style and philosophy differ from your own. Another barrier is that teachers may not be viewed as equals, it can result from one teacher taking the role in the majority of the time.

How might you overcome these?

By having an open mind and willingness to compromise, also making sure each teacher knows their roles and responsibilities, and preplanning the lessons.

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One effective strategy to teaching students with disabilities is direct instruction. It is a form of explicit instruction that closely monitors for understanding of the material. Students with disabilites have unique ways of processing information than other students without disabilities. Thats why I would use this model and revise it in a way that fits each individual in a way that they will be able to understand the material while also frequently checking their comprehention. This way I can know if the method is working or if it needs to be changed.

A barrier that i forsee when co-teaching is both of the teachers not being on the same page as far as how they want to implement each lesson, as well as their treatment towards each students individual needs. How to overcome those barriers would be to have open communication between the teachers at all times. Discussing before hand what the particular learning disability is and how they might overcome some potential struggles would be helpful. It is also important to be open to opinions and viewpoints that are different form your own. Each instructor can have something unique to contribute to a lesson and it would be more helpful to work off of eachothers strenghts, as well as learn from eachother.

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One effective teaching strategy would be advance organizer.  When I am teaching my class I do not want to my students to forget what they have learned in the past.  I would do my best to add on to what we have been taught.  This way the can retain all the information that they may need.  Especially, if I have students with a learning disability this advance organizer can help the students revisit past information.

When it comes to co-teaching in a class many things can occur.  The goal to co-teaching is putting all abilities to good use.  You have to listen to what the other teaching is saying and understand her point of view.  Everyone has great ideas, but you have to learn to adjust and readjust your ideas when needed.  It's all about listening and building a team.  Your idea maybe great, but the other teacher's idea might be great, too.  So, you have to come to an agreement to combine ideas.

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One effective teaching strategy discussed in chapter 7 is direct instruction. This is "a systematic form of instruction that includes explicit step-by-step teaching procedures that account for student mastery, immediate student feedback, student practice, and gradual fading of teaching direction." This is important for students with learning disabilities because at first, they need teacher instruction, but after a while, it fades and turns into student-focused instruction. Also, it allows for students to express their concerns and opinions about the content/classroom. Lastly, it is a step-by-step process, meaning students will understand the material better. I might use this strategy by introducing a new book to read to the class as the introduction. Then see if students understand and address their questions, comments or concerns. After getting feedback I would provide guided practice with the reading and provide examples. Lastly, I will check to see if they comprehended what was being read.
Several teachers like teaching a certain way so they might not agree with a teaching style that one wants to try. In order to overcome this, is by having an open mind and try station teaching.

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Advance organizers would be an effective teaching strategy to use in the classroom. These organizers allow students to make connections when learning new material. They can always go back to these organizers for practice. One specific organizer that could be use is the KWL chart. It will allow students to see what they already know on a certain topic, what they want to know, and in the end see what they learned on the topic. This is a way students can connect previous information to new information learned while having their thoughts organized.
Barriers that may come up when co-teaching "stepping on each other's toes". Teachers may have different styles of teaching and not agree on the same method instruction. The best way to overcome these issues is to practice parallel teaching. Teachers can work with different groups and share equal responsibility of teaching. It's important to communicate with one another to ensure effective teaching.