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In my 6th grade future classroom, I would like to co-teach with Special Education Specialist. Ideally, we would meet before the school year began and periodically throughout the year. We could discuss our basic philosophies and teaching methods, and discover what strengths and weaknesses both of us hold. We could get a sense for who excels at what, and we could develop lesson plans and activities as equal partners so that we may benefit the learning needs of ALL students in our classroom. I would prefer to have the authority and feedback split as evenly as possible. Even if we had differing points of view or disagreements, I believe that through constant communication and a respectful, professional attitude, we b

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I would like to teach 3rd or 4th grade level/ Multiple subject. I find American Sign Language(ASL) very interesting and would like to incorporate the basics in class. My co-teaching would consist on first finding out what subject me and the other teacher feel more comfortable with. Once that is determined, we can work collaboratively to come up with creative and engaging techniques. The class can be divided in two and because I feel being connected to the outdoors is important, we can figure out ways to have a class be conducted outside and one inside. These can be two separate environments that can being positive affects in their learning ability. Incorporating ASL, like the alphabet, numbers and common communication like yes, no, don't know, i know, maybe, need help, please and thank you, can allow them to communicate without speaking. I believe co-teaching can be very helpful because it will allow students to feel they can go to more than one person when it comes to asking for help.

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I plan to teach in a multiple subject classroom, and I believe at some point in my career I will be co-teaching with a Special Education teacher. The age level at which I would like to teach in would be 4th grade to 6th grade. In our classroom we would both have equal amounts of authority over our students. We would both spend an equal amount of teaching all students so they can have access to both of our teaching methods. I believe co-teaching is successful if both of the teachers are willing to put all their effort into the classroom. As far as planning out how our students with special needs are going to meet their IEP goals that will be primarily the responsibility of the Special Education Teacher.

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I plan to teach English at the high school level. At the moment, I plan to teach 9th or 10th grade. In my future classroom, I could see co-teaching working really well if I have a teacher that is willing to work and commit to working with me. This type of class where co-teaching would take place would be a full inclusion class. In my class, I can most likely picture the co-teacher's students mostly on the same side of the classroom, but when it's time to work in groups I can see my co-teacher's students working together with own students. I would expect the co-teacher to monitor them working with my students. However, if the co-teacher needs my help with one of his/her students, I would do the best I can to help them. Along the way, I feel I would learn more about how to teach students with specific learning needs or possibly behavioral challenges if any. In addition, I feel that including them in the group activities one way or another, would help my own students see special needs or students who need extra help in a different light. Instead of viewing them as "stupid", they would see that they too can contribute to the class in their own way. They would also learn how to work with people who are different than them, which is an important skill for life I believe.

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I plan to teach Special Education in either mild/mod or mod/severe setting. I do not mind the grade level but if I had to choose I would say high school. In my class co teaching would basically look like two teachers effectively running a classroom. One teacher will be lecturing well the other with assist and support ALL students especially those that need the extra support. No student will ever be singled out, nor will a specific group for any reason. I would make sure my co teacher and I have a great bond and share similar teaching philosophies.

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In my future high school history classroom, co-teaching would be a great, invaluable resource to have. As many students with special needs or learning disabilities are being merged into general education classes, having a co-teacher with me who can handle the additional challenges of properly teaching students with disabilities would be a great relief for me. I would no longer have to stumble about and "wing it" when trying to teach student(s) with disabilities and students without disabilities. It would be even sweeter if my co-teacher shared my passion for history! Initially, there will probably be some hurdles my co-teacher and I might stumble over but that is perfectly fine in the grand scheme of things. Given how unlikely it is that I will personally know my co-teacher, mistakes are bound to be made. In order to counteract these early challenges, my co-teacher and I would try our best to schedule meetings to discuss how we could better assist each other during class time and share any tips, lesson plans, and ideas we have that could make our classroom a better environment for our students and that could ultimately make us better educators. Hopefully after the initial stumbling period, my co-teacher and I would be able to bounce off of each other's strengths and negate each other's weaknesses and totally rely on each other through the school year.

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I plan to teach Spanish in high school and I hope to have good communication with my co-teacher. I think that co-teaching would be a great opportunity for the students to have extra assistance. I expect for the both of us to work well together and come up with techniques and methods that could help our classroom be fun and also where kids are learning a lot. I think that each student deserves to have a unique experience in a classroom and with co-teaching it would be good to provide that to the students.

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I think it would be an awesome growing and learning experience for everyone involved if I (as a Mod-Severe teacher) were able to co-teach with a general ed teacher. I hope to teach K-3 so I believe working with a general ed Kindergarten teacher would be the most helpful. I believe general ed students could benefit from the diverse classroom environment that is more typically seen in a special ed classroom. Conversely, I think the special ed students could benefit from the numerous positive behavior models and feeling of inclusion. As the special educator, I would hope to spearhead the behavior modification aspect, with both mod-severe students and general ed students. We would use our strengths from our different backgrounds to give all of our students the best of both worlds.

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In terms of my future classroom with Music, there is a potential that they may not be a co-teacher for the student with the disability. In terms for a performing arts class for choir and/or band, the co-teacher and I would determine what is a reasonable point of what measures need to be tested. In terms of the pace, the pace is difficult to change, especially if there is a deadline for having certain songs learned in time. What I could do with my co-teacher is explain to them what the ultimate goal is for the concert, and then what pace can be set for them and what modifications can be done. If the special education student has a problem with memory, they are allowed to use their music for singing. If they have a hard time learning the piece, then there will be a need for extra meetings after the class. In a performing arts setting, that could be the case. If not, they can be given another duty as well, but can still perform in the pieces that they are able to learn in time or like I said in the beginning, it is difficult to be able to determine what is a good pace and at the same time, meet the deadline with learning the piece. If the co-teacher and I have to arrange a different plan for them, they could work on the programming with me and determine what pieces they can perform and or sing. But the co-teacher and I have to agree on a plan and follow through with it. Performing Arts require rehearsal time, and usually treating students the same with the pace, though that may not be always the case. If it comes down to it, I can also provide resources (study tracks, etc) that can help the student with a disability be able to succeed. Again, different disabilities provide for different circumstances, and that is something that the co-teacher and I need to evaluate together and be transparent with each other on their IEP.

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In my future adapted physical education career, I will have many different opportunities to co-teach. I will be working with general education teachers, special day classroom teachers, speech therapists, psychologists, and many more. I will first start out by opening the lines of communication. This means that I will begin building the bridge for a professional relationship. We will need to make sure we have periodic check-ins and updating each other on any changes within our shared students. It is important to make sure all co-teachers are on the same page so we are consistent with our students. For example, if a general classroom teacher has a behavior management program for one of my students, I will make sure to keep that same program while they are in adapted physical education with me. I feel it is crucial for a student's success by having a solid co-teaching relationship.

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I would be so excited to be able to have the opportunity to Co-Teach in most likely an elementary school level- perhaps fifth grade.  I would most likely teach in an inclusive classroom with students with mild/moderate disabilities. I would first work to reflect on my own strengths and weaknesses as an educator and then share these in order to establish an open and trusting line of communication with my fellow co-teacher. We would then meet to discuss and delegate roles and classroom management strategies- each playing on one another's strengths and look through files and IEPs to get to know our future students. Our strategies would include both large and small group instruction. Perhaps, I would begin by working with struggling students and students with IEPs in small groups (as I would be the Education Specialist teacher) and later switch off with the General Education teacher so that we would grow to share the same skill sets.
We would definitely have to keep an open mind and experiment as we go along; however, once we find our groove, we would hopefully be able to share each other's strengths and help one another to grow in our weaker areas as an educator.

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In my 4th grade classroom, I would be co teaching with the mild- moderate Special education teacher. Together we would engage with all of our students so they see that both of us are of the same authority. We would have a relationship that would let the other take the lead at moments of their strengths while the other acts of a support system. Together we would asses both students with or with out disabilities. We would create an environment were no student feels as if they are limited but they are challenge on there own individual levels. Both teachers would lead groups and alternate groups so that I as a general ed teacher would gain more confidence in working with the students with IEPs and the special education teacher can gain strengths with those students who don't have IEPs. We would learn from each other in order to make sure our students are successful.

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I'm a Spanish major and I plan on teaching High School Spanish. I have to admit that once in a position of authority, like a teaching position, I would have a bit of trouble sharing this authority with a co-teacher but I am willing to make an effort and give all that I have if it means helping a student with a disability. I know teaching and classroom management can be extremely difficult and having a co-teacher would surely be of much help. I would hope that my co-teacher would have knowledge of my subject but I probably shouldn't expect it. As long as he/she can assist the students with disabilities and have great communication with me, I think everyone will benefit. Although I like being the ultimate decision maker and being the authority figure of the classroom, I really do see the benefits of co-teaching and I'm definitely open to it.

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I posed this question in class and I am still hopeful that one day co-teaching can be applied in the type of classroom I will be in. As mentioned in class, I am planning to teach agriculture, FFA, at the high school level. Because of the specificity of the subject and requirements, there are not a great deal of agriculture teachers. However, there are still students with disabilities that enjoy learning about agriculture and would need to be apart of the class in order to learn this subject. These subjects involving agriculture are not taught in a special education classroom. This means that co-teaching is even more crucial to have in an agriculture classroom. If it were to ever happen, I would be happy to share and collaborate with the special education teacher in order to create a classroom that accommodates all students rather than most.

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I would welcome the chance to co-teach with a special education educator in a third grade classroom. I think it would be most effective if we already knew each other and had a relationship. However, if we did not already know each other, the first thing would be to meet a number of times and talk about our strengths, likes/dislikes and teaching styles and how they could compliment each other in the classroom. We would need to establish the roles we would each take in the classroom and how the class would be structured. Who would be the lead and for which subjects? How would we branch out into smaller work groups with the students? We would also need to be clear that we are equal in authority and responsibility and present that united front to the students. It would be important to establish our classroom management philosophy so we are on the same page. The students would benefit from having two teachers in their classroom that are working hard to benefit and meet the needs of all the students. The students get to experience working more closely and becoming friends with students who may be a little different from them. The special education students feel more included and accepted as a "member of the group" in the school.

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If I have the opportunity to co-teach in my future middle school ELA classroom, I would make a point of starting off by getting to know my co-teacher. Although it is not a pre requisite that we be best friends, we should be comfortable with each other and be able to address our strengths and weaknesses. After that, I would strive to plan out lessons where we can both make the best of our strengths to address all of our students' needs. We would also plan on ways that we can alternate  teaching the same material so that our students feel like we are both equally addressing their needs in our classroom. This would form part of making all of our students feel equally cared for and not like one of the instructors may be paying more attention to a certain group of students. This is also useful when it comes to having all students respect and take instruction from both teachers. This results in students seeing both teachers as authority figures and having an overall successful classroom.

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In my fourth grade class,  I would co-teach with a special education teacher. Before the start of the school year, we would meet and get to know each other. Developing a strong professional relationship is crucial in order to best meet our class' needs. We would get to know each others' strengths and weaknesses, and start planning our school year based on what we learn about each other. To plan, we would keep in communication through technology and face-to-face. Once the school year begins, the collaborative planning would continue through the remainder of the year. While teaching, we would make sure to incorporate flexible grouping and heterogeneous grouping to ensure that all students' needs are met. I would also make sure that we are both teaching, and that our students understand our equal authority and responsibility. We would also both work to assess students.

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In my middle school, mod/severe special education class, I co teach with the physical education teacher. This year I met with my students' PE teacher prior to the beginning of the school year to create a goal for them to be successful and included at PE. My co teacher and I collected applications and held interviews with the mainstream students in their PE period who were interested in becoming a 1:1 peer buddy for each one of my students, during that specific PE class. The PE teacher and I have taken turns in advising and modeling for those chosen to participate in our peer buddy program. The PE teacher and I meet weekly to set up a variety of tasks and activities for our students to collaborate and build relationships with each other. I work on all functional academics and IEPs, while she makes sure what we have modeled and plans we have created are being implemented and proper PE assessments are taking place. Together, we work as a team by communicating regularly, having a positive and excited attitude towards our students. We both understand that being included is important for ALL and enjoy working together to accomplish a healthy positive relationship with each other and our students, in order to create and maintain a new culture of inclusion on our school's campus. Our hope is that, other staff and students will be influenced by what we are implementing, want to be a part of it, and that it will create a ripple effect, not only in our PE period or my classroom, but throughout other classrooms, lunch areas, and the many parts of our campus as well.

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In my future fourth grade class, I would work in a team with the special education instructor in my class. We would schedule meeting times during breaks or after school to brainstorm lesson plans that will meet the needs of all of our students. We would also discuss ways in which we would take turns leading lessons, establishing both of us as authorities in the classroom. During lessons, we will break the class up into groups and take turns working with various group sizes. My partner will lead a large group while I lead a smaller group and we will switch off. Later, we will lead the class as a whole. We will make sure the needs of students with IEPs are being meet while at the same time meeting the needs of the general classroom. The team work that the special education instructor and I demonstrate gives our class an example of how to work with a partner or in a group. We can all learn from each other and value good team collaboration.

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In my future adult transitional special education classroom my co-teacher and I would be each other's "right-hand man". We would always be there for each other and support each other. If there was something that we did not see eye to eye on we would make sure to sit down and have a mature discussion about it until we came to a fair conclusion. We would never bottle things up. Another thing we would never do is play the blame game. If something in class does not go to plan we would work together to resolve the issue, not point fingers at each other. Having a co-teacher would be very helpful because we could split the class up for community outings which would help things run a little smoother because the groups would be more intimate. Something else that would be very helpful with having a co-teacher would be the ability to have a second pair of eyes that would hold the aides accountable. As a substitute teacher I sometimes unfortunately see aides slack off because the teacher is not around which can be dangerous for the students. If I had a co-teacher one of us would most likely always be there to make sure that never happened.

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My subject area is social sciences, and my desired grade level to teach at, is at the high school level.  In my future classroom, co-teaching would be comprised of myself, the general educator, and a special educator, coming together to teach a diverse group of students. This partnership would open communication between us educators and the students themselves. Before beginning the year, it would be my responsibility to share with the special educator what we would we learning that year and tips for helping the students understand the discipline. Each week we would meet to work on the lesson plan and adapt our methods to better meet the students' needs. Without understanding both of our teaching styles and the students' learning styles we cannot be successful. Co-teaching requires flexibility and communication.

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In my future 2nd grade classroom, co-teaching in "our" classroom would demonstrate a collaboration between myself and a Special Educator. Before our year would begin we would definitely meet to plan and organize lessons, and decide upon what to teach and who would do certain lessons with which groups of students, whether small group or whole group. It will be key to communicate clearly our expectations are for our classroom, decide upon rules, and definitely talk about our strengths and our weaknesses. Making sure we have similar philosophies will be useful as well. Both of us would incorporate our strengths and talents and teach in an inclusive and diverse classroom. I would be able to provide students with disabilities general education curriculum that is required by law to be accessible, and the special education teacher would familiarize me with things like IEP's and help with accommodations and modifications.  Together we would teach tolerance between the general education students and students with disabilities and accommodate ALL students needs.

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In my future special education kindergarten classroom co-teaching  will look like a great partnership. First, we would need to get to know each other, such as strength and weaknesses. Also, build a good relationship like knowing when it’s a good time to step into support each other during times of frustration. Therefore, having good and open communication is essential so both teacher can be on the same page and feel comfortable asking their co-teaches for help. Again getting to know each other’s teaching styles and values is important so we can know work together. Moreover, as a co-teacher we will share work responsibilities and not rely on one person to complete all the work, such as lesson planning, assessment, evaluations etc. Having a co-teacher can be a great resource and extra support when both teachers are constantly working together by checking in with one another and communicating daily. Whereas, having a close relationship or even dislike to a co-teacher will have negative effects on the classrooms environment, which affects the students educational achievements.

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In my Physical Education class, co-teaching would be all about working together to provide the best for the students. I would meet the co-teacher prior to starting the year, and plan many different teaching methods for the students to be successful, for example using visuals, modifying games, and instructional ques that would benefit all of the students equally. I would provide examples of my lesson plans and try to get feedback from the teacher and see how we can change things up in order to put both of our ideas together. Also, I would want to meet every week to see what went well, and what changes we can make in our teaching.

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In my future 5th grade class, co-teaching would be an equal partnership. I would be the especial education teacher and my partner would be the general education teacher. We both would share the planning, instruction and assessment process. We both would have the same authority. When grouping student we would mix student that have an IEP with students that don't have one but still need extra support. The two teachers would switch between groups in order for all students to feel comfortable working with either one of the teachers. Trust and respect would be highly valued in our classroom.

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In my 2nd grade classroom, the co-teacher and I would begin with a meeting before the school year begins. Before beginning the actual important content of the meeting, we would introduce ourselves if we are working together for the first time. Next after the introductions, we will set some ground rules on how we want to facilitate meetings. For example, how are we going to cooperate when the co-teacher and I have different ideas? We would then plan for lessons for both students with an IEP and vice versa. Organized neatly and clearly on a document. We would then prepare for the roles and resources we would be teaching the students. Finally, the first week of class is here. The co-teacher and I will switch off from teacher the students with IEP and vice versa. This will help show students that the roles between the co-teacher and I are equal, even though I am the head teacher. In the morning and afternoon times, the co-teacher and I would also think of fun and engaging team/individual games that all students are able to play. This will help create a community where students with disabilities/IEPs are welcome by all their classmates. After school is over, the co-teacher and I will have a short discussion any situations that need to be fixed and also what went well. Once a month we will have an official meeting where will be discuss the situations, the lesson plans, students who need individual aid all in regards to the last month. Then implement our now solutions for the next upcoming month.

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For my first grade classroom I would work with my co-teacher as a partnership. We would build a trusting relationship with open-communication. We could help each other by balancing classroom instruction with focus on students with IEPs because we will have an inclusive classroom. Collaboratively, we would develop a lesson plan with activities in which one of us could facilitate while the other supports.  We would also divide up the lessons based on our own strengths and weaknesses. While students are working on assignments one of us could be the support to the general education class, while the other would pull out small groups to provide additional practice for those students who need it. It is important for us to share an equal amount of leadership in our classroom, so the students build a trusting relationship with both teachers.

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For my 7th-grade classroom, co-teaching with a general education teacher would be equal. Collaboration guarantees flexibility for our students and more instructional options due to our different skills. I would have trust and respect for the co-teacher in hopes of creating a successful learning environment for our students. We would have weekly meetings to plan lessons aimed for all our students and to reflect on the previous week. Communication would be clear. When teaching the same material, we would split our classroom into two small groups to build confidence in our students through collaboration with their peers. We would alternate the students in the groups to create respect in our classroom. Small group instruction would allow us to focus on the needs of the students and provide more assistance. As a special education teacher, there would be plenty to learn from my co-teacher.

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In my future third grade classroom, co-teaching would be a way to build community. My co-teacher and I would work on equal terms, communicating effectively by meeting often and reflecting on how strategies are working with our students. We would appear as equals before our students, meaning we would switch roles between leading vs. supporting instruction and discussions, or leading a larger group vs. smaller group. Students would be flexibly grouped so everyone feels included, and no one feels above or beneath anyone else. My co-teacher and I would use our strengths in general education and special education, and I would hope to learn more about special education from my co-teacher so I can be more comfortable addressing students with special needs, and vice versa.

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For my 9th-grade biology class, co-teaching would be a partnership. We would regularly meet up to discuss roles and lesson plans. If anything would change regarding roles, we would openly communicate happened the way it's going to be. Even if it is my lesson, the co-teacher has every authority to take action when there is a need be and vice versa. By having a co-teacher, we could also decrease the student to teacher ratio by having more group settings. Each student would be different because our goal is to work with every student. This is to show that there are two authority figures in the classroom. Our goal is to have an all-inclusive classroom that is built on collaboration, respect, and trust.

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In my 4th grade classroom, I would work along side the general education teacher to provide support to both general education children and children with special needs. It would be a balance of differing specialties with equal share in classroom authority. While the GE teacher would coordinate lesson plans, I would help structure them to accommodate those with IEPs. Together, we would both assess the students fairly and hopefully make learning fun with games and other activities that are all-inclusive.

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For my 10th grade world history class, co-teaching with a special education teacher would be a 50-50 partnership, where we both share equal authority, and play to our strengths. After building a relationship based on trust, communication, and respect, our co-teaching relationship would start in a more homogeneous setting, where the special education teacher would cater to the needs of students with IEP's, and I would lead the general setting, but our goal would be to teach in heterogeneous groupings. After a period of acclimation,  we could offer support to students outside our area of specialization. My hope would be, that we can be interchangeable parts, and switch roles seamlessly. My hope would be to cultivate an environment where we learn from one another, create co-operational synergy, maximizing our classroom learning environment.