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Find and save recipes, parenting hacks, style inspiration and other ideas to try.

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The most common challenge to co-teaching is the partnership. Not being able to work with the other teacher in the classroom can be a huge disadvantage to the students. Learning to work with another teacher who's teaching style and philosophy that is different than your own can be difficult.  If you are in a co-teaching partnership with someone who views learning and teaching differently, make sure to talk about it. Look at it as a chance to widen the scope of your practice by incorporating multiple styles into your teaching.
Another challenge is making sure both teachers are seen as equal.  Special education teachers often struggle to present themselves as equals to their students, and this becomes even more evident in the middle school setting. Elementary co-teachers share a classroom all day, but a middle school special education teacher can feel like a guest in a general education teacher's space. It is crucial to have conversations with your co-teacher surrounding these issues.

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5th grade co-teaching or parallel teaching spring 2012

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Powerful Method for Teaching Reading to Classroom of Students

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Dr. Rebecca Stobaugh talks about The Seven Methods of Co-Teaching.

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Co-teaching enables teachers or other licensed professionals to form instructional partnership for the purpose of delivering high quality instruction to diverse classroom groups. Generally, students with disabilities or other special needs benefit from this option,but so do students who are gifted/talented,students who are typical learners, and students who are at-risk for school failure.

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1. Students with disabilities are provided access to the general education curriculum and general education setting

2. Students with disabilities will still receive specialized instruction

3. Students will have the opportunity to be taught in an intense, individualized manner

4. Greater instructional intensity and differentiated instruction

5. Teachers will learn from each others expertise and expand the scope of their teaching capacity

6. Reduces negative stigma associated with pull-out programs

7. Students with disabilities may feel more connected with their peer group

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Team Teaching strategy is well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From a students' perspective, there is no clearly defined leader- as both teachers share the instruction, are free to interject information, and available to assist students and answer questions.

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With Alternative teaching strategy, it provides two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different.

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In Supplemental teaching, this strategy allows one teacher to work with students at their expected grade level, while the other teacher works with students who need the information and/or materials retaught, extended, or remediated.

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Parallel teaching is when each teacher instructs half the students. The two teachers are addressing the same instructional material using the same teaching strategy. The greatest benefit to this approach is the reduction of students to teacher ratio.

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Station Teaching- Station teaching divides the instructional content into parts. Each teacher instructs one of the groups, groups then rotate. Often times an independent station will be used along with the teacher led stations.

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Co-Teaching Strategy- ONE TEACH, ONE ASSIST

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Co-Teaching Strategy- ONE TEACH, ONE ASSIST

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One Teach, One Assist- This strategy is an extension of One Teach, One Observe. One teacher has primary instructional responsibilities while the other assists students with their work, monitors behaviors, or corrects assignments.

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Co-Teaching Strategy- ONE TEACH, ONE OBSERVE

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Co-Teaching Strategy- ONE TEACH, ONE OBSERVE

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One Teach, One Observe- In a classroom this strategy would consist of one teaching having primary responsibility while the other gathers observational information on students or the (instructing) teacher. The key to this strategy is to focus the observation on specific behaviors.

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Co-Teaching began as progressive education in the 1960s. By the 1990s, Co-Teaching appeared in research and literature about effectiveness of school-based collaborative activities. The goal of co-teaching is to increase all achievement, those with and without disabilities. Co-Teaching strategies began with four models in place: Supportive Co-Teaching, Parallel Co-Teaching, Complementary Co-Teaching, and Team Teaching. Today, we have seven strategies that can be used in a co-teaching classroom.