Good morning!
During my 11 years of experience teaching early childhood as teacher and administrator - 7 of those years have been in co-teaching environment models. Many of those years I had opportunities to work with very dedicated co-teachers, and some that were really a struggle. I always wondered how teachers in similar situations are able to compliment each other, assign and determine roles, and provide the best learning experience for their students.
This week I have partnered with Alexis Hillgrove from Nicky's Kids Town, in Sydney, Australia to provide you with a better insight of the co-teaching model.
It is
important for children to be in an environment that encourages learning.
Apart from giving
them excellent child care at a young age, parents
must make sure that their young ones are enrolled in an educational institution
that nurtures their talents, skills and abilities.
For some families, this means
enrolling their children in a class with a co-teaching program. Co-teaching
is basically sharing.Teachers
share accountability and instructional responsibility for the same group of
children in a single classroom.They
collaborate to handle all responsibilities meet the needs of all students.
There are
several approaches to co-teaching.
While one
teaches the class, the other can observe, assist or also teach. In fact, co-teaching
also takes place when a trained teacher supervises a student teacher.
What are the different types of co-teaching?
These are
the six approaches co-teachers can use.
1. One teaching, one assisting
– In this approach, one teacher is primarily responsible for instructing the
class. The other walks around the room and assists the children whenever
necessary.
2. One teaching, one observing
– As one teacher instructs the class, the other observes the students. This
approach makes it possible to discern the behavior of children and consequently
address behavioral problems that hinder learning.
3. Alternative teaching
– Both teachers are hands-on in the learning process. One teacher is
responsible for a large group, while the other teaches a smaller group that
requires specialized attention.
4. Station teaching
– The lessons and class are divided into groups, so the children can be taught
one group at a time. This allows the teachers to provide individualized attention
to students.
5. Parallel teaching
– The teachers simultaneously teach the same lessons to different groups of
students. The children can be more involved in the discussion as they are given
more opportunity to participate, while teachers can supervise them more
effectively.
6. Team teaching
– The co-teachers instruct the class at the same time. This approach can be difficult at first, but
veteran teachers can attest that it makes the teaching process simpler in the
long run.
What’s the biggest challenge of co-teaching?
Misunderstandings
between professional educators can arise when they have extreme differences in
teaching styles and beliefs.
Teachers
can find themselves struggling to foster equality and teach the class when they
can’t work together.
But this
problem can be easily resolved with open communication.
Discussing
ideas not only resolves their misunderstandings, but can also enhance the
efficacy of their practice.
What makes co-teaching advantageous in early childhood?
Students
and teachers both benefit from co-teaching.
This
arrangement creates a lower student to teacher ratio, so teachers can develop a
community that doesn’t fall short in giving the entire class the attention and
guidance that young children need.
Furthermore,
teachers can be more involved in the learning process, while students can
develop an understanding for their classmates who have special needs.
Ultimately,
teachers can effectively teach the class, share strategies with each other,
discuss the curriculum and come up with better plans to meet the unique needs
of their students.
How is a strong co-teaching partnership developed?
Co-teachers
need to have a good relationship with each other and with the entire class.
They must see
each other as equals, and have a willingness to collaborate to guide and teach
the children.
They don’t
have to agree on every aspect of the teaching process, but it is important to be
ready to work through problems as a team.
Of course,
transitioning to co-teaching can be difficult for teachers who are used to
teaching by themselves, but it is possible with the guidance of a supportive
colleague.
The early
formative years of children are crucial to their development. Good thing there
are institutions with co-teaching programs that are designed to meet the
diverse needs of students.
Keep learning!
