An audio of the chapter has been provided. For the chapter audio, ignore references in the audio to week numbers, dates, chapter numbers, page numbers, assignments, the discussion board,names...thank you. The core of the audio speaks to the current chapter topic in your edition of the text book. https://edocs.uis.edu/jherr3/www/TEP224F2010/TEP224Ch2.mp3
Chapter 3 of the text introduces the concepts of consultation, collaboration, and co-teaching as a general education teacher working with all sorts of people for students with exceptionalities. It would be a very difficult task to have to teach students with exceptionalities if the general education teacher did not have the input and assistance of those specifically trained to provide the best education for such students. Consultation skills require pre-planned time and space meets for the general education teacher and special education consultant to be able to work through the consultation process. When accessing the skills of a consultant, it is important to note that the job of the consultant is to provide expert intervention information pertaining to the student's special education need, but it is the job of the consultee (usually a general education teacher) to implement that interv
ention. Collaboration on the other hand allows the general education teacher and special education teacher to meet at a specific place and time, over the course of a school year to plan, discuss and implement together how to best teach students with exceptionalities in the general education classroom. This co-planning usually co-incides with co-teaching. The general education teacher and special education teacher decide how they will both teach the same lesson in the same classroom to both regular education and students with exceptionalities: will one teacher teach the entire lesson or both share? will one teach the lesson while the other teacher circulates the room helping specific students? will they put the students in groups by ability and each work with the separate groups? These are all planning and teaching decisions introduces the concepts of consultation, collaboration, and co-teaching as a general education teacher working with all sorts of people for students with exceptionalities. It would be a very difficult task to have to teach students with exceptionalities if the general education teacher did not have the input and assistance of those specifically trained to provide the best education for such students. Consultation skills require pre-planned time and space meets for the general education teacher and special education consultant to be able to work through the consultation process. When accessing the skills of a consultant, it is important to note that the job of the consultant is to provide expert intervention information pertaining to the student's special education need, but it is the job of the consultee (usually a general education teacher) to implement that intervention. Collaboration on the other hand allows the general education teacher and special education teacher to meet at a specific place and time, over the course of a school year to plan, discuss and implement together how to best teach students with exceptionalities in the general education classroom. This co-planning usually co-incides with co-teaching. The general education teacher and special education teacher decide how they will both teach the same lesson in the same classroom to both regular education and students with exceptionalities: will one teacher teach the entire lesson or both share? will one teach the lesson while the other teacher circulates the room helping specific students? will they put the students in groups by ability and each work with the separate groups? These are all planning and teaching decisions that must be made ahead of class time in order to achieve success for all students.=======================================================================================
How to use this information in the classroom:Become familiar with the Illinois Interactive Report Card Website, offering data and statistics concerning schools and districts in the state of Illinois, including data concerning students and subgroups. Go to the website, select by school or by district to search for AYP reports as well as other pertinent data.
Find out who your special education building and district experts are. Most school districts have a district special education specialist or director. Most schools have a special education teacher in the building. If you know that students with exceptionalities are going to be placed in your classroom, then began to immediately establish a working, professional relationship with those who will also be directing the education of such students: the school counselor, nurse, administrator, special education teacher, aides, community advocates for students with special needs.
Establish a relationship with exceptional students' parents as soon as possible. Initiate the contact if the parent does not. As a matter of fact, it helps immensely if you will put to use the one desktop computer in the classroom (hopefully it is Internet-ready, connected to the district and outside world!) by seeking out email addresses of each student's parent or contact as soon as possible. Most parents have at least one email address nowadays, either a work email or personal one. Using email whenever possible provides a wonderful way to give parents explicit information, receive feedback from them in kind and also provide a paper trail of documentation that you can save or store in that student folder on your computer's hard drive. I recommend you also save/store/back up the information to a portable flash drive or diskette.
Another excellent communication tool for parents is a classroom website. As daunting as that may sound, even teachers with next to no computer skills can get assistance in setting up a classroom website. There are easy programs available to facilitate setting up a website. I recommend starting with your district technology department to see what the district first offers in the line of technology assistance for teachers.
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Week Two Posting - The following article talks about the eight components of the co-teaching relationship - Coteaching.pdf. Each component is obviously very important. Which do you think is the most important component and why? After reading the chapter, listening to the audio, post your comments in 200 words or more to the Week 2 blog posting for the question provided. Don't forget to visit the Blog Posting Rubric I emailed to you last week, before you post.
Nichols, Dowdy and Nichols (2010) state that co-teaching is a partnership between a general education teacher and a special education teacher, in which both are responsible for teaching the students in class. I think that this definition can be summarized further such that co-teaching is simply a responsible teaching partnership. When considering this abridged definition, it becomes apparent that as in any responsible partnership, be it business, family, or other personal relationship, communication is always key. Therefore, I believe that interpersonal communication is the most important component of a co-teaching relationship highlighted by Gately and Gately (2001).
ReplyDeleteFirst, I believe that in a co-teaching environment, specific responsibilities can be muddled. This can create confusion that can only be rectified by clearing communicating the roles and goals of the teachers involved. Perhaps stated most eloquently, when roles are clearly defined, co-teachers “dance instead of step on each other’s toes” (Wood, 1998). Similarly, without effectively communicating the specific responsibilities, the identification of culpability in such an environment is much more difficult to discern.
Along similar lines, when teachers were surveyed, one key concern in a co-teaching environment is the unbalanced level of involvement of one of the teachers, most commonly resulting in the general education teacher receiving the brunt of the responsibiliy (Vaughn, Bos, and Schumm, 2011). If effective lines of communication are established, it is more likely that the general education teacher will feel more comfortable delineating tasks to the special education teacher. This is not only beneficial for the general education teacher, but also for the students, as the expertise of the special education teacher can become fully utilized.
In addition, Gately and Gately (2001) cite that at the beginning stages of co-teaching, the communication is guarded between the teacher participants. Exacerbating the problem, often, the general education teacher views the co-teacher negatively, particularly if the co-teacher is not selected specifically by the teacher (Nichols, Dowdy and Nichols, 2010). This can create animosity and create unnecessary stress. Effective communication can help to alleviate some of these issues.
Effective communication can also create better teachers. The strategies shared between both teachers also tend to create superior teachers through the sharing of knowledge and techniques (Nichols, Dowdy and Nichols, 2010). This exchange of knowledge results in professional growth for both individuals, which then can be later utilized to tackle bigger and more complex challenges.
Lastly, consider if co-teachers purposely impeded or severed communication. Would an effective classroom environment be possible? By considering the opposite principle of effective communication, it becomes clear just how crucial communication is in a co-teaching environment. Moreover, none of the remaining seven tenets highlighted in the article would be possible.
Works cited:
Gately, S. E., & Gately, F. J. (2001). Understanding Coteaching Components. Teaching exceptional children, 33(4), 40-47.
Nichols, J., Dowdy, A., & Nichols, C. (2010). Co-teaching: An Educational Promise for Children with Disabilities or a Quick Fix to Meet the Mandates of No Child Left Behind?. Education, 130(4), 647-652.
Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom (5th ed.). Upper Saddle River: Pearson Education.
Wood, M. (1998). Whose Job is it Anyway?: Educational Roles in Inclusion. Exceptional Children, 64(2), 181-195.
Out of all of the components essential to co-teaching I personally feel that interpersonal communication is the lynchpin for the entire process. How can we expect students to take anything away from school if they're teachers are not on the same page? That's not even being practical about the situation. Gately and Gately (2001) emphasized the importance of this component by describing the three different stages two individuals will experience when working together. The beginning, the compromise, and the collaborative stages are all integral parts of successfully teaching in an inclusive classroom (Gately and Gately, 2001). As future educators we have to be able to collaborate with other professionals or else the students are going to suffer. Without collaboration classroom structure, and management will suffer both teachers are afraid to compromise on how to deliver handle a classroom.
ReplyDeleteChapter three of the text went even further in emphasizing the importance of collaborating with other individuals in the school setting (Vaughn et al., 2011). The text went in depth about consultation, collaboration, and co-teaching (Vaughn et al., 2011). The main thing to take away from the text is that educators have to work together; there is no way around it. A stalement cannot exist, because our growth as professionals will be hindered as well. Through collaboration we learn more about ourselves: weaknesses, strengths, and opinions. We also learn new tactics in teaching by collaborating with other professionals (Vaughn et al., 2011). By working with others we are able to reach any student.
Works Cited
Gately, S.E., and Gately Jr., F. J. (2001). Understanding Coteaching Components. TEACHING Exceptional Children. 33, 40-47.
Vaughn, S. R., Bos, C. S., and Schumm, J. S. (2011). Teaching Students Who Are Exceptional, Diverse, and At Risk (Fifth edition). New Jersey: Pearson.
In an effort to provide accommodations to serve students with disabilites, coteaching arrangements are becoming more prevalant in general education classrooms.
ReplyDeleteAccording to Gately and Gately (2001), there are eight components of the coteaching relationship: interpersonal communication; physical arrangement; familiarity with the curriculum; curriculum goals and modifications; instructional planning; instructional presentation; classroom management; and assessment. While each element is essential to coteaching, I believe effective interpersonal communication skills are the most critical in order for coteachers to collaborate effectively.
Interpersonal communication extends beyond the communication between the general education teacher and special education teacher. It involves discussing coteaching arrangements with special education consultants, school administrators, classroom aides, parents, and students within the coteaching classroom. By allowing communication to become open and interactive, collaborative relationships are able to form and negative or inferior feelings about the arrangement, if evident, begin to diminish.
With that being said, it is important to understand that the key elements of effective interpersonal communication consist of verbal, non-verbal, and social skills. It also important to understand that coteaching is a process, which Gately and Gately describe as having three stages: the beginning stage, the compromising stage, and the collaborative stage.
During the beginning stage, communication that takes place between the coteachers is often guarded. I believe enlisting the advice or counsel of a special education consultant, as well as a school administrator, could prove to be most beneficial during this stage.
The second, or middle stage of the coteaching process involves compromise. Again, effective interpersonal communication skills are essential as compromise helps build a level of trust between coteachers, allowing them to develop a collaborative relationship.
Thus the third, and final stage of the coteaching process involves collaboration. At this stage, communication is open, interactive, and a high level of comfort is experienced by the teachers, the students, and even visitors. The result of collaborative efforts becomes two teachers working together and complementing each other. An effective collaborative coteaching arrangement is one which proves difficult for outsiders to discern the general education teacher from the special education teacher.
The three stages of the coteaching process (beginning, compromising, and collaborative) extend to the remaining seven components of the coteaching relationship as well, furthermore making effective interpersonal communication skills even more necessary.
Works Cited
Gately, Susan E., and Frank J. Gately, Jr.. "Understanding Coteaching Components." TEACHING Exceptional Children, Vol. 33. No. 4, pp. 40-47. (2001) CEC.
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ReplyDeleteAs stated by Gately and Gately (2001) there are “eight components to the co-teaching relationship.” Of those eight componenets I strongly believe that interpersonal communication is the most important. It is extremely important to develop an understanding with other teachers in, and out, of the classroom. In this article it points out three stages that teachers go through when working with other teachers.
ReplyDeleteBeginning Stage consists of the teachers being careful around one another with what they say; establishing boundaries on what is appropriate in the classroom. What might be right to one teacher may be wrong to another and it is up to each of them to express their concerns and opinions to make the environment better. In my opinion this would be the most uncomfortable stage.
The compromising stage is working with the other teacher in the classroom. Not fully giving free range to each other but creating an easier working environment. I can see a lot of improvement between teachers in this stage. If one teacher sees how the other works with a certain student then that teacher may change their view on how to reach a student.
The final stage is the collaborating stage where teachers are fully working with each other, able to joke and laugh while sticking with the required curriculum. This stage allows the teachers to be comfortable with each other which in turn makes the classroom a comfortable environment. When two teachers reach this stage with each other then it is easier for them to bounce ideas off of each other and work together to improve their thinking and presenting skills to the class.
Without the teachers feeling comfortable with working with each other the classroom can, and most likely will, fail. If teachers are constantly bickering at each other then it can, and will, affect the students in the classroom. Establishing boundaries and a work relationship with another teacher can help those teachers and their students succeed. It’s all about communication and understanding when being a teacher.
'Some folks are wise, some are otherwise'. Tobies George Smollett
Work Cited
Gately, S.E., and Gately Jr., F. J. (2001). Understanding Coteaching Components. TEACHING Exceptional Children. Vol. 33, 40-47.
The article, “Understanding co-teaching components”, highlights Eight components of a co-teaching relationship that are essential for a collaborative partnership between two educators. The components of co-teaching are, Interpersonal Communication, Physical Arrangement, Familiarity with the Curriculum, Curriculum Goals and Modifications, Instructional Planning, Instructional Presentation, Classroom Management and Assessment. Each of the eight components is very important and the components work together to form a cohesive structure of understanding and leadership between both the general education teacher and the special education teacher. In an effective co-teaching relationship, neither teacher should be the main instructor while the other assists when needed and to ensure this an understanding of the components is essential. I believe that Interpersonal Communication would be the most important of the eight components. The co-teaching classroom needs to be well managed and communication needs to flow between both of the teachers and the students in order for it to be effective. Without good communication then the classroom would suffer. When two teachers have good interpersonal communication, they can communicate with non-verbal signals, give and accept ideas from others, open and interactive communication and can use their humor within their communication within the classroom. An effective co-teaching classroom with great interpersonal communication will be role models to the students and demonstrate to ways to communicate with one another.
ReplyDelete“Co-teaching is two or more people sharing responsibility for teaching some or all of the students assigned to a classroom. It involves the distribution of responsibility among people for planning, instruction, and evaluation for a classroom of students (Cushman 3).”
ReplyDeleteThe article we read listed eight components that were crucial to the success of a co-teaching relationship, they are: interpersonal communication, physical arrangement, familiarity with the curriculum, curriculum goals and modification, instructional planning, instructional presentation, classroom management, and assessment (Gately and Gately 40). Out of these components, I feel the most important one is interpersonal communication.
I have worked in child care for three years, and I have be teacher and teacher assistant position in many classrooms in daycares. Through these years, I have learned that communication is the most vital element for co-teachers to have. If teachers cannot express their plans for the classroom, then the partnership is going to fail. If the teachers do not voice their opinions on topics concerning the classroom, then it simply is not going to work out between them. For example, I recently had a male teaching assistant in my classroom at the daycare who I communicated very poorly with. I have a rule within the classroom where the kids have to be quiet for thirty seconds before they have snack, because it calms them down. I did not express this routine rule to him, so he told the kids they could eat right away. When I saw the kids eating, I told them to wait for thirty seconds. The kids quickly voiced their objections, and told me that the assistant told them they could eat right away. The assistant and I both felt bad, but it was a pretty harmless mistake. It shows how important communication is for co-teachers.
If teachers do not communicate well, then the kids are going to notice the conflict. Lacking communication between partnering teachers will confuse the children and stunt their ability for growth. There will be too much time wasted on figuring out plans and going through transitions. The children will be lost in differing goals, objectives and schedules.
Cushman, Susan. (2004, March 4). What is co-teaching?.
http://yeslife.files.wordpress.com/2008/09/what-is-coteaching.pdf
Gately, Susan E. and Gately, Frank J. Jr. ( 2001, March/April). Understanding co-teaching components. https://edocs.uis.edu/jherr3/www/TEP224F2010/Coteaching.pdf
There are eight components of the co-teaching relationship that will all play a critical role in being a successful teacher. I believe that the most important thing a teacher can do, picking from these eight, is instructional planning. According to the reading, instructional planning is “on-the-spot, day-to-day, week-to-week, and unit-to-unit planning” (Gately & Gately 2001). In other words teachers plan what, how, and where to teach their students on a regular basis. Before teachers can work together to achieve this type of planning, the two teachers have to become comfortable with each other. Teachers often go through three stages in order to achieve co-teaching. The first stage is referred to as the beginning stage. When collaborating in this stage, teachers are recognized as shy or timid with their communication. They aren’t comfortable with their colleague yet and still learning their students learning behaviors. The next stage is called the compromise stage where teachers are on a “give and take” relationship status. (Gately & Gately 2001) They are still timid, but has gained some trust from their co-worker in order to make their classrooms help reach full potential. It is not until the last stage, which is known as the collaborating stage, where teachers gain full trust and can change roles without having any doubts towards the other teacher(s). After they have reached this stage, instructional planning can be practiced at its best. Teachers have the ability to make on-hand changes in the classroom so all students have an equal opportunity to succeed. For example, if the general education teacher is instructing the class and a student is having difficulty with the lesson, then the special education or assisting teacher can help or explain to that student a different way in hopes the student can grasp the concept. Why is instructional planning a vital key to have in the classroom? Instructional planning together can help the class be more organized as well. Some benefits stated in (W.W. Murawski, 2003) of practicing this planning is having a better student to teacher ratio, which gives more individual attention, wider use of instructional techniques, and a “community” oriented classroom. When a classroom practices these methods, it will help the students develop organization skills, know what it’s like to work as a team, and experience learning in a positive environment. Overall, I believe teachers should always be prepared for every second in the classroom. One never knows when something/someone goes off course and both the general education and special education teacher have to both be prepared for this. If they plan and get organized together, any transitioning will be much easier for them, as well and the students.
ReplyDeleteKady-I like what you said about how when teachers bicker at each other, the students will be affected. I’ve had teachers like that in the past and it is distracting while you’re trying to learn.
Ashley- I like that you incorporated your experiences in the classroom that you’ve had. You kind of know what to expect and I like hearing about things from other teachers so I can be fully prepared for what to expect in the classroom.
Gately, S. E., & Gately, F. J. (2001). Understanding Coteaching Components. Teaching exceptional children, 33(4), 40-47.
Co-Teaching in the Inclusive Classroom: Working Together to Help All Your Students Find Success (Grades 6-12; p.36-37, by W.W. Murawski, 2003, Medina, WA: Institute for Educational Development.
The historical model of one teacher standing in front of a classroom and being solely responsible for the instruction of all of the students in that class has changed. New legislation calls for the inclusion of students with special needs into public school classrooms. In order to meet the needs of all of the students in the modern classroom, co-teaching has become common practice.
ReplyDeleteCo-teaching presents many challenges. The eight components of the co-teaching relationship described by Gately and Gately (2001) include interpersonal communication, physical arrangement, familiarity with the curriculum, curriculum goals and modifications, instructional planning, instructional presentation, classroom management, and assessment. While all eight components are important skills for teachers to bring into their classrooms, interpersonal communication is essential to establish a professional relationship with the common goal of educating the students. As a graphic artist working in a studio with two other artists, we faced similar challenges as co-teachers. We had to learn to work together on projects and use communication to combine our specific skills to produce the best result. Sometimes our roles changed depending on the job. A co-teacher’s role may change depending on the lesson or the students. As with any team, every member of that team comes in with different valuable skills. The members of the team must learn to use their talents, and value the talents of all of the other members.
The development process of co-teaching includes three stages. The beginning stage is a learning period during which teachers proceed cautiously while trying to define their roles in the classroom. Based on interviews with more than 70 co-teaching teams (Teaching Exceptional Children 1997), there are common issues many educators face in this early stage. The teachers must establish who is responsible for the students, grading, and classroom management. Once the teachers have worked together and defined their roles more clearly, they move into the compromising stage of co-teaching. This stage consists of a ‘give and take’ which establishes trust between the teachers and moves them to the collaborative stage. At the collaborative stage the teachers are truly working together as a team, sharing roles and responsibilities ion the classroom.
Once the co-teachers have established interpersonal communication and moved through the development stages, they can continue to work together through the remaining seven components. Interpersonal communication extends beyond the classroom. Teachers should develop a professional relationship with school administrators, other faculty, families, and community.
Gately, S.E., and Gately Jr., F. J. (2001). Understanding Coteaching Components. TEACHING Exceptional Children. 33, 40-47.
Teaching Exceptional Children, Vol. 30, No. 2, page 8.
According to the article we read by Susan E. Gately and Frank J. Gately, there are eight components of the coteaching relationship. I think most would agree that the first component, which is Interpersonal Communication, is the most important of the eight components. Once the teachers reach the collaboration stage of Interpersonal Communication, they can effectively communicate with each other and model to the students how they should communicate with their peers. Once the teachers can effectively communicate with each other, the other seven stages will become successful.
ReplyDeleteSince I believe the other seven components cannot work well without the first one, I want to answer this question based on which of the OTHER seven components I think is the most important. Out of those seven, I think then Curriculum Goals and Modifications component is the most important. The goal of having a cotaught classroom is to maximize learning for general education students as well as special education students. This components has both the teachers collaborating together to develop different goals and accommodations for each individual in the classroom. As stated in the article, the teachers figure out when to modify the content, activities, homework, and tests for individual students to maximize learning.
Gately, S. D., & Gately, F. J. (2001). Understanding Coteaching Components. TEACHING Exceptional Children , 40-47.
From the article of the 8 components of co teaching I also feel interpersonal communication is the most important component of coteaching. By having good interpersonal communication skills you allow yourself as a teacher you will have an easier go at understanding exceptional children in your classroom setting. By communicating with the other teachers within you coteaching classroom, you offer not only your regular students a different persepective, but you can be helped integrate other types of classroom planning through coteaching.
ReplyDeleteInterpersonal communication acts as a bridge to the other 7 components. That is why I feel they put it first in the article, without good communication skills with your coworkers and students, you may as well not be teaching at all. But without interpersonal communication with the student aides or other teachers in the classroom, everything wont flow together and work in an effective manner. This is why I feel interpersonal ocmmunication is the most important component of coteaching.
Co-teaching can be very beneficial for students and teachers alike in the classroom. However, there are many factors that need to work together to make the classroom function in a manner for the students to learn. There are eight components of co-teaching relationships that need to be met to make the classroom an effective learning environment. Those eight components are interpersonal communication, physical arrangement, familiarity with the curriculum, curriculum goals and modifications, instructional planning, instructional presentation, classroom management, and assessment (2001). While all of these components are essential in a co-teaching classroom, I feel the most important one is interpersonal communication. For the classroom to function properly, the teachers need to be able to communicate and deliver the lesson content effectively. If the teachers are not aware of what the other is doing, it will be the students who will be negatively affected. Both teachers need to learn to communicate effectively in class and out of class. They need to prepare the lesson together so both are aware of what content is going to be covered. I work at a head start program with one teacher and one other teacher’s aide. I feel that it is essential that we are all on the same page when it comes to working with the students in the classroom. When we are not communicating well, the students seem to notice the lack of communication and they can sometimes be negatively affected.
ReplyDeleteWorks Cited
Gately, S.E., and Gately Jr., F. J. (2001). Understanding Coteaching Components.
TEACHING Exceptional Children. Vol. 33, 40-47
While all eight components are essential to successful co-teaching, classroom management has the greatest impact. All the other seven components rely on classroom management to be efficient and effective. You can have great interpersonal communication or an innovative curriculum but if there isn’t any classroom management to be sure it gets incorporated effectively, then it won’t matter because you may not implement the details successfully. The success is in the details, after all, so if you don’t have a plan (or plan B too) for these details than your details may never come to play.
ReplyDeleteIn addition, in a co-teaching situation, classroom management is crucial to the program. A co-teaching opportunity may take some heat off the teachers individually but it may also become a problem if both teachers are leaders at heart and share different philosophies of teaching. You need to have a detailed and clear plan of how to manage the classroom with detailed and clear roles for each teacher so as to not have a “too many chiefs” moment and thus, have complications and failures in the process.
Classroom management is the catalyst for the success of the other seven components. For the curriculum to run smoothly and be successful in teaching the students and for the classroom environment to matter and be useful, a plan for execution needs to be established upfront. Planning who does what, what is needed, and how it can all relate to the whole in order to obtain the desired outcome (students learning and retaining knowledge) is the necessary first step to any co-teaching, or any teaching, strategy.
Although each of the eight components of the co-teaching relationship is crucial, I think the most important one is instructional planning. Most goals regarding anything in life can be achieved with proper planning. Teaching is no different, and in fact, planning is a huge part of effective teaching. Lesson “plans” are so prevalent and relied upon by teachers because a succinct and effective lesson plan can help a teacher promote maximum learning in the classroom.
ReplyDeleteBecause co-teaching situations can often times begin hesitantly and somewhat ineffectively, it would be ideal for co-teachers to begin their instructional planning (and therefore their working relationship) prior to the school year. If co-teachers can begin the process of learning how to work with one another prior to experiencing the pressure and immediacy of the classroom environment, then they should have a better chance of moving to the collaborating stage of co-teaching more quickly. I feel that once co-teachers are able to effectively work together to construct an instructional plan, then many other aspects of effective co-teaching will fall into place. In other words, if co-teachers are really locked in with one other in putting together and then refining class and lesson plans, then they will also be adept at: communicating with one another, working with one another on-the-fly, and understanding their fellow teacher’s philosophies and strengths.
One indicator that a co-teaching situation is working effectively is when the co-teachers “change course during the lesson to accommodate learners who may be struggling with a concept being presented.” (Gately & Gately, p. 40). To me, having this sort of intuitive relationship between co-teachers is perhaps the most important characteristic of any co-teaching situation. And this is why I think instructional planning is the most important component of the co-teaching relationship.
Works cited:
Gately, S. E., & Gately, F. J. (2001). Understanding Coteaching Components. Teaching exceptional children, 33(4), 40-47.
Curriculum Goals and Modifications stood out as being the most important of The Eight Components of the Coteaching Relationship discussed in the article, Understanding Coteaching Components. I focused on this component because of all the emphasis that is put on No Child Left Behind (NCLB). I have learned so much about NCLB and the importance of schools making adequate yearly progress (AYP) in my other teacher education courses that I am always focused on curriculum goals, new teaching ideas and ways to be successful in the classroom.
ReplyDeleteAs stated in the article, the curriculum goals are basically set in the beginning of the year since they are based off text and meeting AYP. However, the general education and special education teacher need to collaborate to discuss the curriculum goals for the class, the accommodations and modifications that will need to be made for the students. Teachers will get to know the student’s abilities to be able to determine what accommodations and modifications will be most effective. Later more modification might be made including everything from homework, reading, being able to write or take tests. The textbook suggested establishing relationship with the parents early on since they know their students best and can provide the best information regarding their student abilities when it came to possible modifications required.
Coteaching can be very successful in the classroom if both teachers are in sync. I am a substitute teacher in District 186 and I have seen coteaching used effectively in the classroom where I was teaching as the general education teacher and special education teacher walked around the classroom room during the instruction. There were 8 special education students scattered throughout the classroom and the class went very well without interruption. However, coteaching would not be successful if the educational teacher and special education teacher did not collaborate on a regular basis, remained flexible, ensured they had lesson plans on track with modifications prepared. The one thing I have realized substitute teaching is there are a lot of special educations students in the schools and special educations covers a variety of issues.
I think the most important component of coteaching discussed by Gately & Gately (2001) is interpersonal communication since it is the foundation of any relationship. Without communication, a team lacks coordination. Poor communication would hinder the other components such as the physical arrangements, curriculum goals, lessons, classroom management strategies, and assessment methods. I also think sharing a common overall goal such as wanting all students to succeed can help collaborators bond initially as a team and focus their efforts in the other seven components.
ReplyDeleteIn addition to the eight components discussed by Gately & Gately (2001), I think that professionalism and mutual respect are also crucial to coteaching and collaborative relationships. Vaughn, Bos, & Schumm provide some great tips for teacher-paraprofessional collaboration which can be adapted to most any working relationship in teaching (2011, p. 69); some examples are showing gratitude for others’ assistance and embracing that other professionals have different perspectives, experiences, and training. Each individual brings a unique mix of these attributes to the partnership and this diversity is an opportunity to create new experiences.
Works Cited:
Gately, S. E., & Gately Jr., F. J. (2001). Understanding coteaching components. Teaching Exceptional Children. 33(4), 40-47.
Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom (5th ed.). Upper Saddle River, NJ: Pearson.
First off I want to explain the picture that is representing me on this blog. In this picture are my husband, Andrew, my son, Jack, and my daughter, Emmerson.
ReplyDeleteWhich do you think is the most important component and why?
I believe that the most important component to co-teaching in a classroom that is comprised of general education students and special education students is communication. Communication is the key to everything in life and it is no different in the classroom. How long has the old saying been around that two heads are better than one?? How many times have you heard that the reasons for divorce are because of lack of communication?? I know as a parent I want to know everything that is going on with my child during the day and he is only in Pre-K. Communication is the key to the majority of things in life.
“Working together is not just rhetoric—it is essential in order to address the increasingly diverse and sometime daunting needs of students. No single educator can possibly hope to know all that is necessary to effectively reach today’s students, and only by pooling expertise—…(Vaughn, Bos, and Schumm, 2011).
Collaborating with other teachers in the classroom is not going to hurt anyone that is involved especially the students. Especially when collaboration is needed in co-teaching because you have different classification of students in the room—special ed & general ed. The special education teacher will be able to give the proper expert advice in how to teach special education students after all they completed their schooling on all different types of exceptionalities.
Another aspect of communication in the classroom and with these exceptional students is communicating with their parents. Who else knows how these students operation or function in these capacities than their parents? Creating open lines of communication with parent is a must. Students sometimes depending on the severity of the exceptionality can be helpful. Creating communications with parents would be to get email addresses that are checked daily, but also give your because you don’t want to have a one sided line of communication. One other line of communication that has been seen to be helpful between parents and teachers is a classroom website. Not so hard to develop after a little bit of direction from the school’s IT manager or aid. And after some time it will become a natural ability to create and update the website.
Having communication is the most important key in co-teaching, it is the first step after all and if the first step in successful co-teaching fails then all the other components will fail.
Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom (5th ed.). Upper Saddle River: Pearson Education.
In the article, “Understanding Coteaching Components," the authors define and discuss the eight components of the coteaching relationship. They identify interpersonal communication, physical arrangement, familiarity with curriculum, curriculum goals and modifications, instructional planning, instructional presentation, classroom management, and assessment as essential pieces to a successful coteaching classroom. One of the major points of the article is that each component is dependent upon the progression of the relationship, which is defined by three different stages: the beginning stage, the compromise stage, and the collaborative stage. It is my opinion, and that of the article, that just like any other personal or professional relationship, the relationship progresses at its own pace. The speed at which they mature is driven by the necessity to meet professional goals, the time spent working together, and the chemistry that is present between the two teachers.
ReplyDeleteDue to all eight components identified by this article being important, or even essential, the issue of which component being the most important is a difficult one. In my opinion, it is the instructional planning component that has the most influence on what occurs in the classroom and the development of the relationship between the teachers. It is during instructional planning that the teachers will begin to learn about one another and what to expect from each other. If they are given enough time for planning, each teacher will be aware of where they will be going with the class, in both the short-term and the long-term. They will work together on establishing goals and planning the classroom instruction in order to meet them. Through the instructional planning, their interpersonal communication and instructional presentation will develop and improve.
The instructional planning will also help each teacher to become better instructors. Through the process of planning together, teachers will be able to share their experiences, bounce ideas off of each other and they will be able to capitalize on each other’s strengths and weaknesses. Theoretically this should provide a better learning experience for the students involved.
I think that regardless of the component, the teachers involved in a coteaching relationship will feel a sense of accomplishment and success if they “can provide more integrated services for all students, regardless of learning needs.” (Gately and Gately, p. 41).
Gately, S.E., and Gately Jr., F. J. (2001). Understanding Coteaching Components. TEACHING Exceptional Children. 33, 40-47.
While I believe I could make a case for any of the eight components of co-teaching, I chose “assessment” as the most important component. An effective co-teaching classroom must have communication, arrangement, curriculum goals, planning, presentation, and management; but in reality, all that really matters is assessment. Without a valid and successful assessment of teaching and learning, the rest of the components mean nothing.
ReplyDeleteAssessments can “make or break” a teacher and his or her classroom. Assessments do not just come at the end of a semester or in the form of quizzes or tests. True assessment takes place throughout the entire learning process. Assessments can motivate or de-motivate students and teachers in a classroom environment. It is important for teachers, especially in a co-teaching situation, to frequently assess the progress of the student(s). For students with exceptionalities, it is probably more important to assess their progress more frequently. Short, successful projects will motivate these students to continue to improve and achieve new goals. Without frequent assessment, motivation of students is sometimes difficult to achieve. If I were teaching in a co-teaching situation, I would work hand-in-hand with my fellow teacher to keep my students amply motivated. I would do this by using frequent assessments that would help motivate my students to be more successful. I know when I complete something as simple as reading a chapter in one of my textbooks, I feel like I have accomplished something. Then, when I am able to successfully post a response to my readings on a blog or some other type of discussion board, I feel my accomplishment was validated by the teacher. Assessments, in great frequency, can be excellent motivational tools and can help create a very effective co-teaching experience.
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ReplyDeleteIn my photo is a student from last year at her light leader ceremony. School community members nominate those who lead with their light in one of our 5 Points of Polaris (integrity, compassion, active citizen, explorer, and critical thinking).
ReplyDeleteThere are quite a few components that go into making up a coteaching relationship according to the authors of "Understanding Coteaching Components" by Gately and Gately. In my opinion from working with people retail for the last 14 years and from coaching, I would have to put interpersonal communication as the most important component from the list. In a coteaching classroom, the general education and the special education teacher are responsible for developing a differentiated curriculum that meets the needs of a diverse population of students. The teachers not only teach the exceptional students, but they also share the responsibilities of planning, presentaion, evaluation and classroom management of all the students in the classroom, no matter if their is a special need or not. Unlike a teachers aide who is there to help the general education teacher, in a coteaching classroom, the two have to work together as a team to meet the needs of their student. Accord ing to Gately and Gately(2001), in the beginning stages of coteaching, there often appear to be invisible walls that separate the space of the two teachers. The two may not know how to interpret certain teacher methods used by the other. Working with a partner takes a certain chemistry that may take a while to form. In orderfor the two get get on the same page, they have to be able to communicate with each other. They need to be able to make suggestions about how to set things up in the class or maybe make a change when what is in place is not working. Justin make a great point in his post when he stated that coteaching is like a dance. When one teacher does something, the other teacher must be able to pick up on the move and make a move that complements the other move. Some things may be verbal and and some may be nonverbal, but with having good communication skills between the two teachers, they should be able to effectively work with and off of each other.
ReplyDeleteAs an assistant coach, I have had the opportunity to work with other coaches in tandem toward the same goal. We all have our own individual area of expertise that we bring to the field. By taking the time to communicate with the other coaches on and off the field, we can operate more effectively by the nonverbal communication we have with each other. When things are not going the way they are planned, we can communicate and adjust on the run to get where we need to be.
Just as in coaching, in teaching, communication with each other is the foundation for having a successful program. There is no dought that planning, presentation, and the other components are also very important to being successful in coteaching, but you have to be able to work together first to implement them.
Works cited:
Gately, S. E., & Gately, F. J. (2001). Understanding Coteaching Components. Teaching exceptional children, 33(4), 40-47.
I wish I could take the credit Cecil, but I cited the "dance" comment from a paper I read about the roles in a co-teaching environment called "Who's job is it anyway" by Wood. Coincidently, Wood's paper is referenced in Gately and Gately's article, which I was not aware of until after I had posted.
ReplyDeleteThis is the third time I've tried to post this now. It shows a post and as soon as I sign out and look at the site, I can't see my comments. Anyone have any suggestion. Anyways, here's my post:
ReplyDeleteAs the Gatleys state in their article “Effective interpersonal communication is essential in the coteaching relationship” (2001). While all of the components are important to an effective coteaching relationship (thus, the “eight components of the coteaching relationship”), effective interpersonal communication ultimately has a significant impact on the other seven components and, consequently, is the most important. Standing alone, effective communication controls the development of the coteaching relationship. In early stages, lack of openness and communication clashes can impact teachers’ willingness and ability to fully collaborate. In later stages, effective nonverbal communication can allow two teachers to act as one in effectively implementing their plans and goals in the classroom.
Successful development of the other seven of the other components of the coteaching relationship is heavily influenced by the effectiveness of interpersonal communication. The ability of “coateachers…to come to some kind of agreement on the physical arrangement of the classroom” will depend on the quality of communication between the teachers (Garely, 2001). A special education specialist who is unfamiliar with curriculum may have their knowledge base enhanced through a communicative relationship with the classroom teacher. Furthermore, “both teachers” appreciat[ing] the specific curriculum competencies that they bring to the content material” can be furthered by effective interpersonal communication (Gately, 2001). Given tight restraints on planning time, the effective and efficient development of curriculum and goals and classroom planning requires effective communication (including a collaborative approach to planning) by both teachers (Gately, 2001). The instructional presentation itself requires effective verbal and nonverbal communication to most effectively allow the “chalk [to] pass freely between the teachers” allowing for maximum use of both teachers (Gately, 2001). Finally, a unified and effective approach to classroom management and assessment can only be achieved through well-developed interpersonal communication between teachers. If the “goal of collaboration is to achieve ongoing dialogue between all persons who can provide support for the education and social needs of children”, it goes without saying that this dialogue requires relationships with foundations in effective communication (Vaughn, 2011).
There are many occupations where individuals can get away with marginal communication skills. Teaching is not such a profession. Effective interpersonal communication is required between a teacher and their fellow teachers, administration, parents and, of course, students. The need for this full team to be involved is more pronounced when working with exceptional students as the input of specially trained special education professionals and the constant feedback from parents is necessary to construct and implement the tailored educational plans necessary for these students.
Resources Cited:
Gately, S. E., & Gately, F. J. (2001). Understanding Coteaching Components. Teaching exceptional children, 33(4), 40-47.
Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom (5th ed.). Upper Saddle River: Pearson Education.
Matt! I am having the SAME problem! I've been trying to post since last night! How did you get it to work?
ReplyDeleteUnfortunately, I am not sure what did the trick. I changed my privacy settings (making things more available) but I'm not sure that I saw anything suggesting that was what did the trick.
ReplyDeleteWhen working with other people, interpersonal communication is key to a successful interaction or relationship. As read in the article, Understanding Coteaching Components by Gately and Gately Jr., interpersonal communication is just one of eight components. However, as most in this course and most educators would agree, interpersonal communication is key to teaching. Daily, teachers must effectively communicate with other educators, administrators, office staff, parents and children. In my own experience, I find building strong interpersonal communication to be my key to success as an educator. By effectively communicating my expectations for a particular lesson or unit to my colleges we are better able to meet the needs of our students. When I clearly state my objectives and directions for an assignment to my students, they achieve my expectations more easily, with less confusion. When I take an extra minute to listen and establish a clear, caring line of communication with an upset student, problems are solved quicker and more effectively. Upset parents are put to ease when I’ve established a reliable line of communication.
ReplyDeleteI have not personally worked with a special educator in a “co-teaching” environment. But in my current position I work closely with the other 1st and 2nd grade teachers on my team. We are given ample plan time and expected to plan together. It takes an enormous amount of trust to throw your self out there and talk frankly about your own teaching successes and failures. Trust is key to establishing a solid line of communication. Therefore, I argue that trust is a precursor to strong interpersonal communication. In order for any of the other seven components to be able to be discussed and decided on, teachers must trust one another to be honest in that communication.
I think co-teaching is an outstanding opportunity for students and teachers. Through working closely with another educator one can only grow. I also believe that students will, of course, benefit from two educators in a room. When opportunities are available for this type of intervention for students I think it is the teachers responsibility to do whatever necessary to make it the best possible situation for all involved. Therefore, I believe through taking time to develop effective communication co-teaching can be a mutually beneficial situation.
Gately, S. D., & Gately, F. J. (2001). Understanding Coteaching Components. TEACHING Exceptional Children , 40-47.
Perhaps my opinions are biased, but as one who has earned a Bachelor of Arts in Communication, I would argue that interpersonal communication is the most important of the eight components which are presented by Gately and Gately (2001). Actually to be more precise, I believe that interpersonal communication is the critical factor which permits the establishment of the other seven components of coteaching. Please briefly allow me to explain my position.
ReplyDeleteThe communication that the general and special education teacher have will be based on the rules that they use to establish their relationship. When the relationship is first establish the rules are vague, but as the teachers become more familiar with each other the rules for the relationship are better defined (Dahnke & Clatterbuck, 1990). The Gately’s break this process down into three stages. In the last stage of this process the two respective teachers are able to establish complex relationships with each other. They are able to freely express their thoughts (Gately & Gately, 2001). My argument is that if this collaborative stage is not reached, then the other components are subject to compromise.
Allow me to elaborate on a few examples of how interpersonal communication can have an affect on the effectiveness of coloration process:
If a special education teacher is not familiar with the curriculum that is being taught; they may be too embarrassed to raise the issue with general education teacher. The general education teacher may assume that their counterpart is comfortable with the material and able to assist the students with their assignments (Gately & Gately, 2001).
The general education teacher may have seated all the special education students in one area of the classroom. They may have done this because they thought it would be convenient for the special education teacher. However, the special education teacher may feel as though her/his students are being intentionally isolated (Gately & Gately, 2001).
In believe that in both examples, if the two teachers are unable to express their thoughts and concerns with each other then the whole collaboration process may be at risk. I believe this holds true for the other components of coteaching; if there is no interpersonal communication then their really is no collaboration between the two teachers.
I also think that there are two other factors where interpersonal communication is critical. One is for a teacher to be able to communicate and establish a working relationship with the student. The other is with the student’s parents. The authors of: Teaching Students Who are Exceptional, Diverse, and at Risk: recite several examples of why collaborating with parents is important for educators (Vaughn, Bos, & Schumn, 2011).
The key to establishing effective coteaching components is to establish effective interpersonal communications. The ability to communicate ones concerns, and desires, as well as to appreciate the concerns of others is the key component of coteaching.
Re-posting from my blog which posted on 2/12/11
ReplyDeleteI think that successful co-teaching is difficult. Teacher personalities must be taken into consideration. The dynamics of the class must be determined prior to the start of the class. Many times in high school settings co-teaching refers to having a different teacher for the same class each covering particular subject matter within the content of the class. This I think is much easier to pull off since only one authority figure would be present in the class at a time. The particular grading, assignments and discussion requirements for each teacher would be clearly spelled out in a class syllabus. Co-teaching with younger students requires a much stronger working relationship between the teachers as well as a great deal of trust. I think that the most important component in a co-teaching relationship must be that both teachers be consistent in their approach to all matters pertaining to the students. The teachers must also present one front to the parents so that one or the other teacher is not undermined. Each teacher must be confident in the belief that the other teacher "has their back" and that while the approach might differ the end goal is the same.
Saturday, February 12, 2011
ReplyDeleteWeek 2 Co-teaching
I think that successful co-teaching is difficult. Teacher personalities must be taken into consideration. The dynamics of the class must be determined prior to the start of the class. Many times in high school settings co-teaching refers to having a different teacher for the same class each covering particular subject matter within the content of the class. This I think is much easier to pull off since only one authority figure would be present in the class at a time. The particular grading, assignments and discussion requirements for each teacher would be clearly spelled out in a class syllabus. Co-teaching with younger students requires a much stronger working relationship between the teachers as well as a great deal of trust. I think that the most important component in a co-teaching relationship must be that both teachers be consistent in their approach to all matters pertaining to the students. The teachers must also present one front to the parents so that one or the other teacher is not undermined. Each teacher must be confident in the belief that the other teacher "has their back" and that while the approach might differ the end goal is the same.