Co-Teaching Paper- SoEL

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Athens State University *

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SE-301

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Sociology

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Feb 20, 2024

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1 Co- Teaching Methods in the Classroom Annika Halcomb Athens State University Survey of Exceptional Learners Mrs. Carlisle Haskovec January 28, 2024

2 Every student in a classroom is different. They all have different ways of learning and utilizing information. Due to this, teachers have to take different approaches in their teaching methods. There are many different methods of teaching that can be used, and teachers may have to experiment with a few different ones to find out what works best for them and their classes. Three of these methods include: One Teach, One Observe; Station Teaching, and Parallel Teaching. One Teach, One Observe A teacher will lead the main lesson while a co-teacher watches quietly and observes the students. They can focus their attention on a few students or the whole class. A few students may be observed for social or behavioral concerns or the entire class for comprehension. This can allow for teachers to observe students’ natural behaviors in the classroom or monitor progress up close. It is also a good method to determine potential disabilities that may want to be taken to a professional. There is also the potential that the class may grow distracted by the fact that there is another teacher, especially if they know they are observing. Some traits or behaviors in students may be missed as well if only a few select students are being monitored. The teachers should take turns teaching and observing so that one doesn’t feel less important and so they both get equal opportunities in lecture time. The object(s) of the observation should be determined before the class begins, and what was noted should be discussed afterwards. The teachers can discuss how to handle any problems that were noticed or how to move forward in the classroom with any new issues. They can also determine what to watch for next time. This method should be used once a week if needed or after a new concept is introduced. It can also be used sparingly for if any behavioral issues are noticed or if any students are seen to be struggling in areas.

3 Station Teaching Teachers may opt to separate the class into two or three groups and teach them independently. One group can be taught by the general education teacher on the main points of the lesson while the other teacher teaches an alternative method for students who may be slower learners. A third group can be used for students to work in pairs or groups on an assignment if they have the capabilities to work together. This method allows for students to have one on one time with the teacher. It also provides more opportunity for students to comprehend a lesson or work through it more if it is a tough concept. Students also get a chance to work in peer groups if they need a little reinforcement after the main instruction. There is the possibility though that the stations take longer than expected. If a station takes an entire class period, then the lesson is stretched out over a few days, and this may hinder students or make the lesson harder to follow. Also, if everyone in the class is struggling then the peer review station might hurt more than help. Both teachers should be in agreeance in how they are going to instruct their stations. If they make everything match up and make sure they are teaching similarly, it helps eliminate the possibilities to confuse students. If students are working together there is also the possibility that learning or behavioral issues arise without teacher instruction. This method would have the best affect after a new topic or lesson is introduced. It should be reserved for a review before a test or if most of the students are struggling with the lesson. Parallel Teaching In a similar style, the teachers can split the class and each one will teach one half in which they can use different teaching methods or styles. Splitting the class in half opens up more opportunities for students to ask questions or participate in discussions. It also allows more peer

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4 interaction time. When the class comes back together as a whole after the instruction, they can take turns teaching the other side what they learned. Yet, some students with focusing problems or other disabilities may have trouble focusing on their teacher if both groups are going at the same time, especially in smaller classrooms. There is also a possibility that a student may be placed with a teacher who’s teaching style they are not receptive to, and they lose value in the lesson. If a peer method is used afterwards, some students may have trouble understanding the explanations from peers instead of a teacher especially if the topic is new. Some aspects of a discussion may also be missed if the group is cut in half. If this is used in a secondary classroom, the teachers could do a survey to see what teaching styles the students are more receptive to or prefer. The same method can be used in elementary classrooms to see what kind of topics or projects they may be interested in. This is a good discussion method to use after an assigned reading, for a test review, or to give a class some down time while still learning new topics.

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