Why co-teaching? Co-teaching  is a creative way to connect with other teachers and to help students learn. In co-teaching two teachers share their ideas and plan the lessons together. I actually like the idea of co-teaching where both teachers are working together, planning together on the same lesson and use their own teaching style. Both teachers support each other,  respect each others opinion and work as a team. In co-teaching students are learning in a different way but still on the same topic. Having two teachers inside the classroom is far better than only one teacher. Both teachers also learn from each other, brainstorm together, talk about their success and other ways to present their lessons. Both of them monitor their students' progress and adjust instructions accordingly. They work together to improve the lesson and learning activities. Students will benefit more from this kind of co-teaching, especially students with learning disabilities.

    I just read an article about the relationships between EAL teachers and classroom teachers, using the collaborative teaching model.  While reading, the struggles EAL teachers face was brought into the spotlight for me. The article makes it clear that the EAL teacher could have a more positive role in a regular classroom, but nonetheless is regularly “encouraged” to take students out of their classroom environment and work with them in a separate room. I believe, it would greatly benefit the language learning students, along with all the other students, to have both teachers instructing the lesson. Sadly it is rarely the case that we see a partnership as such take place in the classroom.  The article points out the importance of the teacher–teacher talk when aiming for the best possible outcome, including the shift from main teacher and support teacher roles, to two equal ability teachers. This brings to light the issue of the EAL teacher having to tiptoe around the habits and routines of the classroom teacher. I feel collaboration between two professionals should not be this problematic, especially when the focus of everyone involved should be the benefit of all children. It seems that EAL teachers need to be very flexible when required to adjust to the classroom teacher, and their philosophies. The idea of collaborative teaching however, is more of a partnership than a leader and assistant roles. I think through real collaborative teaching we will all benefit, when there is inclusion of everyone, by working towards our common goal of helping all students succeed.

Gardner, S. (2006). Centre-stage in the instructional register: Partnership talks in primary EAL. International Journal of Bilingual Education and Bilingualism, 9 (4), 476 – 494. 

    When watching the video: Co-teaching models for special education it was very clear that co-teaching means working together to help all students. They did not split students between them and focus on “their” students alone. That is how co-teaching should work. It should be for the benefit of all students, not just the “behind” students.  The special education teacher and the classroom teacher are seen as equal by all students in the room. One is not there to simply assist the low students. They are both part of teaching the lesson and assisting everyone.
    One of the most important strategies teachers can use is modelling. There is no better way to model cooperation then through co-teaching.  The students see their two teachers working together and talking with one another. They learn turn taking by watching them switch back and forth between their instructional teachings. We always explain to our students that they need to be able to work with others. I think it’s about time we practice what we preach as teachers.
    The video describes how co-teaching steers away from pulling lower achieving students out of the room to work, but instead having all students learn together and benefit from each others' strengths. I think this is the key when we think about inclusion. Inclusion does not mean having an Educational Assistant glued to the side of a student in the classroom. Inclusion means making the classroom environment work for everyone that is in it, regardless of their abilities and/or needs. The special education teacher sees the different needs of all the students in the class, not just the labelled ones. Both teachers are more readily available to help anyone that needs it.

As a substitute teacher I love team teaching. Whenever I know that I will be spending my day with someone who knows the complexities of our classroom I am relieved of all my stress and know the students will have a productive day. My team teacher will know the students and the routine, plus I will never be stuck searching a foreign classroom for something that is not where it is supposed to be. Substitutes aren’t the only ones who benefit from team teaching, the students do as well. Occasionally when there is a substitute in the room the days are not particularly productive. Some students view these days as a holiday and refuse to work resulting in disturbances that impede others progress. Furthermore, sometimes with a substitute the students are simply given ‘keep them busy’ work that they know isn’t relevant or educational. Having a substitute can be even more disruptive and belittling for the special education students. These children often get removed from the classroom which damages their sense of community belonging and devalues them. Finally, team teaching also benefits the absent teacher. There is strength in numbers and it comforting for the away teacher to know that someone they trust is in their classroom who knows exactly what is going on and needs to be done.

Challenge: Comment to this post by writing your favorite inclusive quote of the day. The above quote came from the link below and there are many more to choose from.