Team teaching with Michaela was an absolute pleasure. It was made even more interesting because we were experiencing and living what we were teaching. In our model of two teachers teaching together trust and rapport are invaluable. We didn’t have these things when we began, but as we progressed so did our relationship and our effectiveness as team teachers. Since we also did our mini lesson together, we had ample time to get to know each other’s teaching styles, strengths and weaknesses. It quickly becomes obvious that the better you know each other and get along, the more effective you are as team teachers. I imagine this would be even more significant in a real classroom with students because each teacher would build individual rapports with them. I hate to use the analogy of good cop bad cop, but this could also come into play. I am eagerly anticipating our team teaching mini lessons together, and since we got an amazing mark on our mini lesson I am expecting great success. If it were not for Michaela, I would not be looking forward to the lesson, but since we are together it is going to be fun. Furthermore, we will be each other’s support networks. In case I forget something, I know Michaela will be there to fill in the gaps and vice versa. There is strength in numbers, and with Michaela by my side I feel omnipotent.

This video explains that the only way that co-teaching can be successful is when both teachers have equal authority and share equal responsibility for teaching all their students. Both teachers share responsibility for students' outcomes. They also emphasize flexible grouping as one of their key instruction strategies. They trade off and both work with all of their students and equally demonstrate their abilities to accommodate their diverse learning needs. In co-teaching both teachers have equal authorities in the classroom and evaluate student outcomes to help them find areas that may require re-teaching. Both teachers gain more confidence and  learn from each other when they shared their work, their skills, experiences and responsibility for the benefits of their students.

This video emphasized that co-teaching is all about collaboration between a general educator and special educator. It also explains the benefits of co-teaching and the importance of collaborative co-teaching. Co-teaching promotes differentiated instruction, increases instructional options and flexible grouping which leads to lower student to teacher ratios. The video also highlights the core of co-teaching which is partnership between two teachers who share everything including planning, instruction and assessment. Both teachers should start to build mutual trust and respect, and open communication. They needed to decide who will plan the lessons, whose teaching strategies they have to use, and how to determine students' grades. To work well as a team, both teachers should also share their teaching styles, philosophies and teaching values. The video also emphasizes the importance of commitment, collaborative working relationships, and that both teachers should create a schedule and meet regularly to plan instructions and evaluate students' outcomes.

The article by S. Arkoudis was a very insightful article.  Though it focused on ESL teachers and mainstream teachers, it could have been speaking about the collaborative struggles between general and special education teachers.  I paused and reflected when it was highlighted how ESL teachers feel like they are side-lined out of the mainstream classroom and often feel devalued in their role as a teacher.  The assumption that their only area of expertise focuses on such a narrow group of students, that the are not able to positive influence an entire classroom.  The feeling of isolation is compounded for an ESL, and I would infer a Special Education teacher.  

The article spoke at length about the importance of the dialogue between the two teachers as they collaborated and planned together.  It was interesting to read the transcripts and note the change in their language as the conversations continued.  I was encouraged when the author of the article pointed out that as these interchanges continue, each teacher influences their colleague in a positive way, shares their expertise and enlightens the other person to become a more effective teacher.

Arkoudis, S. (2006). Negotiating the rough ground between ESL and mainstream teachers. International Journal of Bilingual Education and Bilingualism, 9 (4), 415 – 433.

    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.