Comments on: What Kids Say about Inclusion

By: Elizabeth Stein

Elizabeth Stein — Wed, 06 Feb 2013 16:06:06 +0000

Selena, yes, cringing becomes a natural response to this far too common issue of perception (I’m doing it right now, just thinking about it). Separating the two teachers into the “real teacher” vs. a “helping teacher” is just not the whole picture. I think the only way there can be true parity as you describe is when both teachers are open, flexible, and excited about teaching alongside another teaching expert. I love hearing stories like this! Please come share some details of your story! Your story could help so many.

Far too often there is one in the pair that keeps his mind shut so tightly to even the slightest idea of sharing his classroom. What do we do then?

For me it comes back to communication. But that is not enough–productive actions are needed. If one teacher’s mind is so closed to the idea of co-teaching, negative attitudes fling around the room–and the other teacher may waste energy just ducking for cover! Energy is wasted on this potentially negative view. And then communication becomes an uncomfortable situation. Too many teachers just avoid the whole idea of breaking through the mindset barriers. So, readers out there… don’t be that teacher!

Which brings us back to “real teacher ” vs. “helping teacher” So sad, but so true. That’s why this forum is so important. Through our problem solving discussions and shared experiences, we can empower one another to help some step out of their comfort zones…

Let’s all strive for the situation that Selena describes

So, let’s keep sharing! Thanks, everyone!

By: Elizabeth Stein

Elizabeth Stein — Wed, 06 Feb 2013 15:47:24 +0000

Matt, I love the way you word your process as “working toward co-teaching! It is so important for teachers to see the experience as a process and working toward its effectiveness is key! It just sets the tone for a positive journey. So true that team teaching validates the fact that there are two teachers in the room. I think, though, that we must integrate a variety of co-teaching models. Check out this post that outlines the co-teaching models: http://www.middleweb.com/3905/4-critical-co-teacher-conversations/
Ideally, teachers should be mixing and mingling as they teach together, and switch roles within class time. This variety and flexibility sends a message to the students that the two teachers are there for everyone, but at the same time the teachers are able to zoom in and meet the individual needs of students. Team teaching alone may not provide enough attention to the students with specific needs.
What does everyone think?

So true! lots of communication outside of class is key! Yet, we are not always afforded this valuable time….and so we continue to problem solve in order to keep the lines of communication as open as possible.

So, how are you folks doing in the area of implementing co-teaching models of teaching–and keeping the lines of communication as open as possible?

Thanks, Matt! You really sparked a great discussion starter! We are looking forward to hearing more about experiences and solutions–keep sharing!

By: Selena Wardyn

Selena Wardyn — Mon, 04 Feb 2013 15:47:02 +0000

When I hear the students refer to the “real” teacher and the “helping” teacher, I cringe. My experience has been opposite where students didn’t realize that we were not both English teachers until someone saw my name plate, stating special education instructor. I no longer have that name plate on my desk. I think taking a pulse of the students on this matter is a super idea.

By: Matt White

Matt White — Sat, 02 Feb 2013 07:08:08 +0000

I’m working towards co teaching with the teachers that I support in my school. Whilst it is probably easier in a primary school, overcoming students perceptions of a second teacher in the room has been tough. I have found that if you are not team teaching the students instantly see your presence as an indicator of the class being the bottom class or the special class. I find lots of communication outside and after class is key to getting it to work.

By: Elizabeth Stein

Elizabeth Stein — Fri, 01 Feb 2013 23:01:41 +0000

Jessica, as you can see you are not alone! You speak the language of so many special educators (including me!). It certainly can be an overwhelming juggling act. One of the first steps is to reach out–so thank you! This is a great forum to find (and to provide) support to one another.

There certainly is not a short answer to this. It is an ongoing process that we must be willing to take–step by step. And on the way, we must discuss, brainstorm, collaborate, and put an action plan in place. And collaborate some more!

Mary T, your advice is so helpful; you bring up many key points. Also, thanks for sharing and reminding everyone about the general educator’s perspective.

So my question is, how do we do it?

Terri S, Your comment is certainly refreshing! That is exactly as it should be. So, what’s your secret? Please share some tips.

Jessica, for starters, did you read through the archives? Laurie and I have touched upon strategies and shared some stories that may help you. You can start here:

http://www.middleweb.com/4741/fearless-co-planning/

Laurie and I are looking forward to further solution seeking discussions…

By: Terri S.

Terri S. — Fri, 01 Feb 2013 18:59:23 +0000

I co-teach two 6th grade language arts classes, and one day a student raised his hand and asked, “Which one of you is the real teacher?” It was awesome that they couldn’t tell who was the gen. ed. teacher and who was the intervention specialist!

By: Mary T. English

Mary T. English — Wed, 30 Jan 2013 01:39:59 +0000

See if you can meet together after a staff meeting or during lunch. Also, they can e-mail their plans to you and you can share your ideas for differentiation. Good luck, as it takes cooperation from both parties for this to really work, and sometimes, gen. ed. teachers are not used to sharing their plans. They may feel a bit threatened having someone working
in their classroom.

By: Jessica A

Jessica A — Wed, 30 Jan 2013 01:25:52 +0000

I co-teach a 6th, 7th and 8th grade math class as well as teach my own resource math and I only have the same conference as my 8th grade gen ed teacher. It’s VERY difficult to plan with all 3 teachers as well as plan for my own resource class that is a combination of 6th and 7th graders! Anyone have the same problem? Any suggestions??

By: Elizabeth Stein

Elizabeth Stein — Wed, 30 Jan 2013 00:51:38 +0000

Thanks, Carla. It’s so great to connect with other educators who are passionate about making co-teaching work! Let us nkow what’s happening in Brazil–come share your story!

Silvia Maria Bonassi, Agreed! We should never underestimate students. And we should always value what they have to say! Thanks for sharing!

Hey, Laurie! As always, I enjoy your excitement and dedication along the inclusion journey. Your comment made me stand tall along with you. Using humor to try to redirect perspectives (such as your chopped liver response) is a good way to go. And it also got me thinking. We should get to the heart of the situation–beyond getting students to think beyond the minute. Teachers must work together to create a positive learning environment that includes consistenly presenting the fact that there are two “real” teachers in the room!

What do you folks think?

By: ESL Teachers: Important Info on Collaboration and Co-Teaching « broadyesl

ESL Teachers: Important Info on Collaboration and Co-Teaching « broadyesl — Wed, 30 Jan 2013 00:50:37 +0000

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