Elizabeth Stein constantly searches for professional development opportunities to strengthen co-teaching. Her district offers excellent PD, and she values virtual colleagues she’s found online. Lately her favorite PD comes with her own hashtag: #coteachat.
Category: Two Teachers in the Room
When special ed teacher Elizabeth Stein worked with her science co-teacher on their first flipped lesson, one student’s response clinched the concept for them: “I just wish we had more time to be the teachers in class—I like taking charge of my own learning.”
“William had a meltdown last week,” writes Elizabeth Stein. Right in the middle of class. How do we help students like this develop a growth mindset in an inflexible system? Elizabeth is having success with some students, including William.
Special educator Elizabeth L. Stein believes that the growth mindset research of Carol Dweck can lead to greater collaboration among special and general co-teachers and enable all students in inclusion classrooms to achieve Common Core standards.
Beyond the rapport that teachers work to develop in all classes, co-teachers must take extra measures to connect to students with learning disabilities. Elizabeth Stein suggests ways to build rapport with kids who have a special learning history.
In a new post at the Two Teachers in the Room blog, special educator Elizabeth Stein shares her ideal classroom: profiles a fatally flawed classroom; and offers steps to achieve the first & avoid the second.
The idea that we have “average” learners is a harmful myth, says special educator Elizabeth Stein. Researchers find lots of variability among learners in any sizable public school classroom – it’s not just the special ed kids that are “different.”
Current policies & practices supported by education reformers do not assure that students with disabilities can achieve Common Core standards, says special educator Elizabeth Stein. Inclusion students and teachers are trapped in a tangled web.
Goal setting, not resolution-making, can help develop “a co-teaching state of mind” that leads to stronger classroom partnerships, says special educator Elizabeth Stein. Make the most of collaboration, Stein urges, and keep the egos at bay.
Although professional development, administrative support & common planning time are all very important and necessary, writes Elizabeth Stein, what matters most in achieving effective inclusion is how the two teachers in the room are approaching the experience.