I have been teaching in the regular fifth grade classroom with the classroom teacher each day for writing. In the class of 23 students there are seven students identified in the area of writing. It has been a great way for some of the students that struggle with writing to receive extra support, as well as, modeling from other students that are stronger writers. In order to make this work, we get together with the regular education teacher and plan the entire unit. We plan out what the goals are for the unit and what activities we are going to do to meet those goals. It is a good teaming situation because the regular education teacher brings knowledge of teaching to the upper students and about teaching to the class as a whole and we bring the knowledge of teaching to the IEPs and making sure the lower student's needs are being met. When we would plan the lessons we would designate who would lead each lesson but each day in class we work together to teach the material.
When using this teaching method it is critical to remember to find a person who you can team with successfully. It is not a teaching method that anyone and everyone can implement together. In order for it to work the teachers need to have similar philosophies of teaching, be willing to compromise, and accept ideas and suggestions from other people. I would only use this strategy when a relationship has been established with the regular education teacher and there is evidence of willingness to work together and collaborate.
When using the team teaching method it is important to make sure that a balance is kept between both teachers in regards to the amount of planning and teaching. It is also important to keep a good balance so that one teacher does not seek and gain control of the situation. If a power control struggle would begin the kids would suffer more than anything. It is necessary to consider the strengths and weaknesses of each teacher and what each teacher can bring to the team. Each teacher has a unique knowledge base and it is beneficial to draw from each teacher's experiences and knowledge about the subject. It is also critical to consider the students and what each teacher can do to help the students be more successful and understand the material.
I learned through implementing this teaching the method the importance of making sure that the regular education teacher understands that, from the special education point of view, units and activities need to be designed to meet the needs of the students with identified disabilities and what their IEPs require. I also learned that this is a hard thing for regular educators to do. It is hard to help them understand a completely different mindset: understanding the to teach to the IEP method rather than what the curriculum requires the teacher to teach.
This teaching method was incredibly beneficial for all the students because of the support they received from two teachers. As a result of two teachers teaching together, the students received two types of instruction. Each teacher brought to the team a deep understanding of teaching, specifically to a whole class or to a specific group of learners. This allowed the teachers to design their specific teaching to meet the needs of the students. The resource teacher was able to adapt the instruction, specifically the vocabulary used in instruction, to meet the needs of the students identified with writing goals.
Throughout the lessons where this teaching method was implemented, there were different adaptations used. The two teachers allowed for the students to take in the information in different ways. The students were also allowed an increased level of support. I think that it is incredibly beneficial that all the students are in the classroom together, rather than pulling students out to work in the resource room. The students have done a lot of modeling for each other and they have learned additional skills from this. When a writing assignment is given there are alternative or adapted assignments given to fit the time restraints or the level of difficulty. Even though the assignment might look a little different it is still accomplishing the same goals as the original assignment. When students work one on one with one of the teachers, there are times when the student dictates part of the assignment so that it is their ideas but they do not have to negotiate the other parts of the assignment. Then this part is modeled for them and they can continue on their own.