Regardless of how you look at the year, I hope that you return to your students this month with a bright new outlook and the resolve to reach as many of your students as you can.  To help with that, I’m very excited about my new, FREE, magazine, Terrific Instruction Tips and Tools.

This magazine is full of articles to help teachers, and parents, meet the goal of reaching all learneres. If you, or your campus, service center, or organization could benefit from this information, please contact us at 603-625-6087 and we’ll get some to you asap!

Here’s to a great year ahead, filled with all the success you wish, for yourself, your family, and your students!

Team teaching is an advanced method of co-teaching that requires both teachers to have compatible personality and teaching styles.  It is also important that both teachers feel competent in the subject area.

There are many ways to use team teaching in the classroom.  Co-teachers can equally present the content being taught, ask critical thinking questions, play ‘devil’s advocate’ in order to make a point, debate with each other and the students, and take advantage of both teachers’ knowledge of the subject.

It is important, however, that students clearly see no difference in hierarchy between the co-teachers using this approach. Normally, team teaching does not occur unless both teachers are comfortable with each other. Usually they have been together for a while and know the topic equally well.

benefit both teachers as well, as there will be less conflict, confusion, and stress.

For teachers who are new to co-teaching, however, knowing what to discuss during the planning process can seem as daunting as co-teaching itself.  To help your co-teaching planning, here are some key discussion points:

Planning time

• How much time do we need to plan?
• When will we make the time to plan?
• What checks can we put in place to ensure we use our time effectively?
• What documentation or materials should we bring to the planning meeting with us?

Instruction

• How will we determine the content to be taught? Will we use curriculum compacting, curriculum mapping data, or state standards to target the most critical content?
• Who will plan what?
• When will the special education co-teacher implement instruction to students with disabilities, without disabilities, both?
• How will the co-teacher implement instruction?
• How will we decide who teaches what?
• Who creates curriculum adaptations, accommodations, and modifications?
• Who adapts the tests?
• How will we use our strengths in the classroom when planning instruction?
• How will we present the content? Will one person do all the direct teaching or will both share responsibility for teaching the lesson?
• Should we rotate responsibilities?
• If working with a paraprofessional, who will train the paraprofessional to use the specific instruction strategies?
• Who will evaluate the effectiveness of the instruction provided by the paraprofessional?

Student Behavior

• What are the classroom expectations (i.e., classroom rules) for students and adults?
• How are classroom expectations communicated to the students?
• What is the plan to address unacceptable student behavior in a timely manner?
• What are the specific roles of the adults in the room in supporting positive student behavior?
• How will we be consistent in managing behavior and support each other’s authority?
• What are our pet peeves? What student behavior pushes our buttons? What can we not tolerate in the classroom?
• If our discipline style is very different, where can we find common ground?

Student Behavior

• How will we ensure regular communication with each other?
• How will we address our communication needs with each other?
• Who will communicate with the parents of students on an IEP? The students who are not on an IEP? Do we share the responsibility for communication equally?
• How should we handle conflict or concern with each other to preserve the harmony of our relationship?
• When one of us wants to share a new idea should we present it in writing first so there’s time to process or just talk about it?
• Who will communicate with parents about: routine daily occurrences, unusual situations, other?
• What do we need to know about each other?
• What do I need in order to work effectively in my classroom?
• What can I absolutely not tolerate in my co-teacher?
• What am I looking forward to in the co-teaching relationship?
• What are my non-negotiables?
• The most important thing to me in our co-teaching relationship is…?
• What are our expectations of each other?
• How do we react to unexpected changes in plans?
• What are our expectations regarding:

1. Class work and homework being done on time, or independently?
2. Grading?
3. Noise level?
4. Small-group work?
5. Differentiating instruction?
6. Giving or receiving feedback?
7. Dividing the work load?

The program, Lab Partners v2.0, offers teachers a way to pair students, either randomly or by grades, for lab or center activities. Lab Partners is designed by Multimedia Science, a company that writes science software “By teachers, for teachers.”

I often hear teachers say that they have trouble with the process of grouping and pairing students in ways that benefit all learners in their classrooms.  This program offers a great solution for this process and makes pairing students both easy, and efficient!

One teacher, one support teacher is the most common co-teaching model; however, any one of the other models might be a better choice depending on the lesson plan, the class dynamics, available preparation time, availability of materials, etc. Some models are more appropriate for certain grade levels or subject areas, or at certain times of the year, than others.

Choose your co-teaching model based on the goals of the lesson, class personality, behavioral dynamics, and teacher comfort levels. Consider the benefits and challenges of each model and then decide, with your co-teacher, what will work best. It is not uncommon to observe seasoned

co-teachers using one model the first half of the class, another co-teaching model the second half, and a totally different co-teaching model the following day.

Co-teachers might choose approaches based on:

• The learning needs of the students, student behavior, and the level of student motivation.
• Teacher personality and learning style can significantly impact which approach is chosen. A teacher may prefer alternative teaching to team teaching, for example.
• The lesson plan often dictates which approach might work best. If the lesson involves hands-on small-group work, teachers may choose station teaching or alternative teaching. If the lesson is primarily direct teaching, teachers might choose team teaching or have one teach while one supports.
• The physical space available in the classroom may significantly impact station teaching, parallel teaching, or alternative teaching. Sometimes teachers have to be very creative in order to figure out a way to differentiate presentation styles within the physical limitations of the classroom.

From Co-Teaching and Collaboration in the Classroom: Practical Strategies for Success

Over the years, traditional practice has reinforced the myth that the special education teacher should be with the students that need the basic skills while the general education teacher teaches the whole class. That, however, is not necessarily the best thing for the students. Let the situation dictate the response.

For example, I met a math teacher who was becoming very frustrated that her students with special needs weren’t making the necessary gains, even though the special education teacher had been working with them. It was already March.

The math teacher found that the special education teacher knew the math well enough to teach it to the larger group. However, the students who needed alternate strategies and ways of explaining the math actually got them better from the math teacher. Why?

Simple – the math teacher understood the math at a deeper level. In this case, she was able to present the math concept in ways that the special education teacher didn’t know because that was her area of expertise. She came up with four or five different approaches to teach the concept while the special educator was able to teach the larger group in the way that the teacher’s manual presented it.  While that was fine for the main body of students who were at grade level, it didn’t work for the ones who were struggling.

Because the general education teacher had a bigger bag of tricks for teaching the math concepts, and a better understanding of the material, she was the better choice to work with the struggling students.

She found that as soon as she began implementing intense re-teaching and intervention strategies, her students started advancing in skill level and in understanding. She had the special education teacher teach the main lesson so that she could work with the students with special needs and they soon saw better results.

In this situation, both teachers had to put aside what they wanted to do, or what they were used to doing, check their egos at the door, and make the right decision for their students.  This is co-teaching at its best.

From Co-Teaching and Collaboration in the Classroom: Practical Strategies for Success

I know you’re all looking at that line and saying to yourselves, “Well of course I’m flexible; I fully intend to be.” However, I’m not talking about your own personality, though that is important too. I’m talking about what you plan together in the classroom. In essence, if you and your co-teacher can come up with some kind of a flexible plan that would meet the requirements of kids with an IEP and, at the same time, meet the requirements of the regular education kids, you’re going to have an easier time making it happen in your classroom.

Of course, this does require some planning on both of your parts, but even just snatching a few minutes during prep time or your lunch break can work wonders. You could also exchange phone numbers and e-mail so you can work together on projects. For the more technologically advanced, consider signing up for Google Wave, where you can actually collaborate on lesson plans together, in real time or whenever each of you has the time to get online.

In the classroom, have a signal planned between the two of you so that, if you need to switch things midstream, the kids won’t feel confused as to who is teaching the lesson.

The bottom line is, like I said at the beginning of this blog post, you just need to be flexible and then everything else will fall into place.

We spent the day discussing teaching strategies and ways to involve all learners in the classroom. At the end of the full day session, Dr. Twomey got up and endorsed the ideas I had spoken about.  He expressed his desire to see the strategies that we covered actually being implemented in the classroom and was so passionate about that desire that he offered an incentive to his staff.  He asked that teachers nominate each other and identify who they saw actually using strategies to differentiate instruction in their classrooms. He promised that he would have periodic drawings  to recognize and reward those teachers for implementing strategies learned in the session.

I  learned late last week that Dr. Twomey had just awarded a FREE day off to each of three outstanding teachers (one from each district campus).  I’m not talking about extra prep time, or a sick day.  This administrator awarded each of these outstanding teachers a day off, with pay, and no strings attached!

So often administrators fail to follow through, or simply don’t know how to support their teachers, or motivate them to be the best teachers that they can be.   I could not pass up the opportunity to recognize Dr. Twomey and the tenacious support he offers his teachers and, in turn, the students of Havana School District 126.

Congratulations to Wendy Saylor, Music Teacher at New Central Elementary, Janet Barker, 5th Grade Teacher at Havana Middle School, and Barb Ramsey, Chemistry Teacher at Havana High School for their hard work and dedication to good teaching!

Well, here’s the nitty-gritty: No matter what the research says, the label is often wrong. What I mean by that is: School districts who put two teachers in an ‘inclusive’ classroom can CALL it co-teaching, yet, it may not be CO-teaching at all. And, if it is called co-teaching on paper simply because two bodies are in the room and it doesn’t work, it’s decided that Co-teaching does not work.

Co-teaching (in name only) will NOT work when a general education teacher and a special education teacher are put together in a room and the special education teacher is constantly pulled for “other” responsibilities. It will NOT work when administration is not supportive and/or does not provide training AND follow through. It will NOT work when administration does not hold teachers accountable for best practice teaching methods. It will NOT work when administration holds an in-service for the teachers but does not attend (how can they possibly know how to follow through with the training if they were not there?). Co-teaching does NOT work if schools use it as a budget cutting endeavor. And, it will NOT work when teachers don’t want to cooperate and one or both deliberately sabotage the process. You see, the bottom line is: None of the above is co-teaching. It’s a weak attempt at something that might, at a glance or on paper, LOOK like co-teaching, but it’s not CO-teaching. Co-teaching means exactly that – Co, together, two, both – teaching.  Not one teacher teaching and one teacher holding up the wall.

I’ve been co-teaching and working with co-teachers since 1993. Co-teaching done WELL, scheduled WELL, received WELL, and combined with BEST PRACTICE teaching strategies to DIFFERENTIATE INSTRUCTION ******DOES******* work. It works a whole lot better than one teacher, all alone, trying to deal with a classroom of 30+ students at different ability levels. It works a whole lot better than self-contained classrooms where the bar is often too low for students to make significant gains. It works when school districts don’t pretend they are doing Inclusion by putting the lowest achievers with the students with special needs and filtering out all the academically successful students into more challenging classes (that’s not inclusion, rather, that’s one big, tracked, low-level class).

If a district has two teachers who are willing to truly co-teach and they are co-teaching together on a consistent basis and that co-teach marriage is respected by the “powers that be” so that the general education teacher isn’t alone half the time (pulling the special education teacher out for coverage, meetings, trainings, crises, etc. is commonplace) and those teachers are using best practice strategies and differentiating instruction, the co-teaching model works better than almost any other model available to quickly accelerate ALL, yes I said ALL, students’ achievement. When you tier lesson plans in a co-taught class, high achievers also have the opportunity to accelerate!

Does co-teaching work? YES, when the district commits to implementing it correctly and truly and honestly supports teachers in the process. YES, when the teachers’ personalities mesh and they are willing to use best practice strategies to reach ALL learners. (I heard an *expert* say once that personality styles don’t matter in co-teaching. I strongly disagree! I’ve personally co-taught with many personalities and when I’m working with my opposite personality type it’s like being married to an alien and consequently a very challenging. if not impossible, ride.) YES, co-teaching works when schools don’t segregate learners into classes of high, medium, and low and pretend it’s inclusion when they put the students with special needs in a tracked low level class. YES. it works when one of the two teachers doesn’t fight the process every step of the way but instead keeps an open mind and is willing to teach with best practice strategies. YES, it can work when done well. It can even work when done half well.

YES. Co-teaching, implemented correctly, works.

Caveat: This is the first time that I’ve written a blog article without editing it ten times, filtering it to make sure it does not upset anyone, over analyzing it for political correctness and being overly cautions that I don’t burn bridges. In the past several months, I’ve begun to feel that I need to speak my heart and voice and take the flack for what I believe and if it offends someone, so be it. Some things just need to be said. So, you might find commas in the wrong places, you might not like what I wrote, or you may agree whole heartedly. What matters most is that a message that I’m passionate about is addressed directly. The teachers I serve deserve passionate honesty. My heart goes out to the teachers in my audience today. Only ONE was sent with her co-teacher. How does sending ONE co-teacher of a co-teaching pair to an in-service help that process to work?  If you are going to do it, do it right.

Behavior Management Cue Card Approach!

Here’s a way to quietly cue students to choose positive behavior. Use a cue card! 

Behavior management cue card instructions:

     1.     Print out this card or your own version of the card.

2.     Choose your method:

a.     Tape a card on the upper right corner of each student desk.

  i.      Laminate the card

  ii.      Use clear shipping tape to secure it to the desk

b.     Hang it from a lanyard around your neck or keep it in your pocket

  i.      Laminate the card

  ii.      Punch a hole in the top of the card to hang from a lanyard

3.     Explain the card to the students:

a.     You might explain, “I want to use a system to help students stay on track without embarrassing students by saying something out loud. I also want a way to praise students and let them know that I’m pleased with good behavior and choices without causing embarrassment. So, I’m going to use this card to let you know my expectations or give kudos – quietly. Here is an example of the card and what the pictures mean.”

b.     Explain what each picture means.

c.      Explain that you do not expect students to say anything in response.

d.     Explain how you will use the card.

e.     When a student needs to be redirected, simply walk quietly up to the student.

 i.       Make eye contact – and preferably smile. The point is to minimize the possibility that a power struggle will ensue.

 ii.      After eye contact is made with the student, point to the picture that sends the message that you need to deliver.

iii.      Do not wait for a response.

iv.      Turn around and walk away.

v.      If a student chooses to say something in response to a redirection, they are inviting a power struggle.

vi.      Avoid taking the bait if at all possible. Turn and walk away and wait to see if the student complies.

f.       When a student earns praise, simply walk up to the student, make eye-contact, smile and point to the ‘praise’ picture.

i.      Do not wait for a response.

ii.      Turn around and walk away.

Be generous with your praise. Students should receive 5-7 positive statements from the teacher in ratio to each negative comment.