One Teaching - One Assisting
Things to consider:
• What are the advantages/limitations of the model?
• What would need to happen amongst the adults to make this model successful?
• What might be most difficult for you in this model (i.e. students expectations/your area of expertise)?
• What do you find most exciting about this model?
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Again, I think this can be an effective model when both teachers are clear about their roles.
ReplyDeleteThis model can be very helpful for students with special needs who need more 1:1 support or need an adult to check in with them.
advantages-the person with curriculum expertise can focus on curriculum, other person can use expertise of accomodating and providing support
ReplyDeleteadults would have to have good communication
It would be fine to do this short term, but I would not want to feel like an aide or that I am just there to help kids "get through their work" rather than teaching them.
This model would allow me time to get to know the students, observe them and learn a new curriculum.
In this model, teacher must be tolerant of side talk and circulation, and the assistant must be as non-distracting as possible.
ReplyDelete• What are the advantages/limitations of the model?
ReplyDeleteThe advantages of this model are that there may be a distraction for the students to have one teacher be circulating around the room. Also, I think the students will become dependent on the teacher that is circulating around the room.
• What would need to happen amongst the adults to make this model successful?
Adults would need to trust each other and make an arrangement to decide who would be helping the students and who would be providing the direct instruction.
• What might be most difficult for you in this model (i.e. students expectations/your area of expertise)?
What would be most difficult is the teacher circulating would ultimately be talking to students as I would be trying to provide direct instruction. I would be concerned to decide how to manage the class, and the other teacher.
• What do you find most exciting about this model?
What I find most exciting in this model is that I would be able to get some other students started while the other teacher would work with different students.
Allows for both people to plan and be involved in planning but for each to be an expert in their area
ReplyDeleteAdults should take turns in class (teaching/assisting) so that students do not get "attached" to one of the teachers
This model allows for one person to be "free" wandering the classroom to help the students and such while still putting in input into class.
A major benefit of this approach is that it provides both partners with the opportunity to use their expertise in the collaboration process.
ReplyDeleteIt also allows the opportunity for one partner to assist individual students who are struggling .
One advantage might be knowing that there is a partner to help with classroom management,etc. However, it is easy to slide into separate roles as opposed to being partners focused on overall success. Students will tend to take advantage of distractions that may be created by the division of partners.
ReplyDeleteThe adults in the classroom needs to feel that their role is equally important for the students to succeed. They need to be comfortable in their rolles not not to get rapped up in their own responsiblities
ReplyDeleteCan allow teachers to be working in their comfort areas - one teacher working more 1:1 and teacher doing more direct instruction.
ReplyDeleteIf the teachers are more comfortable using this method I think it is a good way to start - both teachers are involved, both teachers can get to know kids, both teachers can work as partners - but there should be a transition out of this into something that allows for both teachers to be involved.
I agree with what Megan mentioned about teachers switching roles. It would be very easy for the students to see the special educator as the aide if that educator was always the one assisting. This model would work well when one teacher wasn't as familiar with the content. I wouldn't rely on this one teach/one assist as the primary coteaching model. I think some of the other models offer better benefits.
ReplyDelete"brief bits of support"
ReplyDelete"Can relegate on person to being the helper, not a partner."
This is the model that I have seen most at work in my teaching career. I did this one year at LACS - I was the assistant in a science class taught by Gina. We were both (and the students) clear about our roles - Gina was there to teach chemistry, I was there to help students stay focused, get their labs working properly, etc.
A major reason why this worked, I think, is that the students knew me as a classroom teacher in other subjects, so in their minds I deserved the same amount of respect as Gina. I have seen many cases where this does not happen, and the students (and sometimes classroom teacher) do not have the same respect for a TA, an aide, or specialist.
There is much to be said for this model, and it is probably historically the one most used with special ed. There is that danget of students assuming the circulating teacher is an aide.
ReplyDeleteAll too often this model quickly establishes a division of roles. Students see one partner as the teacher and one as the "helper". This should not be used all of the time but I can see using it especially after co-roles are firmly established. It can allow a teacher that is strong in one content area to take the lead and then switch roles as content dictates. Partners must be willing to establish and accept roles while remembering to mutually practice responsibilities.
ReplyDeleteThis could be a way to begin co-teaching for those who just want to get to know one another or when one of the teachers feel more confident in the material being presented or if teachers want to share the load (unit wise). Personally, I am more of an eclectic and can see how each of the models presented could work throughout the year when needed or when it that approach would best fit the desired outcome.
ReplyDelete