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• W111042261 abstract "Abstract Many elementary classrooms are moving toward a co-teaching model. This paper, through a series of questions and responses, examines one elementary teacher's experiences in a co-taught classroom. Specifics about the organization and evolution of the co-teaching experience are shared. The interviewed teacher reflects upon how this experience shaped, and continues to shape, her thinking about literacy instruction. Recommendations to enhance literacy in co-taught classes are shared. Introduction Two teachers working together in one classroom is becoming a popular option in many school districts around the country (Welch, Brownell, and Sheridan (1999). This approach, often referred to as co-teaching, is defined as or more professionals delivering substantive instruction to a diverse or blended group of students in a single physical (Cook & Friend, 1995, p. 2). Cook and Friend (1996) contend that coteaching increases students' instructional options, improves programs, reduces stigmas for special needs students, and provides for more professional collaboration. Recently, this teaching approach, which emphasizes shared responsibility, has been routinely utilized by a special education and a regular education teacher (Ripley, 1997); however, it can also be an effective model for two general education teachers. This paper examines one elementary teacher's experience in a co-taught classroom and explores how this experience shaped, and continues to shape, her thinking about literacy instruction. We share this experience through a series of questions and responses. was your first experience with co-teaching? My first experience with co-teaching began quite by accident. My pre-service education had not really prepared me to handle a regular classroom but I always assumed that I would be the sole teacher, not sharing my classroom with another professional. I had been hired to teach in a local school district. On the first day of teacher inservice, my principal explained that she had an influx of new students and that available classroom space did not match her needs. There would be 100 third grade students, four third grade teachers, but only two third grade classrooms. She explained how she planned to put two teachers and 50 students together in each of the two third grade classrooms. She said that we would be team teaching. My first response was, What is team teaching? Her answer was a simple, You will just teach together. I was too naive to be scared. I now know that team teaching first gained popularity in the late 1950's but did not become a widespread practice until the early 1970's (Friend & Reising (1993). Documented early experiences involved two general education teachers. These early ventures into team teaching provided the roots for our modern day conception of co-teaching (Friend & Reising, 1993) which has evolved to include meeting the needs of special education students in a general education classroom. How did you prepare for this teaching approach? My teaching partner was also a first year teacher. Not really knowing how to handle the situation with 50 students and two teachers, we decided to be flexible in our grouping and to try it all. There were times when we were together in the classroom with all of the students, both teaching. Sometimes one was teaching and the other monitoring; Vaughn, Schumm, and Arguelles (1997) call this grazing. There were other times when we divided the students and the classroom in half, each of us taking a corner or moving into the hallway. We were both surprised at the levels of abilities we found in the 50 students whom we shared and we began thinking about how to best meet their needs. Neither of us had received any training in working with students who functioned either above or below the normal range. We intuitively recognized that we would have to think about instruction in different ways if we were to provide for all of them. …" @default.
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• W111042261 date "2004-09-22" @default.
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• W111042261 title "Lessons on Literacy: An Experience in Co-Teaching" @default.
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