Co-teaching Approaches and Experiences in Classroom Management

This report delves into the concept of co-teaching as an instructional strategy within classroom management, highlighting various approaches and their implementation. It emphasizes the increasing popularity of co-teaching as a method for providing educational opportunities to students with disabilities. The report discusses factors influencing co-teaching practices, including school structures, teacher attitudes, and training. It underlines the importance of mutual respect, open communication, and flexibility among co-teachers for effective collaboration. Different co-teaching methods are explored, with a focus on pairing general and special education teachers. The report also acknowledges potential challenges, such as differing teaching styles, while emphasizing the benefits of co-teaching, like providing students with extra attention. The report references key studies on co-teaching experiences and approaches.

Running head: COLLABORATION IN CLASSROOM MANAGEMENT
COLLABORATION IN CLASSROOM MANAGEMENT
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Co teaching Experiences
Co teaching is instructional strategy which could be used by the educators in many
different ways. Different approaches are implemented by co teachers for co teaching. Co
teaching’s approach where educators co-instruct and co-plan different components for curricular
content have occurred least frequently. Co-teaching’s use as strategy for providing educational
opportunities to students having disabilities gains popularity all over the world (Morelock, et al.,
2017). Methods of co-teaching might be understood best by the teacher with respect to roles as
well as responsibilities for every educator in collaborative hierarchy for approaches.
Practices of co-teaching is influenced by several factors over schools, teachers as well as
training of teacher along with over different cultures. Such factors might consist of teaching
programs’ structural aspects. Experiences of co-teaching might vary over many structural
factors, which includes number of partnerships of co-teaching that separate teacher works inn
given day, time spent together by co-teachers during day and time spent in working together as
co-teachers. Additionally with structural aspects for experience of c-teaching, attitudes of
teachers might play role also in practices of co-teaching (Casserly & Padden, 2018). Co-teaching
draws strength of general educator and educator of special education. General educator
understands pacing, content and structure of curriculum of general education whereas educator
of special education can identify special learning requirements of the individual students as well
as enhance instruction and curriculum for matching such needs.
For effective co-teaching, first quality that is needed for educators is having respect.
Mutual respect to experience and knowledge of one another is extremely vital in co-teaching
relationship as this would make easier in sharing ideas and for collaborating. Another quality is

2COLLABORATION IN CLASSROOM MANAGEMENT
open communication which co-teachers should have for being successful. Several times, it is
difficult for co-teachers in working with someone having different philosophy and teaching style.
Both the teachers should be able in clearly defining their roles as well as responsibilities. Great
communication among co-teachers helps to run class smoothly as well as creates atmosphere for
appreciation for each other (Strickland & Drake, 2018). However, failure in communication
could lead to confusion and frustration. Ability for being flexible in teaching is other key quality
for being significant co-teacher. Point to have co-teacher is exchanging ideas for meeting needs
of every student.
There are several different ways by which co-teaching might be executed. There are
several ways for co-teaching, however one which is beneficial in several situations is pairing of
teacher of general education with teacher of special education. Pairing the teachers allows
teacher of general education to teach in style which is comfortable to them as well as having
teacher of special education allows someone to allow or simplify learning to children having
disabilities (King-Sears, Jenkins & Brawand, 2020). There are several great results of co-
teaching, however there are few situations which haven’t worked so well for co-teaching. Co-
teachers having two different styles of teachings could affect the learning style of the students.
There needs to be balance among the teachers for being effective in classroom. By co-teaching
students could be provided extra attention which could be quite helpful for their educational
careers.

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References
Casserly, A. M., & Padden, A. (2018). Teachers’ views of co-teaching approaches in addressing
pupils with special educational needs (SEN) in multi-grade classrooms. European
Journal of Special Needs Education, 33(4), 555-571.
King-Sears, M. E., Jenkins, M. C., & Brawand, A. (2020). Co-teaching perspectives from middle
school algebra co-teachers and their students with and without disabilities. International
Journal of Inclusive Education, 24(4), 427-442.
Morelock, J. R., Lester, M. M., Klopfer, M. D., Jardon, A. M., Mullins, R. D., Nicholas, E. L., &
Alfaydi, A. S. (2017). Power, perceptions, and relationships: A model of co-teaching in
higher education. College Teaching, 65(4), 182-191.
Strickland, J., & Drake, J. (2018, June). Co-Teaching Graduate, Online Teacher Education
Courses: A Preliminary Look at the Advantages and Disadvantages. In EdMedia+
Innovate Learning (pp. 2127-2131). Association for the Advancement of Computing in
Education (AACE).