Co-Teaching, The Power Of Two

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Information about Co-Teaching, The Power Of Two
Education

Published on March 27, 2008

Author: bfuhrer

Source: authorstream.com

Co-TeachingThe Power of Two...:  Co-Teaching The Power of Two... The Reality…Following the Philosophy PRESENTERS:  PRESENTERS Robin Frederick: 7th grade intervention specialist/DH Loretta Fansler: 7th grade intervention specialist/LD Brad Fuhrer: 7th grade social studies & all around nice guy Tiffin Middle School:  Tiffin Middle School 6th,7th & 8th grades Total population- 619 Special needs students- 17% Poverty level- 35% Programs: SLD, CD, & ED Cross-categorical: TBI, HI, OHI, tourettes, autism, etc,... Co-teaching at TMS:  Co-teaching at TMS 1993 Inclusion Begins “Our fearless leaders” Then Now Slide5:  I can’t take it anymore! We love our jobs! Co-Teaching Before After Slide6:  Before After Co-Teaching Benefits of Co-Teaching :  Benefits of Co-Teaching • All student needs are met within the general education classroom Two teachers, four eyes Fewer discipline problems Fewer classroom management problems Higher success rates for all students More flexibility “Meeting the needs of all students.” Our Philosophy Philosophy Vs. Reality:  Our Philosophy Philosophy Vs. Reality All students should have the opportunity to learn in the mainstream with specialized services provided • Can they? Not without a lot of work! Modify, adapt, modify, adapt and then do it some more! Two heads are better than one! Inclusion: meeting needs of all students in the classroom with “in class” support. Ownership of all students, not mine or yours but “ours.” Inclusion Philosophy Vs. Reality:  Inclusion Philosophy Vs. Reality Collaboration: teachers, students, parents, administrators Belief that students with disabilities should be integrated into the mainstream whether or not they can meet traditional curricular standards • Ha! Ha! • Not all staff members will support inclusion or team teaching Inclusion Philosophy Vs. Reality:  Inclusion Philosophy Vs. Reality Teacher planning, collaboration, and training is necessary for success • Just do it! “Inclusive education is nothing more than good teaching. It just makes good sense!” ~ L. Fansler Volunteers Needed::  Volunteers Needed: General Education Teachers Special Education Teachers Qualifications:  Qualifications Risk taker Open to suggestions Open to criticism Student advocate Flexible Appreciation for diversity Types of Teaching:  Types of Teaching Reverse Inclusion One teach, One drift Diversified study time Classroom consistency Preparation on demand Interactive teaching Humor in the classroom Break away Strategies & Ideas:  Strategies & Ideas Whip around Fact of the day/classroom starters Technology (smartboard, powerpoint, mics.) Folders Study guides Adapted/modified tests, worksheets More Strategies & Ideas:  More Strategies & Ideas Think write (entrance/exit pass) Case managing Skim & Shift Lame Games Question of the week Preview reading & vocabulary with students Supplemental reading Even More Strategies & Ideas:  Even More Strategies & Ideas Tag Team reading Word of the Day Books on tape Color Overlays Whisper Phones Slantboards “Reading & writing must be taught across the curriculum.” ~ R. Frederick Are Two Heads Better Than One?:  Are Two Heads Better Than One? Student Benefits:  Student Benefits Increased homework completion rate More opportunity for teacher contact throughout the day Opportunity to respond increases More students get assistance Seeking assistance is commonplace Helps students build relationships with teachers More Student Benefits:  More Student Benefits Learning modes are more easily accommodated Opportunity for individual, small group or large group instruction Daily work habits are reinforced and monitored (KST) Social acceptance Conducive to parent support Teacher/peer relationships (everybody wins) Teacher Benefits:  Teacher Benefits Not isolated (no man is an island) Fun Brainstorming Parent conferences are more effective Share and learn expertise and strategies More innovation (Ruts-R-Us no more!) Fewer discipline problems Incidental collaboration More Teaching Benefits :  More Teaching Benefits Classroom management is shared Shared accountability Change of routine due to teacher absence is kept to a minimum Sharing experiences in the classroom Becoming a reflective teacher “Inclusion is all about sharing.” ~ B. Fuhrer Obstacles to Inclusion Change: a grown-up problem!:  Obstacles to Inclusion Change: a grown-up problem! Overcome preferences to work alone Ownership of all students (not mine, yours!) Differentiation of instruction (no more same old, same old!) Lack of flexibility, failure to give up control (it’s my way or the highway!) Lack of collaboration & planning time Scheduling Remember: experiencing Frustration, Anxiety & Tension is a two-way street!:  Remember: experiencing Frustration, Anxiety & Tension is a two-way street! Fast Facts Sarcasm creates a victim 6-10% suffer from SLD (students not teachers) Students look away from source of anxiety Some students need longer to process Many students do not like surprises Students take a risk by volunteering Things To Think About:  Things To Think About Processing Motivation Perception Visual motor coordination Walk a mile in their shoes. Processing:  Processing SLD children’s inability to process language may make it necessary for teachers to: Slow down Increase wait time Failure to acknowledge slow processing: May cause a lack of participation by the student Creates students reluctant to take chances Mike Visual Perception:  Visual Perception When students have difficulty understanding what they are looking at. Exacerbated (Brad’s word) by teachers who: Urge students to “try harder” Attempt to “bribe” them Attempt to threaten them “Blame” the victim What do you see?:  Can’t you see the Dalmatian? What do you see? What do you see?:  Colored overlays help overcome tracking problems associated with dsylexia. What do you see? Slide29:  Perceptions Slide30:  Nose Mouth Eye Slide31:  Earring Necklace The 3 R’s of Homework:  The 3 R’s of Homework Relevance: should be directly related to the work being done in class Review: should be a review of material previously covered, new or unfamiliar concepts should not be introduced as homework Realistic: it generally takes an SLD child three times as long to complete an assignment at home as it would in the structured classroom setting. Food for Thought:  Food for Thought How did this video clip make you feel? Did anything surprise you? How might you change your teaching strategies and behavior toward students? Mike In conclusion...:  In conclusion... Teaching is the profession that makes all other professions possible. Thank you for attending our presentation.

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