Chapter 7
1.
Resources should be readily available for you as
you step into the co-teaching classroom. Think about discussions you should
have with collaborating teachers so that your materials are organized and
ready. Explain how you envision
resources being organized in some of the classrooms you support?
2. What discussions should you have with your
collaborating teachers to explain that carefully preparing a teaching-learning
environment helps develop collaborative practices?
2.
Please review Table 7.3 (p. 144) and consider
suggestions presented that you found informative and valuable. Share several suggestions you found that will
assist you in creating a classroom that is more effective for co-teaching?
3.
Honigsfeld and Dove explain the role of the building
administrators in school organization and logistics. How could you begin conversations with your
building administrators regarding more effective ELL student placement and creating
a teaching-learning environment that supports teachers in developing
collaborative practices?
1.It is most helpful when resources are organized by teacher resources and student resources and knowing what they students can help themselves too and what the teacher needs to provide. I also think it is helpful that when we coteach, there is a designated station or area in the general education teacher’s classroom for the co-teacher to meet with students or use as a workspace. I also think it is helpful when the co-teacher brings whatever materials they envision needing for the lesson to minimize loss of instructional time.
ReplyDelete2.I think we should discuss what we are expecting out of our co teaching experience and set goals for ourselves and evaluate them quarterly. Are we sticking to our set our plan? Are we using our planning time efficiently? Do we need more? Also, we should establish what our strengths and weaknesses are and see if there is a certain part of the curriculum one of us is better suited to lead or more willing to try.
3.I really like the idea of one teacher teaches and the other pre-teaches because it helps prepare the students who may have some issues grasping the text quickly. I also like the idea of multiple groups working together and two teachers monitor and teach. I like the idea of the students collaborating together and problem-solving with one another. Not only does this help increase their problem-solving and collaboration skills, but it helps increase their social vocabulary.
4.I haven’t had much experience with this yet, but our building administrators are very open to discussing the best placement of our students with limited English proficiency and try to shelter or cluster them as much as possible.
Christine, you are posing great questions under questions. These will serve to guide collaboration with your peers and co-teachers.
Delete1. I think the planning days help a lot with organizing resources because when we discuss the day’s plans we can also determine who is going to be responsible for the materials for each day. Personally, I have found it helpful to have a magazine file for each teacher I support and I place all the materials I need in that box so that it is readily available. Otherwise, it is helpful to know where common supplies (pencils, paper, etc.) may be found, which can be just a brief “tour” of the classroom at the beginning of the year.
ReplyDelete2. I think a lot of this goes back to the conversations we were having with Michelle Y. last week. Having those procedural conversations right off the bat at the beginning of the school year can prevent disagreements later on and also free up time for the “meat” of planning. It is also important to discuss different co-teaching models and how those may look in the classroom to know how/if the setup of the classroom is conducive to those models. Because we are still in the earlier stages of co-teaching, I think it may be valuable to study the models and choose a couple that both teachers may feel most comfortable with and design the room to meet the needs of those models.
3. One of the models we have tried regularly this year is parallel teaching. It has worked very well in the classroom that already has 2 SmartBoards and is a bit more difficult in the classrooms that do not, so perhaps setting up the room so that there is a SmartBoard “substitute” like an easel would be helpful.
4. I think we are very fortunate to work in a district where there is a mutual respect between administrators and teachers. We all know that both groups have the best interests of students in mind and that any suggestions for changing the organization or logistics have both student and teacher success as the goal. Because of this, I do not feel like beginning a conversation about an idea for having a more effective ESL program would be a daunting task. I would just approach the conversation by sharing my ideas as well as the rationale behind them and asking for thoughts and feedback.
Danielle, thank you for sharing the value of planning days. We will definitely continue these for next year as well.
DeleteIt seems as if you have already established a system for storing your materials with the teachers with whom you co-teach. Please share a bit more about that when we meet. How did you come to this plan for organization?
I agree with your evaluation of teacher/administrator relationships in the district. I think all our building administrators welcome teacher input for ways we may improve our ESL instruction for ELs.
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ReplyDelete1. Planning ahead helps both resource and classroom teachers. It makes it easier to plan ahead and gather resources needed for the week. I have found it useful to have my daily teaching materials in a folder and carry it to each classroom throughout the day. However, it may be helpful to have a small section in the classroom to leave materials and student work as needed. Some materials, such as bilingual dictionaries, literature, photos, and textbooks that are used repeatedly may be useful to keep in the classroom. Some of these materials may be beneficial to all students even when the ESL teacher is not in the classroom.
ReplyDelete2. I think that deciding together on a co-teaching model that both teachers are comfortable with will be very helpful. After agreeing upon which co-teaching model would be best, procedural discussions need to follow. It is important for teachers to discuss expectation and responsibilities. Deciding together how the classroom space will be shared, as well as planning classroom management will lead to a positive learning environment for our students. Making these decisions early together will allow teachers to focus on curriculum and planning learning activities for the students.
3. One of the models we have tried this year is co-teaching lessons together. The classroom teacher leads the instruction. The ESL teacher builds upon the instruction by contributing by examples, explanations, and rephrasing as necessary. It is important for the ESL teacher to be familiar with the lesson being taught so the ESL teacher can effectively support the students. We are reflecting on this type of model and we find it very beneficial for our students.
4. I feel our administrators and teachers agree that our goal is to do our best to meet the needs of our ELL students. It seems to me that everyone is open to having conversations and taking suggestions to improve our instruction and programing for our ELL students.
I think that your point about co-teachers meeting to discuss the best model to be implemented during lessons is key.
DeleteI also think it is essential to have those discussions about setting up classroom spaces.
1. Yes, like mentioned above, the co- planning time definitely helps decide and prepare materials we would need for co teaching. However, once you establish a relationship and feel more comfortable, the room kind of just feels shared overall. However, early on in establishing that relationship, it is nice to meet ahead of time and discuss the room set up and materials etc that you may be using while co teaching based on the subjects.
ReplyDelete2. I think the first step is building a relationship and figuring out each others teaching styles/ personalities and what each person is comfortable with or envisions. Like, Michele Yanong said, her and a co teacher worked well together by establishing their roles. Even though they were pretty different, they balanced each other and were able to bounce off each other to create a collaborative environment to meet student needs. It is also good to establish some kind of roles or vision. For example, being an ESL teacher, I would offer and admit to seeing things and teaching with the ESL lens so can bring that to the table and would think the co teacher would have more of the grade level content expertise plus more to share as well. So discussing areas of strengths where we can each shine, and then maybe a less comfortable area where 1 of the teachers can lead in or help acclimate the other teacher into with ease. It is also important to discuss the model/s of co teaching that will occur. All of this, and much more will help develop collaborative practices that lead to success.
3. Honestly, I feel many of these models are used and can work. It depends on the co teachers and even lessons/days. I find I am using a few of the models or switching off depending on what we are teaching. I have done the one group- one lead and one teach on purpose and that is a good way to ease into co teaching with a new person. This was used more in writing where there is a set district curriculum to follow so we usually have one lead and the other asks questions around the lesson focus, or brings up something to review, etc and bounce off each other. I have also used the multiple groups- 2 teachers monitor and teach, where I co teach with more of a centers setting. Here we both are working with a group on a specific lesson/center/focus and then students rotate between us as well as independent centers for more of a small group instructional setting.
4.Yes, the role of administration plays a huge part in organization and logistics. You definitely need them on board to help create the best learning environments for our ELLs. For us, it was a shift at the beginning, but then, once everyone saw the positive effects, growth, and collaboration, the support and trust grew stronger which led to stronger and more successful teaching/learning. Like Danielle mentioned, we all have the students’ best interest at heart. So feeling comfortable and having that admin support and relationship really makes a big difference in making ELL decisions. Even when opinions may vary a little more at times, a compromise is always made and points are heard and respected.
-Michelle K
1. Resources should be readily available for you as you step into the co-teaching classroom. Think about discussions you should have with collaborating teachers so that your materials are organized and ready. Explain how you envision resources being organized in some of the classrooms you support?
ReplyDeleteI envision a space where I can put my materials down at. I also envision a horseshoe table and possibly room dividers if we're doing parallel teaching. I also like to be able to move around the room freely without obstacles on the floor.
2. What discussions should you have with your collaborating teachers to explain that carefully preparing a teaching-learning environment helps develop collaborative practices?
I should discuss the need for a space for my materials. Also if I prefer a more open path around groups, I should communicate that.
2. Please review Table 7.3 (p. 144) and consider suggestions presented that you found informative and valuable. Share several suggestions you found that will assist you in creating a classroom that is more effective for co-teaching?
It has been helpful to have a horseshoe table that I can use. Also having a tour of the room at the beginning of co teaching helps me locate materials.
4. The administrators at our building are very open to suggestions about how to best help ELs succeed. They have an open door policy to discuss anything we want.
3. Honigsfeld and Dove explain the role of the building administrators in school organization and logistics. How could you begin conversations with your building administrators regarding more effective ELL student placement and creating a teaching-learning environment that supports teachers.
The low ratio of ELs and native speakers surprised me and maybe could be a talking point with administrators.
4.
1. Resources should be readily available for you as you step into the co-teaching classroom. Think about discussions you should have with collaborating teachers so that your materials are organized and ready. Explain how you envision resources being organized in some of the classrooms you support?
ReplyDeleteOur quarterly planning days are essential to help plan and be prepared with materials and organization of the lesson. They have allowed me and my co-teachers to discuss students' seating, co-teaching model for the lesson, who is responsible for what material (copies, scanning) etc. I do feel that more discussion about other areas of the classroom would be very worth while, to simply familiarize myself more with the classroom.
2. What discussions should you have with your collaborating teachers to explain that carefully preparing a teaching-learning environment helps develop collaborative practices?
Discussions that we should have to best serve our students should include anything that may affect our lesson. This can be formal or informal. Selecting a co-teaching model for that lesson is essential so that both teachers know their role and responsibility.
2. Please review Table 7.3 (p. 144) and consider suggestions presented that you found informative and valuable. Share several suggestions you found that will assist you in creating a classroom that is more effective for co-teaching?
I have tried a few different models. For example, for 4th grade math, we have tried "two groups: one teacher reteaches, one teacher teaches alternative information". This has worked really well because in math there are always a few students that need to be retaught a skill and others that do not need to be held back and are ready to move on.
3. Honigsfeld and Dove explain the role of the building administrators in school organization and logistics. How could you begin conversations with your building administrators regarding more effective ELL student placement and creating a teaching-learning environment that supports teachers in developing collaborative practices?
I agree with my peers in saying that our administration is very supportive and always has our students' best interest in mind. I know that ELLs are clustered in certain classrooms but sometimes late registrants cause them to be spread out.
1. I know not all resources are digital and there will be a need to bring things into the classroom, but with the district moving towards a more digital content structure, I see resources being house online were co-teachers and students both have access to resources at all times. As described in chapter 7 classrooms are filled with books, computers, classroom libraries, and many more things, by having a digital place (Shared Google Folder) to store resources such as books, articles, and interactive activities we help the classroom teachers by not taking important space they might need.
ReplyDelete2. In order to create a cohesive environment between teachers it is important to address at least two things before teaching is to take place. The first is teaching style, addressing their teaching styles can help decide what model will be used during lessons and what role each teacher will take during that model. The second is classroom set up, it is important to address the space and their comfort level with how is set up. With each co-teaching model the classroom set up might change but by addressing the comfort level of the classroom arrangement, teachers can make a better choice in their co-teaching environment.
3. The model that really caught my attention was Multiple Groups. I like the idea of the teacher becoming a facilitator in the class. This allows the students to go through the learning process at their own speed. By providing resources and well thought out lessons, students can take ownership of their own learning.
4. I agree with Honigsfeld and Dove that administrators play an important role in logistics. Administrators play a huge role because they must also be informed in current practices to best provide the support needed for the teachers and students.