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McKay School of Education > CPSE > Co_teaching > CPSE :: Planning Co-Teaching

Co-Teaching: A Model for Classroom Management

Planning Co-Teaching

Planning an effective co-teaching program, as described by Bauwens & Hourcade (1994), should include The "Five P's of Co-Teaching":

 

Presence

Presence means that co-teaching requires a time commitment from both teachers and is treated as a part of each teacher's daily schedule.

 

Planning

Program planning at designated planning times should occur at the course, unit, and lesson level.  Decisions must be made about which teachers will participate in co-teaching and what courses will be best served by co-teaching teams. Time should be set aside for teams to make instructional plans. This planning should occur regularly so that student concerns and other problems can be anticipated.

 

Presenting

It is important to consider both teachers' skills and expertise in planning how content will be presented to the class. Careful preparation must insure that both teachers are engaged in the teaching process. There are a variety of models that can be utilized to allow teachers to work together to deliver content. Both teachers may share time in front of the class by dividing lecture time, interjecting examples for one another, or having one teacher provide a visual representation of the material while the other teacher is lecturing. Teachers might also divide teaching time by taking turns monitoring the students in the classroom and assisting students who are struggling. Teachers should show mutual respect for one another and utilize the talents and abilities of one another to best serve the students in the classroom.

 

Processing

It is important for teachers to meet often to process concerns they may have in the co-teaching relationship. Differences in teaching styles and philosophies can become concerns if not discussed regularly. Teachers should create an environment in which these concerns can be addressed openly and differences are respected.

 

Problem Solving

Problem solving is an important aspect of  successful co-teaching. Teachers need to discuss specific student concerns and make alterations in learning strategies and behavior plans. Solutions should be regularly evaluated and modified to meet teachers' and students' needs.

(Adapted from Bauwens & Hourcade, 1994 in Lenz & Deshler, 2004)

 

 

References

Bauwens, J., & Hourcade, J.J. (1995). Cooperative teaching: Rebuilding the
schoolhouse for all students. Austin, TX: Pro-Ed.

Lenz, K., Deschler, D. (2004). Teaching content to all: Evidence-based
inclusive practices in middle and secondary schools. Boston, MA: Pearson.

 

 

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