Co-Teaching with Heart
Presented By: Crystal M.H. Cook and Denise M. Gering
cryscook@hssd.k12.wi.us ▪ denigeri@hssd.k12.wi.us
Summer 2009
LEGAL NOTICE: This document, as well as all accompanying documents for this product, is published by the authors.
Elements of this product were researched and created free from contract or obligation. No part of this document may be
used, sold, reproduced, stored in a database or retrieval system or transmitted in any form or by any means, electronic or
physical, for any purpose, except when permission is expressly obtained from the authors.
Cook/Gering 2009
Co-teaching with Heart
2
Cook/Gering 2009
Co-teaching with Heart
Co-Teaching with Heart
Presented by Denise Gering and Crystal Cook
Howard-Suamico School District
Description
This workshop on co-teaching will outline the benefits of two-person
teaching teams working in the inclusive classroom. It will provide participants
with a foundation for creating an effective partnership that focuses on modeling a
positive relationship for students. Presenters will elaborate on practical
strategies for realistic planning and tips and tricks for how to meet the needs of
both general and special education students in the co-taught classroom. It is
strongly recommended that teaching partners attend this workshop
together. Presenters will conclude by sharing resources and offering a
question/answer session for those who are interested.
Presenter Bios
Crystal Cook and Denise Gering have taught middle school
together for six years in the Howard-Suamico School
District. They have studied the art of co-teaching together
since the inception of their partnership in 2003, and have a
strong passion for sharing it with others. Both are committed to helping teachers
see the benefits of co-teaching for students as well as how rewarding it can be,
personally and professionally.
cryscook@hssd.k12.wi.us
denigeri@hssd.k12.wi.us
3
Cook/Gering 2009
Co-teaching with Heart
Compass Points
NORTH
Acting-Let’s do it!
Likes to act, try things, plunge in
WEST
EAST
Paying
Speculating
attention to
Likes to look at
the big picture,
the
possibilities,
before acting.
detail
Likes to know the
who, what, when,
where, why,
before acting.
SOUTH
Caring
Likes to know that everyone’s feelings have
been taken into consideration, that their
voices have been heard before acting.
What are the strengths of your style? (3 adjectives)
What are the limitations of your style? (3 adjectives)
What style do you find the most difficult to work with?
4
Cook/Gering 2009
Co-teaching with Heart
Know THIS About Me!
We all have beliefs, concepts, rules, and procedures that are not subject to
compromise. It’s human nature! It’s also not uncommon for one person to have
more of these non-negotiables than the other. Understanding one another and
our tolerance limits is a part of an effective partnership.
Review the following and determine your limits:
My expectations when working with an adult are:



Discuss with a partner:
1. My tolerance level ends when a student _______________.
2. To work effectively, I need ___________________ in my classroom.
3. I could not tolerate a co-teacher who _________________.
4. In my classroom, the following are non-negotiables:



(Activity adapted from Dr. Rebecca Hines, 2006)
5
Cook/Gering 2009
Co-teaching with Heart
Introduction
Co-teaching isn’t for everyone. It takes a large commitment by the
teachers who work together, the administration, the district, and the community.
It involves time, support, resources, monitoring, and persistence. Planning
should take place at the building level, as well as at the classroom level. This is
important so that we all have similar expectations and goals for co-teaching.
Additionally, we must be able to support each other in order to sustain the
initiative.
History
Inclusion stems back to the 1960’s. The spirit of the Civil Rights
Movement introduced the idea of including all people in a mainstreamed society.
This idea extended into the schools where students with special needs were
mainstreamed into the general education classrooms. This left general
education teachers feeling overwhelmed, under qualified, and resentful of the
idea.
In 1986, Secretary of Education, Madeline Will, supported the co-teaching
model by merging general education and special education.
Definition
Co-teaching refers to two or more teachers collaborating to deliver
simultaneous instruction to a single group of students with diverse learning needs
which leads to enhanced strategies, expert content, and individualized
opportunities for ALL students (Beninghof, 2009;Hines, 2006). Special
Connections (see resources) identifies the most common teams of educators
found to engage in co-teaching relationships are:
1.
2.
3.
4.
5.
6.
7.
special and general educators
paraprofessional and a special or general educator
two general education teachers
speech/language pathologists and a special educator or general educator
social worker and a special educator or general educator
support personnel (volunteers) and special educator or general educator
elective teachers (P.E., music, art, computers, foreign languages, etc.)
and a special educator or general educator
8. specialists (gifted/talented or literacy) and a special or general educator
6
Cook/Gering 2009
Co-teaching with Heart
“These teams come together for a common purpose, typically to meet a wide
range of learners more effectively. These teams may have a long-term agenda
for working together (an entire academic year) or short-term agendas such as
completing a unit together or preparing students for some specific skills (e.g.,
state testing, science project).”
Despite the various co-teaching relationships that can exist, for the purpose of
this workshop, many of the examples you will hear about today will focus
primarily on collaboration between general and special education teachers in the
general education classroom. If you have other types of relationships in your
school, then simply reflect on how those roles relate to the ones described.
Purpose
The purpose for co-teaching is to maximize the learning potential for “all
students”. The phrase “all students” encompasses students who are
academically gifted/talented, students who have average ability, students who
are at-risk, as well as students who are identified (or unidentified ) with special
needs.
The idea of having two teachers deliver instruction allows for more wholeclass instruction and provides one-on-one instruction as needed by individual
students. Furthermore, students’ individual learning styles are more easily met
and they are given the opportunity to work with a variety of teaching and learning
styles.
7
Cook/Gering 2009
Co-teaching with Heart
Benefits of Co-Teaching
Special Education Students
General Education Students

student needs are met

student needs are met

fewer behavioral distractions

fewer behavioral distractions

smaller student-teacher ratio

smaller student-teacher ratio

enhanced content

enhanced content

individualized instruction

individualized instruction

consistent teacher for the majority of the

greater acceptance of students with
day; reassurance



disabilities

facilitates more appropriate social
behavior because of higher expectations
with disabilities are not always easily
in the general education classroom
identified

promotes levels of achievement higher or
promotes better understanding of the
at least as high as those achieved in self-
similarities among students with and
contained classrooms
without disabilities

offers a wide circle of support, including
social support from nondisabled
improves ability of students to adapt to
different teaching and learning styles
classmates

facilitates understanding that students
improves ability of students to adapt to
different teaching and learning styles
8
Cook/Gering 2009
Co-teaching with Heart
Teachers

Parents

more flexibility and creativity with
lessons
increased school to home
communication

enhanced classroom management

two professional perspectives

constructive criticism from a trusted

reassurance that teachers are able to

colleague
focus on individual learning targets,
moral support in dealing with students
maximizing the academic potential of
and parents
their child


positive professional relationship

ongoing self-assessment of teaching
child’s emotional needs are met by one
practice
or both teachers

constant and continual opportunity to

observe a professional colleague and

have discussion about it




9
feeling of security knowing that their
Cook/Gering 2009
Co-teaching with Heart
Characteristics of Effective Co-teachers
Effective co-teachers are…
•
Risk takers
•
Student advocates
•
Expert communicators
•
Appreciative of diversity
•
Flexible
•
Organized
•
Respectful
•
Open to suggestions and constructive criticism
Division of Responsibilities
DISCLAIMER: We firmly believe that co-teaching at its best involves NO set
division of responsibility, but rather that responsibilities are equal and
shared.
That said, we realize that this option is neither available nor realistic in
every partnership. Co-teachers must decide if they will share every responsibility
or if they will divide and conquer. This should be one of the very first
professional conversations you have. Do not assume that your teaching partner
knows what you expect of him or her.
This plan will outline a few responsibilities for each teacher; however,
based on the model that your team adapts, as well as the needs of your students
and your expectations of each other, modifications will be necessary in order to
individualize your co-teaching experience. The division of these responsibilities
is simply a suggestion based on the teaching styles we have encountered with
our colleagues thus far.
10
Cook/Gering 2009
Co-teaching with Heart
Role of Special Education Teacher

Develop and implement collaboratively with the general education teacher
instructional accommodations and/or modifications for the general
education curriculum

Utilize effective instructional practices such as cooperative group learning,
peer tutoring, and hands on learning

Collaborate with the general education teacher on curriculum
accommodations and/or modifications, grading, report cards, and
ongoing student progress.

Develop, implement, and manage positive behavior support systems, e.g.,
Dubuque Management System

Support general education instruction through the use of the co-teaching
model decided upon by your team

Share lesson planning and decision-making

Ensure that IEP goals are incorporated into instruction and communicate
these goals to the general education teacher

Provide direct supervision and offer support to paraprofessionals or aides
within the co-teaching environment

Provide direct instruction in areas of academic need for all students, e.g.,
study skills and reading strategies

Collaborate with IEP team and all other service providers by attending
Special education department meetings regularly and communicating
relevant minutes to the general education teacher

Inform the general education teacher of modifications, adaptations,
accommodations, health concerns, or special needs of any special
education students (No Child Left Behind)

Evaluate the effectiveness of the co-teaching model you are using with
each group of students
11
Cook/Gering 2009
Co-teaching with Heart
Role of General Education Teacher

Develop and implement collaboratively with the special education teacher
instructional accommodations and/or modifications for the general
education curriculum

Develop the structure of the class, including general curricula, discipline,
policy, physical layout, materials, etc.

Collaborate with the special education teacher on curriculum
accommodations and/or modifications, grading, report cards, and
ongoing student progress

Utilize effective instructional practices such as cooperative group learning,
peer tutoring, and hands on learning

Plan academic lessons for all students in class and communicate these
plans to the special education teacher beforehand

Develop and implement accommodations/modifications as part of the IEP
team

Implement positive behavior support systems, e.g., Dubuque Management
System

Incorporate IEP goals into instruction

Co-teach with special education teacher according to the co-teaching
model decided upon by your team

Supervise and offer support to paraprofessionals or aides within the coteaching environment

Support instruction in areas of academic need for all students, e.g., study
skills and reading strategies

Inform the special education teacher of accommodations, health concerns,
or special needs of any regular education students (No Child Left
Behind)

Evaluate the effectiveness of the co-teaching model you are using with
each group of students
12
Cook/Gering 2009
Co-teaching with Heart
Meshing Philosophies
 Set the tone early; create an environment of equality and ensure that
students, parents, and colleagues respect it
 Include both teachers’ names on handouts, notes, parent letters, etc.
 Set aside a time to plan with each other solely for your class
 General education and special education teachers should both share
ideas, materials, and resources that will be used to teach core
curriculum or study skills including teacher editions, notes, workbooks,
student texts, handouts
 Experiment with different models of co-teaching to decide what works best
for your situation
 Consider teaching the curriculum in the special education teacher’s
classroom or other areas of the school
 Consider mixing homeroom groups up to include special education
students
 Consider attending in-services on co-teaching together
 Consider participating on the same in-school teams (curriculum teams,
professional learning communities, etc.)
 Make a personal investment in your teaching partner and his or her life
outside of school
13
Cook/Gering 2009
Co-teaching with Heart
Effective Models of Co-Teaching
Model
Implementation
Teacher A
primary responsibility for planning a unit of
instruction
Teacher B
Teacher A
Teacher B
shares in delivery, monitoring, and evaluation
Both teachers plan and design instruction.
Teachers take turns delivering various
components of the lesson.
Teacher A
primary responsibility for designing and delivering
Teacher B
adds and expands with questions, rephrasing,
anecdotes, debates; recording key information on
charts, transparencies, or boards
Students are divided into 2-4 groups based
on instructional need. Each teacher takes
primary responsibility for half the group.
Teachers may switch groups occasionally.
responsible for overall instruction
Lead and Support
Duet
Speak and Add
Skills Group
Teacher A
Teacher B
Teacher A
Station Teaching
Learning Style
Parallel Teaching
Teacher B
teaches a small group specific skills they have
not mastered
Both teachers share in the design and delivery of
Instruction. One teacher is primarily responsible
for auditory and visual instruction, the other for
tactile and kinesthetic instruction.
Both teachers plan and design. The class splits
into two groups. Each teacher takes a group for
the entire lesson. This reduces the teacher
student ratio.
primary responsibility for delivering core content
Teacher A
Teacher B
Teacher A
Teacher B
Teacher A
Complementary
Teacher B
primary responsibility for delivering related
instruction in the areas of study and survival skills
primary responsibility for planning and delivering
a unit of instruction
Teacher A
Adapting
Teacher B
determines and provides adaptations for students
who are struggling
Beninghof, Anne. Co-Teaching That Works: Effective Strategies for Working Together in
Today’s Inclusive Classroom. Belleview: Bureau of Education and Research,
2003.
14
Cook/Gering 2009
Co-teaching with Heart
Co-Teaching Compatibility Test
1. My organizational skills can best be described as:
a. flawless
b. adequate
c. so bad it defies description
2. My friends would describe my personality as:
a. introverted
b. extroverted
c. n/a – I don’t have any friends
3. My co-workers would describe me as:
a. a whipper snapper
b. an contemplative observer
c. is that the new person?
4. My behavior management style could best be described as:
a. punishment oriented – the old way is the best way!
b. student-centered – I tend to “talk things through”
c. completely ineffective – I am open to suggestions!
5. When I think of teaching in front of someone else, I feel:
a. excited about the possibilities!
b. nervous about looking stupid!
c. nauseated for any number of reasons!
6. I think co-teaching is:
a. an instructional model that has great promise for all students
b. an instructional model that might help special education students
c. just about the dumbest idea I have ever heard
7. I think parents should:
a. discipline children and leave teaching to the professionals
b. take primary responsibility for their child’s education
c. send treats to school on a regular basis to keep our spirits lifted
Discuss your responses to the questions above with your partner. No, you won’t
learn any profound information about his/her learning style, what type of thinker
or feeler s/he is, or even whether s/he is left-brained or right-brained…still, it
opens the door for a few honest comments and moments of conversation!
(Adapted from Dr. Rebecca Hines, 2006)
15
Cook/Gering 2009
Co-teaching with Heart
Realistic Planning
One of the greatest challenges for co-teaching is finding the time to
collaborate. ADMINISTRATIVE SUPPORT IS ESSENTIAL. Without support,
teachers are unable to engage in a true co-teaching experience. Co-teaching
involves COLLABORATION, or planning together. If this time is not scheduled,
resource teachers may be able to support a number of classrooms, but it should
not be expected that they fully engage in the teaching experience.
Co-teaching expert, Anne Beninghof , recommends that for co-teaching to be
effective, resource teachers must be able to devote themselves to a full class
period with the general education teacher so that all students have access to
both experts for the full length of the lesson. She further suggests that teachers
have no more than four teaching partners in order for planning, preparation, and
lesson delivery to fully maximize student and teacher potential.
Unfortunately for many of us, our daily schedules are not within our control.
The demands of our personal lives make committing time before or after school
difficult as well. We have a few suggestions and considerations for dealing with
these logistical challenges:
1. General education teachers should realize that their co-teachers often
have multiple teaching partners and experience many different teaching
styles and expectations each day.
2. It is unfair to expect that your teaching partner will be able to commit time
outside of his/her regular work day to plan collaboratively.
3. Ask your administrator for time during the work day to work collaboratively;
request that time be scheduled if possible. Request subs!
4. Ideally, teams need about ten minutes per lesson (one lesson each day
equals about 50 minutes a week). This figure may vary depending on the
type of co-teaching you wish to do, your knowledge of the curriculum, and
the relationship you have with your co-teacher (Dieker, 2001).
16
Cook/Gering 2009
Co-teaching with Heart
5. PLAN WHEN YOU CAN! This does not mean that every lesson must be
planned together. We have found that to be quite unrealistic. Keep in
mind that each of you has different expertise. I.E.: test prep might always
be planned and delivered by the resource teacher whereas initial
introduction to content might always be done by the general ed teacher.
6. Re-think how you schedule your time. If you currently have 30 minute
blocks of time with six different teachers in one day, consider meeting with
three teachers for 60 minutes every other day.
7. Ensure that all teachers know the IEP goals for their students. Co-teach in
the areas where you are needed most and expect that general education
teachers work on IEP goals even when you are not present. AN IEP IS A
LEGALLY BINDING CONTRACT BETWEEN A FAMILY AND ALL THE
TEACHERS OF THE CHILD BEING SERVICED.
8. Consider trying the fool proof sample plan for lesson delivery when you
first begin teaching together to establish a climate of equality:
FOOLPROOF Sample Plan
a.
b.
c.
d.
e.
5 min anticipatory set/link/read aloud SPED
15 min new content GEN ED
10 min Guided practice BOTH
20 min independent practice BOTH
5 min closure/feedback EITHER
17
Cook/Gering 2009
Co-teaching with Heart
Duet Planning Model
When teachers have time scheduled for collaboration, it allows them to
plan together, bringing both sets of expertise to co-taught lessons. In this way,
they are able to meet the needs of all students in the classroom by incorporating
accommodations, adaptations, and modifications as needed. We suggest that
teachers plan in an area will they will not be interrupted by phone calls, students,
or other staff members. While we recognize the important demands of our job,
we also realize that this time is ESSENTIAL and must be maximized. Based on
the input of Anne Beninghof, we recommend the following planning agenda:
1. Quickly reflect on the previous week.
a. Did students accomplish the learning objectives? What areas need
continued focus?
b. What went well? What didn’t?
c. Classroom management/student behavior?
2. Identify clear learning objectives for the current week.
a. What are the learning objectives for the general population?
b. Review IEP goals; any changes?
c. What assessments will be used? When?
3. Discuss curriculum content and specialized delivery of instruction.
a. What specific lessons will help meet the learning objectives?
b. What accommodations, adaptations, and modifications can be
incorporated?
4. Who will be responsible for what?
a. Specific parts of the lessons? What will be planned individually?
b. What co-teaching models will work best with each lesson?
c. Logistics- copies, reserving spaces/equipment, materials?
(Duet Planning Model adapted from Anne M. Beninghof, 2009)
18
Cook/Gering 2009
Co-teaching with Heart
Teachers:
CO-TEACHING CURRICULUM MAP
SUBJECT:
General Topics:
Dates to Remember:
August
September
October
November
December
January
February
March
April
May
June
19
IEP Goals to Consider:
Cook/Gering 2009
Co-teaching with Heart
TEACHERS:
CO-TEACHING UNIT PLAN
SUBJECT:
UNIT TITLE:
Unit Benchmarks
Essential Questions
Concept:
Concept:
Concept:
Essential Questions:
Essential Questions:
Essential Questions:
Vocabulary:
Vocabulary:
Vocabulary:
Modifications Needed:
20
Cook/Gering 2009
Teachers:
Co-teaching with Heart
CO-TEACHING DAILY LESSON PLAN
SUBJECT:
BELLRINGER/VOCAB JOURNAL:
MAKE UP WORK NEEDED FROM:
GENERAL PLAN:
NOTES:
ASSIGNMENT(S) AND DUE DATES:
UPCOMING ASSESSMENTS:
ABSENT/NEEDS:
Lesson plan templates created by Crystal M.H. Cook and Denise Gering, Howard-Suamico
School District, 2007. Adapted from the work of Dr. Rebecca Hines, 2006. BER.
21
Cook/Gering 2009
Co-teaching with Heart
Strategies and Tools for Differentiation
Visual
Auditory
Strategies:








Strategies:





Concept Continuum
Visual Representations
Picture notes
Text Tagging
Symbolic Summaries
Sticker Head
Graffiti
ThINK, pair, share
Tools to Use:

Tools to Use:





3-peat
Musical Review
Lecture
Discussion/Debate
ThINK, pair, share

Grabbers
Highlighter Tape
Magic Page Covers
Masks
Projected timers
Music in background or on
headphones
Instruments/Sound devices
Tactlie
Kinesthetic
Strategies:








Strategies:








Text Messaging Summary
Fortune Tellers
Sound Ball
Text Tagging
Magic Page Covers
Poker Chip Participation
Graffiti
ThINK, pair, share
Tools to Use:
Tools to Use:




Carousel
Question Envelopes
Paper Plate Pass
Stand/Sit Response
Where Do You Stand?
Put Yourself on the Line
Board Relays
Graffiti




Tangles
Choice of paper, writing tools
Keyboarding
Magic Page Covers
22
QuickSwitch
Standing work areas
Stepping Stones
Legos
Cook/Gering 2009
Co-teaching with Heart
How Can We Include THESE Kids?
Consider the students described below. Discuss with your partner your
responses to the following questions:
1. What types of accommodations or modifications may be needed for
these students?
2. How comfortable are you in working with these students?
3. What do you think will be the major problems you would face?
Billy Crosby
Bobby Dawny, Jr.
Funny and intelligent, he always has a
clever comment that even teachers can’t
resist laughing at. Sometimes goes a bit
overboard, but is apologetic when crossing
the line. Completes work with little effort,
often earlier than classmates, and has
plenty of spare time for pranks. In spite of
intelligence, he is extremely disorganized
and constantly loses work.
Disruptive, loud, and overbearing. He often
displays sexually inappropriate behavior and
comments. Considered “gross” by most of
the kids, he cultivates that image. Has very
low test scores and never submits work.
Failed 5th grade and will fail this year also.
Seems to like coming to school, though,
because attendance is good. Annoys
teachers, although seldom directly
confrontational. Frequently referred to office
for rude comments/behavior.
Last heard saying: “I would challenge you
to a battle of wits, but I see you came
unprepared!”
Last heard saying: “Kiss my…”
Parisha Ramada
Linsley Highfoot
Passive-aggressive, she often defies
teachers by doing nothing. Master of the
bored, disgusted look when asked to do
something. Minimally compliant. Often
makes rude or snotty remarks in response
to comments by teachers or other students,
particularly high achievers. Manipulative
and frequently attempts to get others in
trouble, both in and outside of school. Last
year, she created a “club” which required
initiates to shoplift $100 worth of
merchandise to be admitted. Sneaky.
Seeks attention, especially from boys.
Works at making herself appear older than
she is and cultivates friendships with kids
from the high school. She smokes and was
suspended once for swearing at a teacher.
High absence rate. Seems to enjoy leading
other kids into trouble.
Last heard saying: “This place sucks! Get
a life!.”
Last heard saying: “You’re such a dweeb;
you wouldn’t dare.”
(Adapted from Dr. Rebecca Hines, 2006)
23
Cook/Gering 2009
Co-teaching with Heart
I can't teach because this kid is driving me crazy!
The dimples in Gordon's cheeks have served him well; he has used his charm
and good looks to win power struggles for the past 13 years. This year is no
different for Gordon. He definitely has charm on his side. Gordon is a sixth grader
with mild learning disabilities who is in a full inclusion classroom of 17 students.
During class, Gordon constantly asks other students, "How you doin'?" "What
number are you on?" and "Did you have trouble with the first one?" All the while,
he still works away on his own paper.
His teacher, Mrs. Yeager, has practiced the three "R's": rant, rave, and rescue.
She starts out by saying things like: "Gordon, do your work. Gordon, quit talking."
She finally ends the ranting with a rave, "Gordon, cut it out right now, and I mean
it." It appears that Gordon is very familiar with this instructional style. He smiles at
her while she is chanting the familiar chastisements. He is almost able to
complete her next words for her. She finally ends by saying something like, "I
don't know why I even bother."
Reflections:
1. What do the words "I mean it" convey to a student?
2. Why are some students masters at engaging adults in power
struggles?
3. Every teacher has a "hot" button that causes him/her to go to an
emotional state. What are your "hot" buttons?
24
Cook/Gering 2009
Co-teaching with Heart
The Individualized Education Plan
Are you aware that…

An Individualized Education Plan is the same thing as an I.E.P.?

Many parents do not realize their children are on one?

They are LEGAL and BINDING documents?

ALL adults responsible for the education of the student being serviced
MUST abide by them?

It is the classroom teacher’s responsibility to ensure that I.E.P.’s are being
followed by any adults servicing the classroom?

They are often too vague for many teachers to follow?

Teachers need to provide proof that an I.E.P. is being followed if it is
requested?

I.E.P. goals are more often met when they are regularly reviewed with
students? With teachers?

In his candidacy, President Obama proposed that every child being
educated in America have an Individualized Education Plan?

EVERY student is capable of determining education goals for him/herself
with professional coaching?
The challenge for educators working with students on I.E.P.’s is ensuring
that the curriculum is individually and equally accessible.
Shouldn’t this be true for ALL of our students?
25
Cook/Gering 2009
Co-teaching with Heart
Modifications are generally reserved for students on I.E.P.’s. and alter the grade
level expectation for that student. Teachers can modify curriculum up or down,
based on individual learning goals. Not all content must be modified. For
example, students who have specific I.E.P. goals for math may not need
modifications in the language arts curriculum.
Accommodations and Adaptations can and should be used with ALL students,
as all students have diverse learning needs.
Accommodating refers to making changes to the lesson design to adjust
to the learning styles of individual students. It involves using tools and
strategies to make the curriculum more accessible. Ex.: highlighter tape,
graphic organizers, sticky notes, graph paper, fidgets, movement
strategies, visual or auditory cues, etc.
Adapting is making minor changes in the layout and/or design of daily
work and assessments so that the product outcome does not interfere with
the learning process.
26
Cook/Gering 2009
Co-teaching with Heart
What implications does this have for you
in your particular role?
(I hope that) the general
educator…
(I hope that) the specialized
educator…
I hope that my students and
families…
I hope that our administration…
27
Cook/Gering 2009
Co-teaching with Heart
Secrets Borrowed From…..
1. Change the Stage Scene – movement is important in teaching!

Discovery is the idea behind this concept. Just by simply moving to a
different part of the stage/classroom, you tend to discover something
new.

Consider what’s called “mirrored movement” where teachers remain on
opposite sides of the stage/classroom and “mirror” each other’s
location in the classroom. The same person should not consistently
stand in the front of the classroom; this can portray ideas of superiority
and inferiority.

Besides establishing equal importance of the teachers, moving around
the classroom serves other purposes:
 Students physically move their heads and change body posture
 Student maintain focus on the teacher who is speaking
 Teachers are able to observe what is happening in the
classroom more closely
 Conveys the idea that the teachers have enthusiasm
2. Never Deny – improv is all about listening and welcoming your partner’s
ideas.

Therefore, refrain from negating what your scene partner says. Saying
no tends to create negative energy. Instead, agree with your partner
and add additional information.
28
Cook/Gering 2009

Co-teaching with Heart
Creating TRUST between you, your co-teacher, and the students
ensures that everyone feels free to participate without judgment. As
we all know, when we feel that we are not being judged we are more
likely to open up in a group.

Believe it or not, there will be times when one teacher says something
that the other teacher does not agree with. In order to avoid
embarrassment, you need to find subtle way to redirect. For example,
“You know, Ms. Cook, I also read somewhere that…….” and share the
additional/correct information. Ms. Cook would could reply with, “Oh
yes, Mrs. Gering. That seems like a better answer. Thank you for
pointing this out.”
3. Celebrate Chaos – action begins with disruption of routine, when
something goes “wrong”.

You cannot worry about looking silly; it’s fun and helps you warm up to
your own creativity. Students like silliness….give into it.

Surrender to the loss of control

Be prepared for anything

Teachable moments - make mistakes/accidents work; when something
does go “wrong”, admit it and use it to create a bond with one another
and the students. Now you all share something.  Life isn’t perfect
and people appreciate it when you can point that out in a relaxed way.
29
Cook/Gering 2009
Co-teaching with Heart
Your co-teaching partnership and how you
handle misunderstandings, problems, etc. could
be the most appropriate adult interactions some
students ever see!
ThINK, Pair, Share
30
Cook/Gering 2009
Co-teaching with Heart
Strategies for Dealing with Problem
Situations
…forethought, flexibility, & patience…
Those three words are vital for dealing with problem behaviors “in flight”. Some
teachers tend to be more resistant to the inclusion of students with emotional
and/or behavioral disorders in the general education setting. However, we need
to remember that if the traditional school punishment worked, these particular
students would not still exhibit problem behaviors.
Some possible interventions for de-escalating behaviors are as follows:
1. Acknowledge the student’s power

First and foremost, recognize that the student is trying to engage you
in a power struggle; he/she wants to argue with you!

Since “it takes two”, if you do not participate, there is no struggle

“You’re right, I can’t make you do the assignment” is a simple way to
acknowledge the student’s power

Remember to praise others for being on-task while a student’s off-task
behavior is taking place. A private redirection is all you need; “We’re
on page 32 if you’re ready to get started” as you walk by that student.
2. Table it

“I will not discuss this matter at this time…” or “I do not argue with my
students”
31
Cook/Gering 2009
Co-teaching with Heart
3. Make a date

Simply plan a time to discuss the problem (when others are working,
after class, etc.)

Co-teaching allows this discussion to happen immediately as one
teacher can leave the room with the student.
4. Remove the audience

Self-explanatory: if a student is a threat to themselves or others,
remove the audience
5. Crisis Card
As we include students with emotional and/or behavioral issues into
the general education classrooms, there will be times when the co-teacher
may not be present to handle a situation. It is vital to have a plan for
support when these times arise.
One plan involves using what is called a “crisis card” to contact the
special education teacher who works closest with this student. In the
sample below, the name of the general education teacher is on one side,
and the special education teacher’s daily class schedule is on the other.
When the need arises, the general education teacher gives the card to a
student helper and asks him/her to find that particular special education
teacher (there is no need to go into any detail with this student about
specifics). When the special education teacher is presented with the card,
he/she will immediately know there is a problem in that general education
teacher’s classroom and report there as soon as he/she can.
You may have considered the fact that it might be easier to call the
special educator in the classroom he or she is in, however, this interrupts
the learning of two full classrooms. The intent of the crisis card is to allow
32
Cook/Gering 2009
Co-teaching with Heart
teaching and learning to continue until help arrives, thereby minimizing the
situation and the attention brought to the student requiring intervention.
Side 1
Ms. Cook, room 130
Side 2
Mrs. Gering’s Schedule
1st
2nd
3rd
4th
5th
6th
room 202
room 150
room 132
room 135
room 204
room 200
(Adapted from Dr. Rebecca Hines, 2006)
33
Cook/Gering 2009
Co-teaching with Heart
1. Parents
2. Other students
3. Other colleagues
4. Resources
34
Cook/Gering 2009
Co-teaching with Heart
Sample Parent Notification Letter
Dear Parents and Guardians,
This year your child has the unique and fortunate opportunity to participate in a
co-taught classroom. Co-teaching refers to two or more teachers collaborating to
deliver simultaneous instruction to a single group of students with diverse
learning needs.
The benefit of co-teaching for all students is that they have full access at all times
to two highly qualified teachers—one with astute expertise in the content area;
and one with astute expertise in meeting individual learning needs. This enables
students to learn the class material in a way that is interesting and meaningful for
them, resulting in an individualized and challenging learning environment for
each and every student.
Much research has been done on the effectiveness of co-teaching and we are
happy to share it with you. In addition, we believe in collecting research from our
own classroom for professional development purposes. Please note that, at
times, we may use video cameras and auditory recording devices.
If you have questions or comments about co-teaching, please discuss what
happens in our classroom with your child, or feel free to contact one of us as we
would be happy to share our expertise with you. As always, you may contact
either of us for any information or guidance related to your child’s performance in
this class. We thank you for your support.
Sincerely,
Denise M. Gering
Crystal M. H. Cook
science / language arts co-teachers
35
Cook/Gering 2009
Co-teaching with Heart
Common Mistakes Co-Teachers
Make…





Adapted from Anne Beninghof, 2009
36
Cook/Gering 2009
Co-teaching with Heart
Student Input of Co-teaching Experience
You have the fortunate opportunity of being in a class with co-teachers (two or
more teachers). Not many students get to experience this kind of education; you
are very fortunate. Please answer the following questions:
1. What do you like about having two teachers? What are the challenges?
2. How does having two teachers for one class help your learning?
3. Should students be able to choose whether they participate in co-teaching
or not? Why do you think so?
4. If you could choose for next year, would you prefer to be in a science
class with two teachers or with one teacher? Why or why not?
5. If you could choose for next year, would you prefer to be in the language
class with two teachers or with one teacher? Why or why not?
37
Cook/Gering 2009
Co-teaching with Heart
Resources for Co-Teaching
Printed Rresources
Bell, A., Engle, N., & Lister, J. "Total Team Teaching in the Inclusive Model."
Minneapolis Convention Center. , Minneapolis, MN. 5 Nov. 2004.
Beninghof, Anne. Co-Teaching That Works: Effective Strategies for Working
Together in Today’s Inclusive Classroom. Bellevue: Bureau of
Education and Research, 2003.
Dieker, Lisa A. and Murawski, Wendy W.
Co-Teaching at the Secondary Level: Unique Issues, Current Trends,
and Suggestions for Success The High School Journal - Volume 86,
Number 4, April-May 2003, pp. 1-13.
Hines, Rebecca. Co-Teaching in the Inclusive Classroom Powerful Strategies for
Creating Success for All Your Students (Grades 6-12). Bellevue:
Bureau of Education & Research, 2007.
Vaughn, S., Schumm, J., & Arguelles M. (1997, Nov/Dec ). The abcdes of coteaching. Teaching Exceptional Children, 30. Retrieved Nov 8, 2004,
from www.ldonline.org/ld_indepth/teaching_techniques/tec_coteaching.html
Ripley, Suzanne. "Collaboration between General and Special Education
Teachers." 08 July 2004. ERIC Digest. 08 Nov 2004
<http://halley.hackensackhigh.org/~cercor/eric5.html
Online Resources
www.Audiobooksforfree.com has books, novels, classics, childrens’ literature,
nonfiction aloud. Look for search option on right side of page
http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/index.php
Special Connections- “Connecting teachers to strategies that help students with
special needs access the general education curriculum” This site contains
resources for instruction, assessment, collaboration, and behavior plans. It
includes links to resources, case studies, and online collaboration.
http://www.ku-crl.org/sim/content.shtml
Content Enhancement Routines are used by teachers to teach curriculum
content to academically diverse classes in ways that all students can understand
and remember key information. Content Enhancement is an instructional method
that relies on using powerful teaching devices to organize and present curriculum
content in an understandable and easy-to-learn manner. This site provides
resources for using content enhancement routines in your classroom.
38
Cook/Gering 2009
Co-teaching with Heart
http://improvencyclopedia.org/
This site outlines the principles of improvisational comedy and provides
resources for incorporating it into your teaching, which include games, activities,
icebreakers, jargon, expressions, and more.
http://www.interventioncentral.org/
offers free tools and resources to help school staff and parents to promote
positive classroom behaviors and foster effective learning for all children and
youth.
www.online-stopwatch.com Site contains a variety of online timers that can
projected
http://www.cast.org/
This site provides resources for teachers and districts who wish to incorporate
Universal Design for Learning into their classrooms. Universal Design for
Learning (UDL) is a framework for designing curricula that enable all individuals
to gain knowledge, skills, and enthusiasm for learning. UDL provides rich
supports for learning and reduces barriers to the curriculum while maintaining
high achievement standards for all.
http://www.readplease.com/
ReadPlease2003 will assist students who have difficulty reading text on a screen;
you can download other languages or use for tests. Students can pause the
program as needed. READPLEASE CAN BE DOWNLOADED FOR FREE
FROM THE LINKED SITE ABOVE.
http://www.edhelper.com/teachers/graphic_organizers.htm?gclid=COLfufrM6ZsC
FQZfswodJy-q6g Free graphic organizers
http://inclusion4u.com/The%20Colorado%20Assessment%20of%20Coteaching.pdf
Links to the Colorado Assessment of Co-teaching (Co-ACT) which contains
handouts that you can use to assess your co-teaching partnership
http://hinescoteach.pbworks.com/FrontPage
Link to Rebecca Hines’ website, which provides resources for a more in-depth
look at the philosophy of co-teaching; many good training resources on this page
http://hinescoteach.pbworks.com/f/AllHandouts.pdf
This link is available on Rebecca Hines’ website, but will link directly to
evaluation forms for supervisors, the special educator, and the general educator.
It also identifies what co-teaching IS, and what it is NOT
www.ideasforeducators.com
Link to Anne Beninghof’s website, which provides many practical tools for the cotaught classroom
39
Cook/Gering 2009
Co-teaching with Heart
Getting Down to the Nitty Gritty…
Co-teaching involves a shared responsibility…but that is not the only thing
you will share with your teaching partner. You will share your space, your chalk,
your budget, your paper, your successes, your failures, your e-mail, your
resources, your AIR…and many, many other things…
Reflect for a moment.
Things I think I will like about co-teaching:
Things I think I will NOT like about co-teaching:
Compromise available?
(Activity adapted from Dr. Rebecca Hines, 2006)
40
Cook/Gering 2009
Co-teaching with Heart
Who Would YOU Choose?
From the students described below, consider the following:
1. Who would you LEAST like to include in your class? Why?
2. Who do you feel would LEAST benefit from a co-taught class? Why?
Britney Spearshed
Georgie Bushnall
Completely disinterested in school, but she
loves to write poems. Brings in many for
feedback from English teacher, and takes
creative suggestions well in a nonthreatening setting. Teachers feel she could
“tone down the make-up” a bit. Considered
by most teachers to have a bad attitude.
Although social skills are fairly high, he has
no chance at all for keeping up with
classmates academically. In fact, most
teachers just attempt to “keep him busy”
during class time since there isn’t time to try
to reach someone who is at least three
grade levels lower the rest of the class in
every subject. He rarely receives failing
grades, though, because teachers like him
and hate to see him fail.
Last heard saying: “I don’t have to if I don’t
wanna!”
Last heard saying: “Is this good?”
Stephana Meuyers
Denny Rodmeister
A quiet leader, she is comfortable with
classmates and teachers. Mature and
conscientious. She is a talented writer and
has already begun sending stories away for
publication to youth magazines. Although
she has not yet heard any responses, she
does not give up. In her spare time she
enjoys playing the piano and surfing the
Internet for interesting information about
vampires and werewolves.
Been arrested twice…and proud of it! He
always has the last word, and manipulates
other students. Several of the boys admire
him and try to get his approval. He gets
along well with other boys like him, and with
the majority of the girls. He has no time for
the “preps.” He shows great creativity in his
school work, but has a tendency to have low
grades on his report card.
Last heard saying: “Dare me. I dare you.”
Last heard saying: “I’m finished. Should I
see if Georgie needs help?”
(Adapted from Dr. Rebecca Hines, 2006)
41
Cook/Gering 2009
Co-teaching with Heart
Super Hero Potential!
If co-teaching was a SUPER HERO, what would it be named and what
special powers would it have? Make a visual representation.
Complete your “charming” analogy…
42