“When teachers are part of a team, they all have an equal stake — and share equally in the risks — when it comes to ensuring the success of their team and their students.” -Marguerite McNeely
Developing Norms of Collaboration
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“…organizations have been training the wrong people. Instead of spending time and energy developing more skilled facilitators, he said, they should develop group members’ skills as the way to improve practice and success…When group members are knowledgeable and killed, anyone with simple knowledge of facilitation principles and moves can facilitate constructive group work…The seven norms serve as guides and benchmarks in groups. As they become established within the working substrate, both veterans and newcomers, that this is the way we talk to each other around here…when one or two people in a meeting practice the norms, the behavior of other group members becomes more effective.” -The Adaptive School
After completing this course the learner will be able to: – Identify and correctly make use of the different functions which communication serves in the classroom; – Effectively use and understand verbal and non-verbal communication; – Identify and describe the four main participation structures that guide communication in ways expected by the class, including their advantages and disadvantages; – Use communication in the classroom to stimulate students’ thinking; – Identify the differences between how a teacher uses communication and how a student uses communication…
Communication and Organizational Health YouTube Playlist
Communication for Co-Teaching: Teacher Tools Related to Cooperative Teaching
Types of Co-Teaching
Five types of co-teaching include: Lead and Support, Station Teaching, Parallel Teaching, Alternative Teaching, and Team Teaching.
Power of 2
A Useful Resource: The Power of 2 website is an interactive resource designed to help teachers successfully include children with special needs into the general education classroom. Professionals are able to share effective strategies, complete learning modules, and have access to useful training and teaching materials.
Creating a schedule
School personnel should create schedules for students with disabilities first, in order for teachers to have collaborative planning time and for the maximum support possible for students.
Developing a reflective framework
A reflective framework is a tool that consists of questions co-teachers believe are important to think about related to evaluating the effectiveness of the co-teaching model.
Preparing students for co-teaching
Students should be prepared for a co-taught classroom in order to facilitate the creation of a positive climate and a community of learners.
Co-planning involves two teachers using one of the models of co-teaching to decide how they will implement instruction to meet the needs of all students.
Individuals involved in co-teaching should collaborate to establish curricular goals that meet the learning, behavioral, and social goals of the students with disabilities.
Individuals involved in co-teaching should be creative and open-minded about the grading process with respect to assessing students with disabilities.
Blogging your successes
Blogging provides an opportunity for co-teaching partners to share their thoughts with others about a particular instructional model.
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