Co-teaching Expository Essay

One of the most novel ideas in education instruction is collaborative teaching. Learners with special needs learn alongside ordinary students in an ordinary class setting. A special needs teacher is supposed to assist the regular teacher in preparing materials for special learners, delivering assisted learning during and after the regular classes.

The purpose of collaborative learning is to give learners with special needs an opportunity to acquire education and an environment that does not have any restrictions, thus maximizing their chances to learn. Collaborative learning employs multiple teaching and learning skills.

It should not be confused with other teaching practices such as one teacher preparing material and another delivering instruction.

It is an opportunity to distribute teaching activities amongst a group of individuals with different teaching skills. This paper endeavors to give a an assessment of collaborative teaching

Where collaborative learning is used efficiently, students with learning difficulties reap maximums benefits, while ordinary learners acquire the skills to socialize and live harmoniously with special need students. It is therefore an idea worth implementing (Logsdon, 2011).

Cushman (n.d.) also argues that this type of teaching model propagates a sense of productive interdependence amongst teacher. It is more effective when co-teachers realize that each of them is not sufficiently equipped to respond to the diversely unique needs of a class.

It is also an effective way of ensuring each individual teachers account for individual responsibilities. However, collaborative teaching is not without hitches. It is time consuming and creates too much interference in terms of unnecessary movements and uncontrolled noise in a class.

It may also be disorderly when collaborative teachers have extremely diverse teaching skills (Deluca, Borman, Jump, Ratzlaff and Nystrom, 2010). Many people have suggested an alternative where there is one teacher in a class assisted by several assistants.

While this may be good in having many professional with diverse skills in the same class, its implementation may be cumbersome. It is therefore more preferable to have two teachers who take their time to plan for the class. This will reduce the amount of confusion and interference in the teaching process (Haynes, 2010).

Evaluation of student’s progress is usually a challenging task in a mixed abilities class. Various issues complicate the type of grading system to use. Co-teachers usually have a problem grading, given that students have different abilities and learning styles.

It is also difficult to determine how to evaluate daily assignments, who evaluates them and how they reflect on the final grade (University of Kansas, 2005). There should also be mutual respect for each other personal space and opinion between the co-teachers.

For ordinary education teachers who are doing it for the first time, one of the major learning points is sharing teaching space with a fellow professional (Creighton Education, n.d.). Several qualities identify an ideal co teacher.

To begin with, a co-teacher must be able to share professional knowledge as well as be open to communication and criticism. They must also be inclined towards learner centred teaching. Most importantly, they must be willing team players. Absence of these basic characteristic in a co-teacher make hinder the whole process (EFL classrooms, 2010).

Co-teaching is an idea that is yet to gain much support. However, the benefits of co-teaching are worthwhile.

Learners with learning difficulties are motivated by learning in a less restricted ordinary class and get to enjoy the benefits that the ordinary learner gets. Despite the complexity in its implementation, the many professions and learning institutions should try it.

Reference List

Creighton Education. Co-teaching in today’s classrooms. Web.

Cushman, S. What is co-teaching? Word Press. Web.

Deluca D., Borman J., jump T., Ratzlaff R. and Nystrom C. (2010). Co teaching. Class Chatter. Web.

EFL classrooms, (2010). Co-teaching: general guidelines and procedures. Edublogs. Web.

Haynes, J. (2010). Collaborative teaching for ells: Are two teachers better than one? EverythingESL. Web.

Logsdon, A. (2011). Collaborative teaching – Special education in collaborative classrooms. About.com Guide. Web.

University of Kansas, (2005). Grading considerations. Special Connections. Web.