Who uses a timer in their classroom for lessons? I know that some are not big fans of using a timer for any reason, while others find (and research bears this out) that a timer can be one of the most useful teaching strategies to help motivate students.
One of the key elements of my new book, “Best Practices for Co-Teaching & Collaboration” is a huge range of co-teaching models that can be applied to a number of classroom situations.
In any general class, there are students of different ability levels and, correspondingly, grade levels. Direct teaching the entire class together can sometimes leave higher-grade, higher-ability students bored and perhaps acting out, while lower-ability students may struggle to understand the lesson. We need teaching strategies that reach all the learners in the classroom.
Where can the co-teaching model “teach half then switch” really help co-teachers shine? In helping teachers with additional skills and knowledge use those skills to enhance the lesson and reach students who may be struggling with the material.
A ratio of 30:2 is a better scenario than a ratio of 30:1, with co-teachers working together. Indeed, the study noted that “Most partner classes used tag-team teaching, with one teacher leading and the other doing clerical work.” That type of co-teaching, of course, falls under the “One teach, one observe” co-teaching model that co-teachers often rely upon.