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.
I walked into an eighth-grade language arts classroom to find two co-teachers and 28 students absolutely focused on the lesson. The desks and chairs had been arranged into two sections, creating a makeshift conference table. On the other side of the room, the same arrangement was repeated, implementing a dynamic and effective co-teaching model.
Want to take your co-teaching up another level? Try using the “one teach and one interpret” co-teaching model.
In co-teaching, the “one teach, one support” co-teaching model is pretty familiar. Yet, the same teacher tends to take on one of those roles permanently, while the other teacher takes the other role. Often, the subject matter expert or general education teacher handles “one teach” while the support teacher who is working with the students who are on an IEP handles “one support.”