Professional Documents
Culture Documents
Communication
I believe that my mentor teacher and I communicate very well and very effectively. At the
beginning of each school day, we meet for a few minutes before the students arrive to class. This
allows us to discuss what her plans are for the day and what exactly she would like my help with.
We also meet for about 20 to 30 minutes at the end of the school day to plan ahead for the next
day. This time spent at the end of the day might include setting up for tomorrows centers,
straightening up the room, and gathering any needed materials. I also believe that I am starting to
develop my sense of meta-awareness. I think that this develops more through experience and
time in the classroom.
I try to ask as many questions as I can throughout the day. Being able to use my mentor
teacher as a resource is very beneficial. I ask her why she does certain things, like letting
students start off the day by sharing good things. I also ask her about more technical parts of
teaching, such as lesson planning and working with other teachers. I do not think that my mentor
teacher and I have any kind of barrier in our communication. She answers all of my questions in
detail and is never annoyed by my interest. We also communicate through email and text
message when we are not in the classroom.
Types of Coteaching
The teach/observe style of coteaching seems to be the least interactive for one of the
teachers involved. I would imagine that observation takes place more often during the training or
introduction of a new teacher or professional. While observing, there is little to no interaction
with the students. A positive thing that comes from observation would be that whoever is
watching gets to learn how the classroom runs.
Teach/drift is often helpful in the monitoring of understanding and classroom behavior.
While one teacher is actually teaching the lesson, the other is able to support by keeping an eye
on the class as individuals. If a problem arises or a child has a question, the teacher giving the
lesson can continue while the other handles the situation at hand.
Station teaching allows for smaller groups to work on strengthening their knowledge of
the content independently or getting to work in a smaller ratio with the teacher. Stations are
helpful when there are planning activities in each station where there is not a teacher.
Parallel teaching is when the two teachers split up the classroom into two groups for
instruction. This style could be problematic because when teaching students a new concept in
two separate groups, one teacher may not cover something as well as the other teacher. Parallel
teaching is most effective when reviewing or going over specific material.
Alternative teaching can be very helpful when working with students who need extra
time or reteaching. One teacher is able to work with the whole group while a student having
problems is able to get one-on-one assistance from the student teacher.
Team teaching is a much more flexible type of coteaching. Both teachers are in charge of
the planning. This approach is often effective because two heads can be better than one. One
disadvantage that could come from team teaching would be that the preplanning for this style
takes a lot more time. Sharing responsibility could also get confusing if the roles are not clearly
defined for both teachers.
Type of Coteaching with Mentor
The style of coteaching that my mentor teacher and I decided on for the particular lesson
we are doing is station teaching. We have used this style several times during my time in the
classroom and it tends to work very well. This group of students works very well when they are
in separate groups. By working in several different stations, the students are able to apply the
knowledge that they have learned in several different ways. When both teachers are stationed in
separate stations, they are able to discover what concepts or ideas that the students need extra
help with. The teachers are also able to get a better idea of who understands the content. If a
lesson needs to be retaught, station teaching is an effective way to do so. Station teaching is also
effective because the teachers can work with smaller groups of students at a time. This allows for
more individual help if needed.