My earlier post mentioned the different styles of teaching within an inclusion classroom. There are some disadvantages and negatives related to each teaching style. Please find them below:
1. One teach, one observe - The teacher doing the observing might feel as if she or he is not a teacher and is a guest/observer in the classroom. The teacher can also feel like an aide and the children might view the observer as such if the other teacher is always doing the teaching,
2. One teach, one drift - The negatives are similar to the above since the drifter is not actually teaching the lesson. With one teach, one drift and one teach, one observe, it is important to switch roles so that both teachers play each role. Also these two methods should be used the least freqeutnly out of all six styles.
3. Parallel teaching - the disadvantage to this method is that it breaks apart the classroom and can be distracting Students in one group might be more interested in checking out what the other group is doing than actually learning the material. Also if there are two lessons occuring simultaneously, the classroom can get noisy.
4. Station teaching - The disadvantages include the need for the kids while at the independent station to monitor themselves and ensure they are completing the activity/task. As with parallel teaching, the classroom can be noisy with different stations occurring at the same time.
5. Team Teaching - This requires the most planning and oftentimes teachers have limited planning time because of their other responsibilities Also the styles and method of teaching a lesson need to be cohesive in order for the children to learn.
6. Alternative teaching - The children being pulled out into the smaller group may miss important lessons that are occurring within the classroom in the general group. There also might be a stigma associated with going in the small group. Therefore it is important to vary the purpose of the small group at all times. For example, have the group participate in enrichment activities one time, a review of the lesson another time, and a preview of an upcoming lesson a third time
If you are aware of the pitfalls of each learning style, you can use all of these styles. This will ensure diversity in lesson delivery and an interesting classroom where kids are motivated to learn.
Tuesday, March 15, 2011
6 teaching styles that work in inclusion classrooms
In order to be successful co-teaching, it is important to use a variety of teaching strategies. Below are six strategies that should be used when teaching children within an inclusion classroom. Variety in teaching styles will prevent the kids form being bored and will allow the children to take advantage of having two teachers in the room.
1. One teach, one observe.
This is helpful because the observing teacher can give feedback to the teacher giving the lesson. This feedback can include information such as how many times she calls on a child and if she makes unwelcoming faces when the kids respond incorrectly. The observing teacher can gather data on the chidren as well.
2. One teach, one drift
This method is similar to one teach one observe except the teacher not providing the lesson walks around the classroom to ensure that the children are focused and paying attention. This teacher can make sure the children are all on the same page.
3. Parallel teaching
Divide the class into 2 groups. Each teacher provides the lesson to the groups. This allows for more individualized attention as the groups are smaller in size as compared with the entire class.
4. Station teaching
The class is divided into 3 stations Teachers sit at stations 1 and 2 teaching different but related lessons. In the 3rd station, the children work independently. After 10 minutes, each child rotates to another station with the goal being for all of the students to experience each station.
5. Team teaching
While this requires the most amount of planning, teachers work together and coteach a lesson. This lesson can be scripted.
6. Alternative teaching is when 1 teacher pulls out a small group of students from the classroom to work on specific skills, review or preview a lesson or for enrichment purposes.
These six styles are very helpful within inclusion classes because they take advantage of the presence of two teachers to maximize a child's learning. I would caution to be sure to mix up the styles so that both teachers achieve parity in the classroom.
1. One teach, one observe.
This is helpful because the observing teacher can give feedback to the teacher giving the lesson. This feedback can include information such as how many times she calls on a child and if she makes unwelcoming faces when the kids respond incorrectly. The observing teacher can gather data on the chidren as well.
2. One teach, one drift
This method is similar to one teach one observe except the teacher not providing the lesson walks around the classroom to ensure that the children are focused and paying attention. This teacher can make sure the children are all on the same page.
3. Parallel teaching
Divide the class into 2 groups. Each teacher provides the lesson to the groups. This allows for more individualized attention as the groups are smaller in size as compared with the entire class.
4. Station teaching
The class is divided into 3 stations Teachers sit at stations 1 and 2 teaching different but related lessons. In the 3rd station, the children work independently. After 10 minutes, each child rotates to another station with the goal being for all of the students to experience each station.
5. Team teaching
While this requires the most amount of planning, teachers work together and coteach a lesson. This lesson can be scripted.
6. Alternative teaching is when 1 teacher pulls out a small group of students from the classroom to work on specific skills, review or preview a lesson or for enrichment purposes.
These six styles are very helpful within inclusion classes because they take advantage of the presence of two teachers to maximize a child's learning. I would caution to be sure to mix up the styles so that both teachers achieve parity in the classroom.
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