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.