Co-teaching, Team-teaching, Tag-teaching?
Some thoughts on co-teaching.
With the SAGE program where the state subsidizes teachers in a 16:1 situation, the term co-teaching has surfaced. Through discussions and meditation on the subject, I have a few thoughts that I am working around in my head.
Co-teaching is between two teachers as a marriage covenant is between two people. There must be a personal choice in the choosing of the partner and then a commitment to work together. Co-teaching involves, planning, gathering, researching, executing, evaluating, and celebrating together. A close look at strengths and weaknesses of each individual is needed and then planning to accentuate the strong traits and minimizing the weak ones. A good amount of forgiveness for missed communication, for failing to carry out the responsibilities, for not listening with a open ear is needed to make it work. It will take a lot of work to make the co part work. The two teachers can anticipate each others thoughts and have a common way of approaching discipline, grading, parent relations, and staff relations. The delivery of instruction is so seamless that the students and observers will not be able to identify lead teacher. I really don’t think co-teaching is happening in many classrooms.
I propose that the optimum of co-teaching is not necessary to deliver quality instruction. I think Team teaching is just as valid. The ultimate evaluation of a successful model will be the quality and quantity of student learning. If students excel, what does it matter if the teachers are co-teaching or team-teaching?
My definition of team teaching is when two or more teachers are working together efficiently. They have common goal and produce game plans to reach the goal. Not everyone will do the same route or play in the same quarter of the game, just as in a football team. However they will plan, discuss, and find consensus in how to manage and deliver instruction. If one person on the team is particularly good at explaining math concepts, that should be the person explaining math concepts. If one team member is a dramatic reader, this is the person to do the read-aloud and entice the kids to read in a similar manner. When a team member is technology interested, that person should take the lead in using the computer or software to benefit the instruction of the students. The non-lead teacher is assisting struggling students and is always present and working with students just not in the leaders chair, not taking over the lead at any time. This is the kind of structure I see in many successful learning classrooms.
Another term that defines a classroom with multiple teachers is tag teaching. Like the game of tag, if you are not being pursued, you may take a rest and even tune out the other players in the game. You are really only active when “it” is focused on you or you are “it.” In the classrooms this is evident if one teacher is sitting at the computer, out of the room, or not involved with students while the second teacher is instructing. I have often felt that I was a tag teacher as a literacy coach coming in to demonstrate, model, or share. The teachers run to the office, the bathroom (this may be necessary at times) or use this time to catch up on reading their e-mail, or grading papers. I understand the ability to do two things at one time. They can listen-in to me and still do something else, but this is a clear picture of tag teaching. The classrooms where the teacher remains a part of the group, the discussion, the learning is where I see students grow, participate, and accepting the instruction as important.
What is your term to describe your group of teachers that deliver instruction to your students? Is it co-teaching, team-teaching, or tag-teaching?
I would love to hear your comments.
