According
to Emdin, co-teaching does not only mean teaching with another professional. He
feels that co-teaching involves working with a group of students to teach a
particular lesson. In this instance, the students create a lesson plan, with
the teachers help, and teach content in a way that would best benefit
themselves and their peers. After the lesson, the teacher used the students’
techniques to best teach the class in further lessons.
I am not quite sure how I feel about this
method of co-teaching, although there seem to be a handful of strengths. One
strength is that student co-teaching allows students who do not share the same
culture as the class, school, etc. express their needs in a productive way.
Since it may be hard for them to verbally express the supports they need from
the teacher and peers, this activity allows them to become the teacher and
model what they think best fits the class. These students also feel that what
they have to say is important and valued in the classroom. The teacher asks the
students to use their skills and knowledge of themselves, the world, and the
content, to create a lesson that she will take ideas from! For many students,
that though in itself boosts their educational confidences.
While this is the case, I feel that
student co-teaching has some limitations. Although the teacher models her
lessons after what students have done, this lasts one lesson, unless otherwise
addressed. If you do this continuously, what separates a co-teaching lesson
from a presentation? Like many things, continuous usage of this teaching
technique lessens its fun and “value”. After two or three lessons, students may
feel that there is no point in co-teaching. They will see students standing in
front of the room, teaching content, just like they would in a typical
presentation. I feel that the best way to create a classroom community where
everyone’s voice is valued is through activities from Galligher and
Christenson. These activities promote student choice while also connecting
their lives to content. By doing so, students see that they have a great amount
to offer. Their education is led by each student’s individuality. This method
can easily be used throughout the year without it being a drag for students.
Although students are drawing from their lives, every prompt, novel, etc. can
be different and create lifelong learners and writers.
I agree with what you said about co-teaching multiple times becoming less valuable, although I also believe that their are solutions for that. I think that a smart way to handle it in the classroom would be to, like the author said, offer an extra credit or other incentive to students who really want to jump in and co-teach. I think that overall, having a few students co-teach would shift the atmosphere of the entire classroom into a more open and respectful learning environment. I feel like the value of co-teaching is it allows students, especially those he called "neoindigenous," to realize that their teacher is not the only person with academic power in the room. They will be empowered by teaching something to their class and feel that they are free to "talk back" to the content and challenge it. It opens up discussions, because more students will feel comfortable challenging a classmate than they do challenging their teacher, and not everything will be taken at face value. However, I agree with you that the Christensen and Gallagher chapters gave a lot of strategies and activities that may be easier to implement in the high school classroom.
ReplyDeleteI too am also a little undecided on my opinion of the co-teaching presented in the article. I do agree there are a large amount of benefits especially putting the power in the students hands. At the same time doing this continually I feel may get a little out of hand. Once the initial excitement of doing the teaching wears off students could become lazy or uninterested in putting in the work which in turn then not only effects them but keeps the student learners from the content and educational opportunities. I feel as though it would be an interesting thing to try in classroom and see for ourselves how it works for students.
ReplyDeleteI have to say that Emdin's unique take on co-teaching definitely resonated with me and is something that I personally want to implement in my classroom. Your point is valid - it is true that students may lose interest in co-teaching over time. However, in my experience, children appreciate greater autonomy and faith from adult figures in their lives. Many also enjoy the opportunity to demonstrate, or "perform", for their peers. Other children may need to be provided with more encouragement and/or extrinsic motivation?
ReplyDeleteI have to say that Emdin's unique take on co-teaching definitely resonated with me and is something that I personally want to implement in my classroom. Your point is valid - it is true that students may lose interest in co-teaching over time. However, in my experience, children appreciate greater autonomy and faith from adult figures in their lives. Many also enjoy the opportunity to demonstrate, or "perform", for their peers. Other children may need to be provided with more encouragement and/or extrinsic motivation?
ReplyDelete