26. The three ‘C’s of Co-teaching are:Communicate<br />Communicate in a different way<br />Communicate again!<br />“Do you see what I mean?”<br />“Does that sound right to you?”<br />“Can you share your thoughts about how we should do this?”<br />Building and maintaining positive relationships:<br />Trust and respect<br />Commitment to team goals<br />Effective interpersonal, collaborative, and conflict resolution skills<br />Understanding of self and partner<br />Continuous investment of time<br />Beginning Stage:<br />Communication may be guarded<br />Often one teacher teaches and the other assists<br />One teacher is typically designated the behavior manager<br />Compromising Stage:<br />Communication is more open and interactive<br />Planning is shared<br />Both teachers are involved in the instruction through mini-lessons<br />There is a mutual development of rules and routines for students<br />Collaborative Stage:<br />Effective communication is modeled for students<br />Planning is continual both outside and during instruction<br />Both teachers participate simultaneously in presenting the lesson<br />The teachers have a co-developed classroom management system that includes individual behavior plans<br />Obstacles and Barriers:<br />Fear of conflict<br />Dealing poorly with frustration<br />Lack of a shared vision or an inability to work with colleagues possessing different personalities or philosophies <br />Poor communication among partners<br />Low self-esteem or a lack of PD – train as partners<br />Lack of teacher knowledge & skill in classroom management, research-based instruction & high quality assessment methods<br />Lack of willingness to invest the time or effort<br />Reluctance to ‘lose’ control of the classroom<br />Lack of administrative support or understanding<br />Roles and Responsibilities:<br />“The biggest challenge for educators is in deciding to share the role that has traditionally been individual: to share the goals, decisions, classroom instruction, responsibility for students, assessment of student learning, problem solving, and classroom management. The teachers must begin to think of it as our class.” <br />Ripley, in Cramer, 2006, p.13<br />