Co-Teaching: Sharon V. Betty

Co-Teaching: Sharon V. Betty

Table of Contents

The scenario of teaching between Sharon and Betty is not co-teaching. Co-teaching involves two people sharing responsibility of teaching a classroom. Betty and Sharon must share responsibilities such as planning for the lessons, instructions to be used and evaluation methods to be adopted (Cook, 2004).


The scenario of Sharon and Betty is not effective co-teaching as Sharon does not make any contributions to planning, instructions or evaluation.  In this scenario, Sharon plays an observatory role as Sharon does all the teaching. Betty is also adamant on continuing to make all the instructional decisions by herself. This is a wrong approach to co-teaching.


Solving this problem requires that Sharon addresses her complaint to the school superintendent. Unfortunately for this scenario, Betty is the wife of the school superintendent. It is, therefore, highly unlikely that Sharon will get an objective solution to the problem. Sharon will need to include other school administration leaders such as the school principal and the assistant superintendent.


The decision that the superintendent, the assistant superintended and the principal will make will be objective as it will involve objectively analyzing the Sharon-Betty situation.   Resolving this problem requires that Betty is informed that she is involved in a co-teaching arrangement and not a paraprofessional arrangement (Conderman, & Pedersen, 2008).


Sharon is thus a qualified co teacher and not an assistant. As an experienced special education teacher, Sharon can work with Betty to establish instructional strategies that will cater for the fast, average, and slow learner in the science class. Co-teaching involves the teacher’s involved making equal contribution and participating equally in the process of enriching the students with academic knowledge.


Betty needs to be informed that Sharon must have equal participation and contribution in the class so that the co-teaching strategy is effective. Betty must recognize that the classroom leadership responsibilities have to be distributed between Sharon and her (Cook, 2004).


Reference

Conderman, G. & Pedersen, T. (2008). Purposeful co-teaching: real cases. Crowin publishers
Cook, L. (2004). Co-teaching: principles, practices and pragmatics. Retrieved from http://www.ped.state.nm.us/seo/library/qrtrly.0404.coteaching.lcook.pdf




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