Working in a co-teaching relationship goes beyond simply sharing a classroom with a colleague; it resembles a partnership akin to a marriage—only with a classroom full of over twenty students to nurture. The success of this partnership is crucial, not just for the teachers involved but for the students and their families as well. Ideally, co-teaching relationships flourish, resulting in a year filled with collaboration, growth, and support. However, when differing teaching styles or clashing personalities come into play, challenges can arise.
Whether you are stepping into a new co-teaching arrangement or looking to rejuvenate your current collaboration, insights from experts can provide valuable guidance. This article outlines strategies for launching the academic year positively, enhancing teamwork, minimizing conflicts, and fostering a healthier classroom environment for all participants.
Define Your School’s or Team’s Co-teaching Approach
The term “co-teaching” can encompass a variety of styles and methods, which can create confusion if not clearly defined. Understanding your school’s specific co-teaching model is essential to reduce potential conflicts. While the approach may vary depending on the activity—such as one teacher leading a lesson while the other supports—there should be an overarching framework that guides the co-teaching dynamic. Here are some common co-teaching models:
- One teaches, one observes: One teacher instructs while the other observes and takes notes.
- One teaches, one assists: One teacher leads the instruction while the other provides support to students or the teaching process.
- Parallel teaching: Both teachers deliver the same content to two separate groups simultaneously.
- Station or center teaching: Each teacher manages a different learning station while students rotate through them.
- Alternative teaching: One teacher addresses the majority of the class while the other works with a small group as needed.
- Co-teaching or tag-team teaching: Both teachers collaborate and teach together throughout the class period.
Start the Year Off Right
Regardless of whether you are a new team or seasoned partners, kicking off the year on a strong note is vital for success. This can involve discussing personal preferences, or what some may call a “user manual,” which includes how you like to receive feedback, your pet peeves, and other relevant information that fosters understanding. After establishing this foundation, set shared goals and areas for growth, creating a mutual agreement to guide your collaboration.
Remember that you have the same goals.
Co-teaching can be likened to a marriage or co-parenting situation, as noted by Karen Aronian, Ed.D., an experienced educator and founder of Aronian Education Design. She emphasizes the importance of prioritizing what is best for the students and the classroom while setting aside personal egos or conflicts. By focusing on shared objectives, teachers can create a supportive environment for their students.
Make and revisit a shared agreement.
Much like classroom rules and expectations, co-teaching teams should establish agreements that clarify roles and responsibilities. Collaboratively create this document and review it regularly—weekly or monthly—to ensure alignment and adjust strategies as necessary. This practice can enhance accountability and reinforce commitment to shared objectives.
Consider utilizing user manuals or templates for regular check-ins, where each teacher can evaluate their contributions, their co-teacher’s performance, time management, and overall satisfaction.
Avoid people-pleasing.
According to Paris Smith, a licensed clinical social worker and therapist at Mending Minds Mental Health Collective, many educators struggle with the tendency to please others, which can lead to resentment. Being honest with yourself about your needs and expectations is essential. Reflect on what is manageable and what supports your well-being. Continually practice this self-awareness throughout the school year.
If necessary, bring in a third party.
Just as couples sometimes require mediation, co-teachers may also benefit from external support when disagreements arise. If you find yourselves at an impasse, seek mediation early on. Schedule a session when both teachers are open to discussing solutions, as suggested by Ash Beckham, leadership coach and author of Step Up. A neutral facilitator can guide the conversation by asking questions that promote empathy and collaboration, such as: What do you need to move past this? Can you envision a scenario where you collaborate effectively?
Practice Having Difficult Conversations
Engaging in tough conversations can be daunting, especially with someone you work closely with. Beckham advises establishing ground rules for these discussions, with the key principle being to “assume the best possible intent.” This mindset fosters a positive dynamic and encourages curiosity about each other’s perspectives.
To start a difficult conversation, set a time to meet rather than springing it on your partner.
Prearranging a time for discussion allows everyone to prepare mentally and emotionally, reducing the likelihood of rushed or reactive responses. Use “I” statements to express feelings and concerns. For instance, say things like, “I feel there are issues between us that we need to address. I want to work together to resolve this. Can we set a time to talk?”
From there, continue those “I” statements.
Share your thoughts and feelings with statements like, “I felt overlooked when this occurred. I value our partnership and want us to align better. How can we work together to achieve that?”
Take a moment to check in regularly.
Regular check-ins are an investment in your co-teaching relationship that benefits both educators and students alike. Beckham notes that diverse teaching approaches can create rich learning environments. Embracing differences as opportunities for growth can lead to transformative classroom experiences, making the most of each teacher’s unique strengths.
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