DAY 3 Team Teaching Classroom Management. Questions, concerns, or comments from yesterday?

DAY 3

•Team Teaching•Classroom Management

Questions, concerns, or comments from yesterday?

Team-Teaching in the Middle School Regular

Ed Math Classroom

Agenda

• Difference between Team-Teaching and support

• Benefits of Team-Teaching• How do we make it work• Assessment• Accommodation vs. Modification• What benefits/results have we

seen?

Kim Trendel• In my 10th year of teaching.• All 10 years at Forest Park Middle

School in Franklin• Cross-categorical teacher• Teach self-contained math, reading,

and resource.• 3rd year team-teaching in regular

education math classrooms.

Feedback

• Evaluations/ Feedback forms

• Please provide specific comments:– What did you learn?– How will you implement what you

learned today?

• Any suggestions for improvement

Forest Park in Franklin

• Middle class suburban district

• 600 students in our school (about 300 per grade level)

• Grades 7 & 8 (ran out of room for grade 6)

• Organized in House system• Specialist is assigned to each House

(CWD or ELL)

Population of our Team-Teaching Hour

• 6 students labeled with a disability (SLD or OHI)

• 3 Math Lab students

• Students that are basic or minimal on WKCE

• Students that struggle in math

• Students that “hate” math

Traditional Team Teaching

• In this case, the teachers actively share the instruction of content and skills to all students. For example, one teacher may present the new material to the students while the other teacher constructs a concept map on the overhead projector as the students listen to the presenting teacher.

Example of Traditional Model

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Collaborative Teaching• This academic experience describes a

traditional team teaching situation in which the team teachers work together in designing the course and teach the material not by the usual monologue, but rather by exchanging and discussing ideas and theories in front of the learners. Not only do the team teachers work together, but the course itself uses group learning techniques for the learners, such as small-group work, student-led discussion and joint test-taking.

Example of Collaborative Teaching



Complimentary / Supportive Team Teaching

• This situation occurs when one teacher is responsible for teaching the content to the students, while the other teacher takes charge of providing follow-up activities on related topics or on study skills.

Parallel Instruction

• In this setting, the class is divided into two groups and each teacher is responsible for teaching the same material to her/his smaller group. This model is usually used in conjunction with other forms of team teaching, and is ideally suited to the situation when students are involved in projects or problem-solving activities, as the instructor can roam and give students individualized support.

Differentiated Split Class• This type of teaching involves dividing the

class into smaller groups according to learning needs. Each educator provides the respective group with the instruction required to meet their learning needs. For example, a class may be divided into those learners who grasp adding fractions and those who need more practice with the addition of fractions. One teacher would challenge the learners who grasped the concept more quickly, while the second teacher would likely review or re-teach those students who require further instruction.

• I.e. Integers unit

Monitoring Teacher

• This situation occurs when one teacher assumes the responsibility for instructing the entire class, while the other teacher circulates the room and monitors student understanding and behavior.

Example of Monitoring



Benefits of Team-Teaching

• Share work load– Copies– Lesson Plans– Assessments– Classroom Management

• Someone to process ideas with• Play off each other in the classroom• Tag team with difficult students• Smaller teacher: student ratio• Students are engaged

Benefits of Team-Teaching

• Dealing with absent students• More individualized instruction• Share strengths• Special ed students do not stand out• Know “regular” classroom

expectations and curriculum to benefit self-contained students

• Not a one way street• ALL students benefit!

How do we make it work?

• Sense of humor

• Share the work load

• Both are willing participants

• Make time to meet & plan (outside of scheduled time)

• Dedicated to making the team- teaching model a success


• Prior to school discuss– Classroom management– Rules– Roles– Mom vs. Dad

• Similar Philosophy (Grading, Classroom Management, children & Instruction)

• OUR classroom, OUR students


• Flexible • Open to new ideas & strategies• Support from Administration• Team planning time built into our daily

schedule • We both believe in the team-teaching

model• Communicate with parents together

Assessment

• Common Assessment– PLC teams: all large common

assessments (3 reg ed & 1 spec ed)

– Meet and agree on smaller scale quizzes

• Meet and agree on grading• Special Ed teacher should

participate in grading assessments

Accommodations vs. Modifications

• Difference

• Examples

• Handout

Team-Teaching Tips

• Make the development of the team a top priority.

• Don’t just assume the team will work well together; work on making the group function at the top of its game.

• Set clear goals for the team, and then ensure its activities lead to those goals.

More Tips…

• Communicate clearly and honestly to survive and grow stronger from conflict.

• Honor individual and team success.

• Assume responsibility for assigned roles.

• Be prepared for team discussions and work.

What benefits/results have we seen?

• Data

-2-5% point higher on tests compared to non-team teach hours

-19 students increased or maintained their grades from 1st to 4th quarter


• Parent comments

-”Jeff actually likes math this year.”

-”These are the best math grades Cody has ever received.”


• Student comments

-”We get help faster.”

-”We cover more material.”

-”It is more fun.”

-”You can learn two different ways to do math and pick the one that works for you.”


• To the teachers

-Inclusion of special ed teachers in the departments

-Special ed teachers seen as teachers instead of just “helper” in the room

-Sharing of teaching strategies

-Benefit for special ed to see the expectations in regular ed classroom


• What is our district’s response?

-Expanded to a second hour for Mrs. T

-Making it the focus for other special education teachers (where applicable, possible, and workable), especially at the high school level

DataAssessment Team-Taught

Class Ave (%)

Independently Taught

Class Ave (%)

Independently Taught

Class Ave (%)

Mod 1 Quiz 91 89.2 89.3

Mod 1 Test A 91.4 87.6 88.3

Mod 1 Test B 92.3 89.8 83.8

Mod 2 Quiz 85.7 88.6 85.4

Mod 2 Test A 80 85.6 82.1

Mod 2 Test B 84.8 86.7 87.9

Mod 3 Quiz 83.2 82.8 83.8

Mod 3 Test A 88 84.4 85

Mod 3 Test B 90.1 89.3 89.2

Semester Exam

87.1 91.4 91.4

Mod 4 Test A 89.1 93.3 94.1

• A strong team includes a variety of different teaching styles. " Students will respond differently to these different teachers. … It is also essential that the teachers value and support each other in those roles."-- Glen Lawson

Activity: 2 Truths and a Lie

Classroom Management…

What does classroom management mean??

Classroom management…

…refers to all of the things that a teacher does to organize students, time, space, and materials to that instruction in content and student learning can take place.

Research says…• That the amount of time that

students spend actively engaged in learning activities is directly linked to their academic achievement.

• Teachers who are good classroom managers are able to maximize student engaged time or academic learning time.

• Time management skills are crucial and fundamental.

Classroom Management

• Consistency, consistency, CONSISTENCY!• Be fair- students should get what they need• Common rules amongst different classes• Don’t forget about parents• Contact parents early & often• Make sure that parent contact is not always

negative!• Classroom management should not always

be negative!

Above the Line…Below the Line

• Student discuss acceptable & unacceptable behaviors

• Students determine consequences

• Students determine what they need to do to make up unacceptable behavior

Why you should have rules

• The effective teacher invest time in teaching discipline and procedures, knowing that this will be repaid multifold in the effective use of class time.

• Rules immediately create a work-oriented atmosphere

School Wide Rules• Honor level discipline

– Positive: students are rewarded for maintaining a “good” behavior standing

– Negative: students earn consequences and are exempt from activities or rewards

– Infractions

• The key to an effective school wide discipline plan is that everyone uses it effectively

• Students know that there are common expectations

Establish rules for the following…

• Beginning of the class period• Handling tardy & absent work• Distributing supplies• Returning class work & homework• How will students & parents contact

you• Deciding rules about leaving seats• Deciding procedures about leaving

the classroom (bathroom, office, …)• Ending the class period

Consider guidelines for…

• Headings for papers• Asking for help• Talking during seatwork• Handling fast workers• Distributing tests & homework• Picking up tests & assignments• Making transitions• Turning in homework, absent work, late

work• It will be easier for students if these

guidelines are consistent amongst teachers!

Determine feedback on…

• Incomplete or late work• Calculating grades• Monitoring student work &

progress• Keeping a record of grades• Student procedures for

reflection & self-grading• Maintaining student portfolios

Positive Rewards!• Note to student

and/or parent• Phone call home• Awards• Special treat or

lunch• Donated gift

certificate• Extra computer time• Lunch with a friend

in a special location• Video Games at

lunch

• Special day named after them

• Incentives- individual or entire house

• Raffle drawing • No-homework or

extra credit coupon• Fast Pass to lunch• Go to lunch 3

minutes early

Establishing a set of rules

• Rules should– Be clear & specific (short & simple)– Be easy to determine if someone broke the

rules– Make sense to those that enforce them-

must be agreed upon by both teachers & student

– State what is allowed and what is not– Stated positively (sometimes a negative

rule is more direct: No Fighting)– Non-negotiable – Be set up to help CHANGE student

behavior- not punish HANDOUT:

Guidelines for handling inappropriate

behavior…• Select 3 - 5 behavior problems,

discuss with a partner what you could do as a teacher to get a handle on the behaviors.

General Guidelines• Place an emphasis on prevention• Try to determine if the behavior is just

annoying to you or really interfering with classroom operations

• Attack the behavior, not the student- discipline should not interfere with classroom activity

• Stay CALM!• Do not bring up past problems• DO NOT ENGAGE IN A POWER STRUGGLE!• Begin everyday fresh…try not to let

yesterday effect today!

More Guidelines• Try to work out a win/win for all

involved• Be responsible for your words &

actions• Be fair• Provide opportunities for the student

to return back to classroom• Remind student of the choices they

made and that they have to take responsibility

• Arrange a class meeting if there are issues with several students

Should students be involved in creating the

rules?• Students may take more

ownership if allowed to help create the rules

BUT• Student role can be limited if

– Using school wide rules– Some classroom polices cannot be

left to student discretion

Instead of spending time creating rules with

students…• Spend time discussing

– Why rules are needed– Why rules may help students

succeed– Role playing or sharing specific

examples of the rules…What does it mean to be respectful?

Logical Consequences

• Avoid using reducing academic grade as a consequence

• Should make sense• Should teach students the

difference between acceptable and unacceptable consequences

• Should be explained ahead of time

• Should fit the crime

Reasonable & Logical Consequences

• Time out• Demerit or fine• Detention• Written assignment or apology• Being last to leave• Deprivation of some reward• Exclusion from class

participation

Documents

DAY 3 Team Teaching Classroom Management. Questions, concerns, or comments from yesterday?