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Professor Reilly

ELL~359
Reflection
September 14, 2015

Parallel Co-Teaching vs. Supportive Co-Teaching
With inclusion on the rise, now more than ever, teachers are sharing classrooms
and becoming effective co-teachers. The two topics that I wanted to focus on were
Parallel co-teaching, as well as Supportive co-teaching. Both methods of co-teaching
typically include a general and a special educator so that all students are given the same
learning opportunities. Both styles engage all students in a creative and beneficial
manner.
Parallel co-teaching allows teachers to split the class in half, with each teacher coteaching a portion of the class. The class can be divided based off of learning profiles,
behavior management, or randomly. This method of teaching enables students to retain
information differently. Especially if you systematically switch the children from group
to group it allows the students to experience different teaching methods and learning
experiences. Each group of students would be learning the same information just taught
by two separate teachers, and two separate methodologies providing a greater opportunity
for more students to retain more information. This method works perfectly pertaining to
ELL. Having the ability to group your students into two separate groups provides
students with smaller group sizes promoting a more intimate learning environment.
Depending on what stage a child is in with learning a second language, having
confidence to speak up or answer a question is a major factor. Smaller groups make
students feel more comfortable and willing to participate.

On the other hand supportive co-teaching is another excellent form of coteaching, and probably most commonly used in classrooms. With this technique one
teacher is teaching the class as sort of the sage on the stage, while the other teacher acts
as more of a guide on the side. Usually the lead teacher is teaching the lesson to the entire
class and the other teacher is walking around helping clarify information for the other
students who may not completely understand the lesson. From my experience throughout
school, the second teacher would usually have notes for the students to help them better
understand the lesson.
In my opinion the more ways that a child is exposed to information the better. As
we know, no two children learn the same, therefore one learning technique could not
possibly be sufficient to teach all types of learners. I believe the co-teaching method is
beneficial in both cases.