Name ______________________________

Chapter 4 STC Reflection

Directions: For each content module, you will complete ONE reflection on the texts and the lecture. Follow the format below. Each
weekly reflection is worth 5 points.

STC self-reflections are graded for completion. In order to be considered complete, students must complete every section of the
chart. Questions at the bottom of the STC self-reflection require a minimum of two-three complete sentences to be considered
complete.
Define each term in your own words. Then give an example how the term/ concept may be applied in an educational setting.

Term/ Concept Definition Example for Application

One teach, one observe
Parallel teaching
Station teaching
Alternative teaching
Team Teaching (Teaming)
While the other teacher is monitoring either
the learners or the teacher, only one teacher
oversees providing the teaching.
Each of the two teachers leads instruction for
half the learners equally. Although the subject
is the same, the instructor to student ratio has
improved.
Both the students and the instructional
material are segmented into several portions
and groups, respectively. Then, as the students
rotate, each instructor leads their own station.
Provides numerous approaches to learning the
same information so the learning targets are
the same, but the instruction is differed.
There is no one teacher with full authority,
instead both teachers are actively and equally
While one instructor instructs, the other observes
and makes notes on one student while sitting in the
back of the room.
The class is divided in half, and each instructor
instructs a smaller group of pupils on the cell cycle in
turn.
One instructor delivers a reading lesson on
connecting to other texts, another teaches a writing
lesson on how to add dialogue in an intriguing way,
while one set of students works independently on the
computers or in social studies centers. Over the
length of the class time or block, students stay in
their groups and visit each station.
While the small-group instructor assists students in
developing a tale idea, the large-group instructor
offers a course on writing narrative openers.
A lesson on multiplication is taught by one teacher
using the lattice approach and another using the
 Name ______________________________
One teach, one assist
interpersonal problem solving
Parity
shared responsibility
shared accountability
involved in the lesson by assisting students and
answering questions.
One teacher is responsible for leading the
instruction while the other is assisting and can
act as the voice for the students when
difficulties arise.
is described as a cognitive and behavioral
process that entails an effort to reduce the
stress brought on by the discrepancy between
the current situation and the ideal condition in
interpersonal interactions.
Overall, it means to be equal but typically is
noted with co-teaching so there is equal
instruction between two teachers.
Characterized as a system in which coteaching
teachers seek to share existing tasks among
themselves
An evaluation system that gives teachers with
the necessary feedback describing their job
efficiency and how much the pupils learnt from
it They both claim equal responsibility for all of
the input.
STC Reflection
conventional way. When students study in groups or
individually, both teachers collaborate.
The other instructor wanders about awarding
students with stickers, checkmarks, or private talks
while the first teacher teaches the lesson.
Additionally, the floating instructor describes
behavior and, when required, enforces class rules
and sanctions.
Giving a presentation at work is another instance of
exchanging knowledge with others in a professional
context.  team meetings to determine a student's
placement
If two teachers are co-teaching, if one aids and the
other instructs, they must be viewed as equal by each
other and by the students.
If two teachers are teaching how to sing, they will
share the responsibility for teaching the subject and
will carry out the intended plan of action.
If one instructor teaches how to draw and another
helps individual students, both teachers are
responsible for successful work and providing
relevant comments.
 Name ______________________________

Square What ‘squared’ with your thinking? That is, what ideas did you encounter
in the reading that were consistent with what you already knew about
teaching?
Triangle What ‘pointed’ you in new directions? What new ideas did you discover in
the readings? Discuss the ways in which the readings provided new
understandings about teaching and learning. State a quote (or portion)
AND point out how it directs your thinking in new/novel ways.
Circle What thoughts are still “circling” in your mind? This section will require
the most thoughtful reflection. In it you will discuss the ways in which you
think you could use the new information to build on what you already
know. In addition, you should write about the things that still puzzle you.
Write about the questions it raised for you. Write questions about things
you don’t understand, things that make you think of your own learning,
and especially things that you relate to teaching and/or education.
I was already familiar with the majority of co-teaching
models, the requirements for student teachers, the
potential of two teachers co-teaching in a single
classroom, and the existence of student teaching.
I learned that teaching may be done in a variety of
ways, whether there are one or two teachers present. I
saw that having two teachers in the same classroom
was necessary because it gave the teacher a chance to
listen and learn more while the student processed what
was happening.
This module was focused on collaboration especially
the different types of collaboration you can see in the
classroom. These can development of higher-level
thinking, oral communication, self-management, and
leadership skills. Promotion of student-faculty
interaction. Increase in student retention, self-esteem,
and responsibility, and letting me know how to
implement these strategies as a co-teacher.

1. What do you perceive as potential additional barriers to collaborating with paraeducators and paraprofessionals? What are some practical solutions for
collaborating when time is limited?
Classroom monitoring of behavior disagreements might be a point of barriers also like age range might affect. I think the best way is to communicate to get a
balance on it.
2. Consider the types of co-teaching models. Which model best fits your personality, strengths and communication styles? Why?
The best co-teaching model for my personality would have to be team teaching. It suggests that there are equal duties involved in collaborative
teaching. I consider myself to be a co-teaching sort of instructor; rather than placing the bulk of the responsibility for the classroom on one teacher more
than the other, I'd want to share it.
3. Reflect on your experiences in the classroom, whether as a K-12 student or as an undergraduate student. What were your parents’ experiences like in
school involvement? Were there any major barriers or circumstances that impacted their involvement? How could your experiences effect your
expectations of parent/ family involvement?
Name ______________________________

My parents were never involved in any of my schooling. I come from a Chinese traditional family. They more care about both of my brothers. As
a teacher I will hope that my students will not be same as my parent, they don’t care about anything about in school. I need to figure out how to
solve my problem by myself. Cause what I have been through is really bad, I know how hard it is. So, I don’t want anyone like me. And if any
student are having trouble I willing to help them out.