'The Impact of Co-teaching on the Student Achievement\r'

'The consideration co- pedagogy refers to a statement practice whereby cardinal or more professional instructors atomic number 18 pertain in delivering substantive operating instructions to a group or class of scholarly persons, who argon diverse and blended. The delivering of instructions by the instructors occurs in a single physical space. In this arrangement of article of faith, the steady and supererogatory educators (co-t for each oneers) be invited in direction scholarly persons who belong to the same class. In some cases, co-teachimg is done in order to answer students with disabilities or those with encyclopaedism difficulties, as comp bed to an separate(prenominal) students in the class (Brooks, V.2004).The two educators in co- inform argon referred to as the mend and the peculiar(prenominal) educators. The obligation of a firm educator includes the preparing of the general class centre as hearty as the lesson plan. The fussy educator on the other h and is responsible for adapting the content of what is to be taught to the students. In addition, the special educator presents the class content in a manner that meets the involves of the students in particular those who may cast shooting difficulties.It is and so strategic to note that in co- pedagogics, the special and the regular educators induct their distinguish sufficient responsibilities and roles. However,the teachers atomic number 18 expected to work in concert in harmony so that each single(a) student ‘s attainment needs ar catered for. Co-teaching is one of the ways through which collaborative teaching cig atomic number 18tte occur (Adams, L. et al. 1993). Collaborative arrangement establish on co-teaching brings together two educators (regular and special) and the related personnel office in order to ensure that students with disabilities piss on the whole their study needs met.This requires the teachers to spend some sane amount of time in a regular class so that students argon provided with the appropriate get. A teaching program that take overs co-teaching as a teaching practice should ever so be effective for twain the teachers and the students. This ensures that the objectives of co-teaching atomic number 18 get hold ofd. The concept of co-teaching has existed in the education system for some time now. This method of teaching has been maturation truly fast in schools due(p) to the authorized role it plays on student exertion.Though effective as a teaching tool, co-teaching has set about some ch whollyenges when it comes to rating as well as supervision. Just handle in the other teaching practices, co-teaching requires the teachers to prepargon a co-teaching module in order to increase the achiever of the education programs. Thesis Statement Co-teaching has now decease a real popular method of teaching in m whatsoever schools. As a concept, the teaching arrangement aims at meeting the needs of a ll students, including the dis fittedd and those with cultivation difficulties.This aims at boosting the students’ act. The objectives of the education programs that are habitd in class can be easily achieved through effective co-teaching. This will involve the adoption of healthy co-teaching consanguinitys as well as skills. Co-teaching has some impact on the student achivement. In this paper, twain the lesser and the greater impacts of co-teaching on the student doing will be discussed. Discussion Co-teaching increases student proceeding by developing a sincere information surroundings.Having a safe(p) schoolroom purlieu en opens students to perform well, because it ensures that factors that increase the students’ achievement are everlastingly present. The students show poor carrying out when the classroom milieu hinders their ripe concentration and run intoing in their development (Cowley, S. 2006). Therefore, a good learning environment purify s the consummation of the students and vice versa. A good example of a good classroom environment that improves student carrying out is the one that is heterogeneous.The co-teaching programs are very instrumental in creating a heterogeneous classroom environment (Cook, L. 2004). This discourages sameness in learning, hence learning becomes exciting and gratifying for the students. When students enjoy learning, they become more engaged in learning and they are ready to work enceinte in order to perform well. The increased involvement of students in learning promotes a healthy teacher-student relationship, which is very important when it comes to effective teaching and good performance in students.Co-teaching creates more room for learning and share-out for both the teachers and the students, which is a great step towards corroboratory achievement in students. Co-teaching facilitates incontrovertible achievement in students through meliorate instruction. by dint of the co-tea ching programs, the teachers are fitted to deliver improved instruction to the students. Due to the students’ opposite schoolman abilities, the teachers puzzle a great responsibility of ensuring that the students achieve their learning objectives despite their different pedantic abilities (Kyriacou, C. 2000).The differences are employ to determine what needs to be done so as to assist a particular student. For instance, while some students are academically gifted, the others have average capacity. In addition, some students are always at the risk of failing in class due to their low academic capacity and lack of effective teaching methods by the teachers. It is exactly by identifying the undivided students’ academic abilities that teachers can gap the necessary assistance to students who need special attention. For example, the ability of the alter students to perform well depends on how well their special needs are met in class.There is need for teachers t o ensure that all students learn well, despite the differences in their academic abilities. This can be done by assisting the students to maximize their potential in class. This is what co-teaching does through improved instruction. The needs of the students found on their different academic abilities are well intercommunicate in co-teaching. This improves the achievement of the students, since their learning needs are addressed on time and in the right manner. The problems that are faced by the students can always be resolved at the right time to promote good student achievement.In any profession, having alone(p) professional relationships encourages load and dedication of the workers. In the teaching profession, teachers who have unique professional relationships are hold able to work together in a complementary manner. Because professional relationship has to be built on trust, communication, parity, and wonder, the co-teachers integrate these value in their teaching (Ric hard, A. et al 2008). When the teaching is establish on positive values, the students are able to learn properly.This increases the students’ ability to adopt learning based on values that maximize their potential, hence they show a high level of achievement. Creating a sense of belong and support in the classroom encourages the sharing of learning experiences betwixt the teachers and the students (Rosenberg, M. 2003). This actor that all learning experiences, whether good or bad can be shared out. For instance, co-teachers who have been involved in teaching programs have clearly stated that they have enjoyed a sense of support fostered by the teaching programs.Therefore, teachers are always able to share a spectacular lesson with the students. On the other hand, whenever a lesson is challenging, the teachers are able to share their experiences. When students looking that they need to share their learning experiences with the teachers, they are able to appreciate learnin g. Since the students feel obliged to participate in the learning process, they can perform well to achieve what is expected of them. This increases the students’ achievement. Co-teaching is an innovative prelude in teaching, which has both the conceptual and operational aspects.There is need to develop and adopt co-teaching programs through proper planning, implementation, and overly evaluation. ace of the impacts of co-teaching on student achievement is closely related to resolving the problem of stigmatization of the students with disabilities. In a regular class, students with disabilities are sometimes faced with learning difficulties due to being perceived as â€Å"different”. This intend that the students tend to be disadvantaged when it comes to learning because of their temper of being disabled.The other students in class may stigmatize the students who are disabled because they consider them as lacking something. Consequently, the students with special needs may be treated unfairly by the others due to their special needs. By being stigmatized, students with special needs may tend to show poor performance in class. They fail to meet the goals of the courses that they are taught in class. In order to improve the performance of these students and to increase their achievement, co-teaching can be used (Marston, N. Accesed on October 9, 2008). This is very dependable to the students.The teachers who are involved in co-teaching programs are able to deliver their services effectively to the students who are disabled, and therefore have special needs. The stigmatization of the students is greatly reduced, a stead that has been proved to improve the performance of the students. Through the co-teaching programs, the teachers increase intellectual of the students about the content of the courses that the students are taught. This motivates the students to learn, as well as to share what they have learned in class with the others.In addit ion to increase the students’ understanding, co-teaching advocates for respect towards the disabled children from the fellow classmates. The fact that the disabled students have special needs means that they may require some special attention from the others, a situation that the fellow students may try to ignore. When co-teaching promotes respect for the disabled and minimizes their stigmatization, the student achievement in learning increases. It is very important to note that, co-teaching takes care of the students’ and teachers’ needs.For instance, co-teaching advocates for a teaching approach that minimizes transitions when students show the tendency to collapse transitions. At the same time, co-teaching approaches create room for patronise changes so that the students’ needs for extra motivation are encouraged. Co-teaching approaches promote the addressing of the teachers’ needs. The approach can either set aside independent teaching for t eachers with different teaching styles, or working together within a shared approach. The most appropriate approach can because be adopted depending on the teachers’ and students’ needs.The student achievement is increased when the most appropriate approach in co-teaching is adopted. For instance, a student can be able to have a more detailed notification in the learning process. A teaching approach, â€Å" wholeness teach, One Observe” has teachers decide on the caseful of observational information that needs to be pull together during instruction in advance. The teachers can then easily agree on the better(p) gathering data. The co-teachers are then able to analyze information, which they can use constructively in the classroom. Instructional fragmentation in learning strickles the performance of students negatively.This often occurs when service tar options are offered to students in the learning process. This requires the students to leave the classr oom so as to receive the services, a situation that promotes instructional fragmentation. This can be well minify when students do not have to leave the classroom in order to receive instructions. When students receive instructions through the co-teaching programs, the instructional fragmentation is minimized. This is because, the students do not necessarily leave the classroom to receive the services.Well referred to as the co-teacher, the special service provider improves student learning by their good understanding of the class plan. This means that the plan is well developed and implemented to suit the needs of the students (Moran, G. 1997). In addition to this, a special service provider is empowered by the co-teaching programs to understand well the academic expectations. By understanding the curriculum, the teacher concentrates on issues that aim at ensuring that the performance of the students is always improving.Co-teaching encourages the development of a teaching model that promotes positive achievement in students. The teaching models used in co-teaching require individual teachers to always bring authoritative characteristics and intimacy voluntarily in class. This is further complemented by skills that the teachers voluntarily use in class. Since teachers have special personal charateristics, bringing their characteristics in class voluntarily enable them to work effectively with the other teachers. By working together in harmony, the teachers are able to strengthen each other in teaching (Jill, A. ET al.2007). A co-teaching model requires teachers to have sets of common skills as well as common knowledge. Furthermore, the teachers show knowledge that is specific to discipline. Through the models, teachers are able to prepare classroom activities to suit the needs of the students, and to facilitate learning in a good classroom environment. Since teaching becomes voluntary for teachers, they are able to fully maximize their potential in teach ing. When the teachers deliver their best, the students on the other hand receive the best. This no doubt improves the performance of the students in class.The classroom dynamics based on co-teaching models make the classroom interactions very unique. Having well outlined classroom responsibilities and duties allows the teachers to specialize on particular classroom topics (Gail, E. et al. 2001). These topics can be taught intensively such that the students’ understanding about a particular topic is increased. The teachers are then able to provide support to individual students by ensuring that a whole class instructional flow is successfully maintained. A co-teaching curriculum is very instrumental in reflecting the students’ needs.By so doing, the curriculum is then implemented with the aim of addressing the compensatory, developmental, and academic skills. The student achievement is boosted when skills are improved based on how the co-teaching curriculum is implemen ted. The students’ efforts are easily monitored by the teachers in a co-teaching program. The students’ performance can be improved when the curriculum and the teaching techniques are reviewed (Ellis, V . 2004) this calls for appropriate teaching measures based on the weaknesses and the strengths of a co-teaching curriculum.Another co-teaching approach, â€Å"One train, One Drift”, allows teaching by one teacher while the co-teacher at the same time assists students in class without disrupting the one who is teaching. The student supervision by the teachers is important in good student perfomance. This is what the â€Å" reduplicate Teaching” co-teaching approach does. Through such an approach, the students who have been involved in co-teaching have had their class achievement increased greatly. Other approaches that can be used in co-teaching include Station Teaching, Alternative Teaching, and team up Teaching.The diversity of teaching approaches offer s teachers an opportunity to adopt the best and the most appropriate teaching approach based on the different and diverse student needs. This encourages proper matching of a given particular approach with the needs. The students’ achievement is increased when proper teaching approaches are adopted in teaching (Curren, R. 2006). students in a co-teaching program are able to develop a comfortable relationship with the teachers through the well-built relationship between the two parties. The students can express themselves freely, sense harmony, and tightness that may exist in a learning environment.A positive relationship can easily be established between a teacher and students in a co-teaching program. Through the relationship, misunderstandings that may bone in class are minimized (Capel, S. , and Turner, T. 2005). The problems that may arise in a class room environment are then resolved before they affect the students’ performance negatively. Co-teaching creates a cohesive classroom where the teacher and the students are able to work together towards achieving the goals of the courses taught in class. While they appreciate the strengths of what they experience during the learning process, they also recognize the weaknesses.By recognizing the weaknesses, the teachers and the students strive to turn the weaknesses into opportunities of improving learning. Furthermore, learning that integrates Individualized development Plans can be developed. The plans are very important in ensuring that the needs of the students are well taken care of. Through co-teaching, the teachers are able to take risks . This means that new methods of teaching can be explored. This makes it easy for teachers to learn from each other, and hence they can grow as professionals. determination culture is very important in any society, whether formal or informal (Cohn, L.1976). The teaching methods in formal and informal education differ, but the two shares certain priciple s. In formal education, co-techinh has bee used as one of the most effective teaching practices when it comes to assisting the students to improve their perfomance. This increases the students’ achievement. The impact of co-teaching in student achievement varies. Co-teaching uses different approaches. Despite the differences, the most important thing in co-teaching is to ensure that the students’ needs are appropriately addressed in a class environment. ReferencesAdams, L. , Cessna, K. , and Friend, M. (1993). Effectiveness Indicators of collaboration in Special Education. General Education Co-teaching lowest Report. Denver; Colorado. Department of Education Brooks, V. (2004). 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