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Ms. Seung and Mr. Schafhauser (our ACTUAL co-teaching situation!

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Preliminary Discussion Questions
The questions below are designed to serve as a starting point for co-teaching discussion. Depending on previous
experiences working together, some questions may not be relevant. Remember that differences of opinion are
inevitable; differences are okay and perfectly normal. Effective co-teachers learn and grow professionally from their
work together. Competent professional skills, openness, and interest in working together are more important than
perfect agreement on classroom rules.

1. What are your expectations for students regarding:


a. Participation?
i. Miss Seung: Every student will participate either by sharing out loud or
paying attention.
ii. Mr. S: We expect students to always be on task, prompt and ready for
class, prepared with the proper materials, and to raise their hand when
ready to answer a question or when posing a question/comment.
b. Daily preparation?
i. Miss Seung: I expect that students come with a pencil, their notebook and
their textbook. I dont give out pencils or any materials in my class;
students have to be sure to bring those.
ii. Mr. S: Both Miss Seung and I will usually have a supply of pencils
students can borrow on our desks, but they have to return them. There
are constant reminders to bring a writing utensil every day. This is the only
material they have to bring in since all their work is on handouts we hand
out.
c. Written assignments and/or homework completion?
i. Miss Seung: Students complete one packet throughout the week that they
return every Friday.
ii. Mr. S: Students complete a pre-made handout during class. There is
usually no homework given out in class, but if a student has legitimate
reason for not completing their work they can bring it home to complete for
the next day. We expect 100% completion of handouts during class. We
also have the occasional essay and other written assignments due for our
class.
2. What are your basic classroom rules? What are the consequences?
a. Miss Seung: Demonstrate respect, follow directions the first time, redirect your
peers no feedback, respect the noise zone. Consequences: warning, points loss,
detention.
b. Mr. S: Same.
Additionally: First thing you do when you walk in the door is grab the handout from
the bin, 2nd is put your backpack on the floor, 3rd is do the do-now on the board,
and last is be on task and respect yourself and all other individuals in the
classroom. Also, lateness is heavily penalized in our class.
3. Typically, how are students grouped for instruction in your classroom?
Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).

Miss Seung: independent work for most students. For struggling students, in small groups, where
they work together to complete classwork after a short mini-lesson. There is a table we have in the
back of classroom for the students with the most major learning disabilities. Mr. S. frequently is
back at this table making sure the students are always on task.
Mr. S: Sometimes in groups (very rare), sometimes in partners (usually at least one turn and talk
per lesson), but typically for a whole group lesson (what most days look like for the majority of the
lesson). 7th period: in small groups, where they work together to complete classwork after a short
mini-lesson.
4. What instructional methods do you like to use (i.e. lectures, class discussions, stations,
etc)?
Miss Seung: Lectures, class discussions, hands-on worksheet completion.
Mr. S: Working with struggling students (stations if needed).
5. What practice activities do you like to use (i.e. cooperative learning groups, labs, etc)?
Both: learning groups, Guided/Independent Practice through powerpoint and verbal directives
6. How do you monitor and evaluate student progress?
Miss Seung: Daily grading, data gathered from Writing Zone+Exit Ticket.
Dan S.: Same.
7. Describe your typical tests and quizzes.
Dictated by curriculum. There is always a blend of vocab, comprehension questions from reading,
and a writing portion to make sure they understood the main points of the lessons.
8. Describe other typical projects and assignments.
Mr. S: I give out extra work to students who are struggling with material, and also harder
work to students who are going above and beyond expectations so they can remained
challenged in the classroom.
Miss Seung: Writing response assignments where students read something and they have
to write a response using the objectives we learned.
9. Do you differentiate instruction for students with special needs? If so, how?
Mr. S: I read many directions aloud for our special needs students and I provide guidance with
what the directions are. I will frequently highlight and underline important points that the students
need to focus on.
Miss Seung: Mr. S modifies the worksheets and readings. Students who have similar special needs
are grouped with Mr. S for small-group instruction.
10. Is any special assistance given to students with disabilities during class? On written
assignments? On tests and quizzes?
Both: Extended time when required, read aloud, frequent breaks when specified on IEP, sentence
starters, highlighting/underlining.
11. How and when do you communicate with families?

Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).

Both: Phone call, texts. Both positively and negatively. Parents on our side with most situations.
12. What are your strengths as a teacher? What are your areas of challenge? How about
your pet peeves?
Miss Seung: Clear delivery, student behavior management. Areas of challenge is to make the
WRITING assignments more rigorous. Pet peeves- tapping, beating on the desk, talking when not
supposed to.
Mr. S: Relationship-building, patience with struggling/misbehaved students. Clear expectations.
Areas of challenge is to understand my material better before I deliver it and be more timely with
lesson planning. Pet peeves- disrespect from students, not finishing a lesson because of student
misbehavior.
13. What do you see as our potential roles and responsibilities as co-teachers?
Mr. S: Both of us are here for each other and desire to see our students grow to be the people they
should be. We should address our students with both rigor and a kindness that is not surpassed in
many other co-teaching relationships (ideal). We also need to share the work and communicate
about lesson structure often. We support each other during misbehaved-student-situations.
Miss Seung: Both share workload in a timely manner and support each other.
14. If we co-teach together, what are your biggest hopes for our work as a team? What are
your biggest concerns?
Mr. S: My biggest hope is that we will be a light to our students in how we interact with each other.
As in, the students see two adults of different genders - who respect each other immensely and
friends throughout it all. I think this potential as a model for our students is incredible. We will also
continually hold high expectations! Biggest concerns: time management (on my part) and students
becoming better writers and readers.
Ms. Seung: Biggest hope is to have the students feel like we are their parentsas in, to see that
we are both on the same page. I think we are usually on the same page about various issues.
Biggest concern is being responsible for each of our workload.

Adapted from Walter-Thomas, C. & Bryant, M. (1996). Planning for effective co-teaching. Remedial and Special Education, 17(4).

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