Co-teaching is a valuable strategy in education, particularly in the realm of learning support and special education. While the expectation is clear—teachers must collaborate to provide the best outcomes for their students—the reality of working closely with colleagues from diverse backgrounds and experiences can introduce challenges that disrupt this collaborative process.
Over the years, I've engaged in countless conversations with fellow educators at conferences, job-alikes, etc. These discussions have revealed common phrases that, while not quoted verbatim, capture the essence of frequent barriers in co-teaching environments. These phrases often arise in the heat of the moment, but their impact can be significant, creating more division than unity. By recognizing and addressing these barriers, we can foster healthier, more productive relationships with our teaching partners.
1. “So you’re sick again. How long do you think you’ll be out this time?”
The Impact: This comment can make colleagues feel judged and unsupported, rather than cared for during a vulnerable time.
Positive Reframe: “I’m sorry to hear you’re not feeling well. Let us know how we can support you while you’re out, and take the time you need to recover.”
Why It Matters: Offering empathy and support helps to build trust and ensures that colleagues feel valued, even when they’re unable to be present.
2. “Those students are your students. Are you going to do anything about them?”
The Impact: This statement isolates responsibility and overlooks the shared nature of managing student needs in inclusive settings.
Positive Reframe: “I noticed some students might need extra support. How can we collaborate to ensure they get what they need?”
Why It Matters: Using collaborative language acknowledges that supporting all students, especially those with special needs, is a collective responsibility. It encourages teamwork and problem-solving.
3. “I understand that you’re dyslexic or ADHD, but…”
The Impact: This phrase dismisses the individual’s challenges and minimizes their experience.
Positive Reframe: “I appreciate the challenges you’re managing with dyslexia/ADHD. How can I assist in making things easier for you?”
Why It Matters: Acknowledging and accommodating neurodiversity is crucial in creating an inclusive and supportive work environment. It demonstrates respect for individual needs and fosters collaboration.
4. “I understand that we are working together, but we don’t have to be friends.”
The Impact: This comment creates unnecessary distance and tension in a professional relationship.
Positive Reframe: “While we may have different personal styles, I value our professional relationship and the collaboration we can achieve.”
Why It Matters: Emphasizing mutual respect and a focus on shared goals can help overcome personal differences and lead to more effective teamwork.
5. “I know that student should receive extra support accommodations, but I don’t see the point.”
The Impact: This statement reflects a lack of understanding or commitment to the educational equity necessary to support all students effectively.
Positive Reframe: “Ensuring every student receives the necessary support accommodations is crucial. How can we work together to better understand and implement these effectively?”
Why It Matters: Emphasizing the importance of every student's right to education and the effectiveness of accommodations reaffirms our commitment to equity and inclusion. It also promotes a deeper understanding and teamwork in addressing educational needs.
Promoting Healthy Collaboration
The challenges of co-teaching are real but not insurmountable. By being mindful of our language and attitudes, we can create an environment where collaboration thrives. It’s essential to remember that the language we choose and the attitudes we express can either build or burn bridges. By supporting each other and striving for understanding, we can create a stronger, more unified teaching team with our students as the winners.
For those who are interested in exploring this topic further, I recommend checking out a couple of articles that provide practical advice on fostering positive collaboration in educational settings:
"Co-Teaching Implementation: How Do School Leaders Support Teachers?" - This article discusses the critical role of school leaders in supporting co-teaching, emphasizing how thoughtful leadership can enhance the effectiveness of co-teaching strategies (AITSL).
"Collaborative Teaching: Sharing Best Practice" - This piece highlights the importance of research-supported collaborative practice, illustrating how a communal approach to professional development and evidence-based teaching can foster significant improvements in co-teaching environments.
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