Synthesis 4 – Collaboration
Collaboration is a unique experience for teachers in the
public school system. Working with a peer teacher can be an intimidating
process if individuals do not possess personality characteristics which blend
well together. In my past and current
experience with collaboration, I have been blessed with a wonderful special
education teacher who simply, clicks with me. We listen to each other,
cooperate in our desired goals, are both unbiased, nonjudgmental, and most
importantly, we are both extremely flexible. This year, however, has been a
challenge. My partner in this endeavor is the head of her department, as well
as my inclusion teacher. Her responsibilities often keep her from the classroom
and when she is with me, she is often occupied making copies, running errands,
and keeping me afloat. Regardless of the inconveniences, together we are still
a progressive, innovative, working team. Each of us has confidence in our
co-worker’s talents and skills. This allows us to operate in the classroom
setting by compensating for each other’s weaknesses, and expounding on each
other’s strengths. We are never threatened by the other’s gifts. Our classroom
is designed to be a learning environment for both of us and the students as
well. Our lesson plans require and exist on active involvement by both teachers
and students on a daily basis. As we collaborate, each of us values the
thoughts, ideas, and interpretations of the other. We value the knowledge each
of us brings to the table. Daily, we grow and learn from the intervention of
each other. My co-teacher is an expert on current educational trends, stays
abreast on evolving trends and issues in the field of special education, and
knows the law. Our goals and expectations increase our productivity and
creativity.
Our time together as
teachers in an inclusive environment is extremely limited. We do not have
planning times together and our schedules rarely permit the opportunity for us
to calmly sit down and strategize together.
Factors beyond our control also prevent the two of us from having
adequate classroom time. We have not had the occasion to be in the classroom
together for several weeks. As the general education teacher, I keep the infrastructure
of the classroom moving and she is with me when she has the opportunity. Today,
the Hybrids were intensely studying ACT II of Julius Caesar. About 25 minutes
before the end of class, I heard her key in the door and knew she would be with
me for the remainder of the class period. She quietly walked to the back of the
room, opened a copy of the text, saw the page number on a student’s book seated
near her, I assigned her a part, and without thought or preparation, the two of
us became Marc Anthony and Brutus, as if we had been rehearsing for weeks. If
we taught together on a daily basis, the outcome would be rather incredible,
for it is rare to observe two teachers so well tuned with each other.
Chapter Four of our text highlights the frustration that we
are facing in our classroom today. Boon and Spencer state that collaboration
takes time and effort by a number of school personnel. How can appropriate
planning occur if a teacher is pulled away from the classroom to fulfill other
mandatory responsibilities? When two teachers are involved simultaneously in
the education of an extremely diverse group of students, it is vital for both
teachers to be actively involved in the execution process and educational strategies
of the operating classroom. Our primary goal is to serve the students by ensuring
that their education benefits them both in and out of the classroom. We realize
the positive influence our joint efforts have for the targeted grouping of students,
and we also realize that immediate adjustments must be established to ensure
their success. For our goals to become a reality and for the students to
experience the harvest of our preparation labors, we must regularly have
collaboration time and consistent co-teaching in the classroom.
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