Tim DiBisceglie

Skit Reflection
EDUC 359

Supportive Co-Teaching:
Supportive co-teaching is when the one member of the team takes the lead role and the
other member rotates among the students to provide support. This method can be very helpful
and effective, especially for a busy classroom that had ELL students in it. Most of the time, ELLs
need extra instruction or attention from a teacher, and it is difficult for just one teacher to provide
the proper support and attention. There isnt enough time in a day for one teacher to meet all of
the needs for each child, especially when an ELL student is being considered. Being able to have
a second teacher or member of a team help out is so helpful. This way, the teacher is able to
teach the material and have a second helper to be able to circulate the classroom to check for
understanding and assist in any way possible. This method is what we are used to doing with our
observation hours, because the teacher will be teaching something and we are there to act as an
extra set of eyes for the teacher. We can go around the classroom and assist the students in need,
and it is especially beneficial for the ELLs because they can ask question to the helper without
having to slow the flow of the class down.

Parallel Co-Teaching:
Parallel co-teaching is when support personnel and the classroom teacher instruct
different heterogeneous groups of students. This is when there will be different groups of
students being instructed by either one teacher or the other, and the groups will be separated in a

specific fashion most likely. This can be beneficial for a classroom that has multiple ELL
students, because they can go with one teacher to receive separate instruction that will be
differentiated from the typical lesson. This way the teacher wont have to keep the other learners
behind with their development, and the teacher can confidently instruct her class without having
to worry if a student has absolutely no idea what is going on.

Complementary Co-Teaching:
Complementary co-teaching is when a member of the co-teaching team does something
to supplement or complement the instruction provided by the other member of the team. This
could be beneficial for the classroom dynamics if one teacher is very solid at speaking and
presenting the material, and the other member of the team is good at interpreting what is being
said. For example, if the teacher says something to the class and they dont respond or show a
basic understanding, the second member can rephrase it in his/her own words that the students
may understand better. It never hurts to get a second persons instruction or views on something,
because some students may understand one more than the other. The second member of the team
can also partake in taking notes on the board as the other teaches, which also saves time. This
can help ELLs because they get a second viewpoint from the other teacher, and the second team
member may represent the material in a form that the ELLs can understand better.

Team Teaching:
Team teaching is when the members of the team co-teach alongside one another and
share responsibility for planning, teaching, and assessing the progress of all students in the class.
This method can be proven to be more successful for the teachers as they plan for their lessons,

because they are able to assess each other as teachers and give advice as to where one another
can improve. They can also decide to focus on teaching towards different learning styles within
the classroom. For example, some learners may be more visual while others are more verbal, so
one teacher can use one style while the second teachers uses another. This will benefit the
students that struggle with learning in different ways than they are used to, and they can continue
to grow as students based on the teachers variation in presentation of the material.