Although it has been around for decades, coteaching is now emerging as one of the most popular buzzwords in education, specifically at the high school level. It was a proven strategy in the elementary setting, and now secondary administrators are beginning to use the philosophy to improve teaching and reap the same benefits seen in elementary schools. The problem with schooling in high schools is the same with most elementary school philosophies that have been forced into high school: Teachers are not willing to accept change, management assumes they are, and there is not enough training before applying the philosophy.
Teaching is a lonely profession, especially at the secondary level. Programs such as classroom group work and group tutoring have only recently breached the walls of American high schools. High school teachers have stereotypically developed an ownership mindset over their classrooms, and rightfully become defensive to change, especially when change involves relinquishing control of the classroom. So when suggesting coteaching, most secondary school teachers hesitate. This is a constant that will not change; What needs to change is the approach that officials take in the implementation process.
If coteaching is to become a direction for a school district to take, teachers must be made aware of the implementation, strategies, and benefits that accompany the coteaching philosophy. Bringing teachers together strategically and applying effective strategies are aspects of co-education that need to be addressed, but this article aims to elicit the value of communication by the administration and among faculty members during the implementation process. Secondary teachers don’t know what coteaching means; Let me repeat, secondary teachers do not know what the term coteaching means. Most secondary school teachers who teach in an inclusive setting see teaching as the content teacher leading the lesson and the special education teacher combing the class, trying to help with the lesson. Any primary teacher can point out the huge flaw in this system, But elementary teachers have been trained and have already embraced the philosophy.
Coteaching candidates at the secondary level should be given time before the start of the school year, preferably at the end of the previous year, to learn and understand the material for coteaching. They should use videos of high school teachers using a group teaching approach of actual high school students. They should be made aware of the benefits of coteaching by real high school teachers and high school students. They need to be able to express their concerns openly, without fear of criticism, before they begin the education process. However, informing the college is not the end of the journey but rather the beginning. It is the most important step in the process.
When done well, coteach may be the answer to motivating students, raising test scores, motivating teachers, and reducing behavior problems. The solution to successful coteaching strategies At the secondary level, he is not only present with the teachers; The solution is to transmit information. School education is an asset too valuable to lose due to stereotypes.
Conclusion:
As secondary education continues to evolve, coteaching emerges as a promising approach to enhance teaching effectiveness and student learning outcomes. By addressing challenges head-on, providing adequate training and support, and fostering a culture of collaboration, schools can unlock the full potential of coteaching in transforming education. Let us embark on this journey together, recognizing that the true essence of coteaching lies not only in teaching together but also in learning from one another.