Blog #15 Feedback and Development

1. modes of communication
2. different roles/responsibilities
3. values

Essay Organizations
Introduction
literature review
methods
data analysis Part 1 transcript/Part 2 observation
results (connections)
Conclusions

Detailed statement research question:

1. What are the essential features that co-teachers need to communicate?
2. How does the planning process and communication among co-teachers affect the performance of each other and the students in the classroom?

Rough Draft of Introduction:

The education community is constantly implementing new ways of teaching in order to benefit students and keep teachers successful in the classroom. Co-teaching is a way of teaching that is constantly being evaluated on its advantages and disadvantages in the classroom. In this study I am hoping to identify how the features of communication between co-teachers shape a successful or unsuccessful learning environment. I plan on using observations and interviews to get an inside look at the world of co-teaching and analyze all the factors that go into it. I will be using  "Communicating and Collaborating in Co-Taught Classrooms" by Greg Conderman, Sarah Johnston-Rodriguez, and Paula Hartman,  as the basis for my research and how I will classify the different styles of communication and collaboration among co-teachers. I will also see if the suggestions that they have given for co-teachers translate into the features that I observe in the classroom. 

CATEGORIES OF ANALYSIS: (still a work in progress)
1. Understanding modes of communication
2. Communicating in the preferred manner of co-teacher
3. Communication for different purposes
4. different roles in the classroom 
5. non-verbal communication
6. positive and supportive environments
7. Golden Rule, and Platinum Rule 


Rough Draft of Literature Review
       "Communicating and Collaborating in Co-Taught Classrooms" by Greg Conderman, Sarah Johnston-Rodriguez, and Paula Hartman discusses the challenges that co-teachers face in the classroom, and different ways to identify their communication styles. They begin with a series of questions that can be used to help shape how the pair will communicate and work together. These questions include "Are you willing to try something new? How many students in our co-taught classroom have disabilities, are gifted, or are otherwise exceptional? Can we sit down and share our responses on our inventory assessment? How can we divide responsibilities so that will will both benefit?" (Conderman, 4) These questions build a basis for what kinds of things the two teachers want to accomplish and how they will go about accomplishing them. 
      Next, they moved into a series of "during questions that are important for making sure the classroom is running efficiently. These questions include,  "What are some actions that one of us can do while the other is leading an activity or giving a lecture? What nonverbal sign can we use to indicate that we need a quick break? Do any students needs re-teaching, pre-teaching, or enrichment? What can we do to create an environment that is accepting of all students?" (Conderman, 4). Finally, after questions to consider included, "Have we collected data to assess student performance and the effectiveness of co-teaching? Is what we are doing good for both of us? How do you prefer feedback, especially when one if us is not pleased? Would you do it all over again?" (Conderman, 4) 
      When co-teaching it is also important to be aware and respectful of each other's preferred mode of communication. This allows mutual respect to be built and allows for collaboration rather than assumptions and misunderstandings. It is obvious that communication, and successful communication at that is essential for co-teachers. The Golden Rule, and The Platinum Rule are brought up in this article. Successful communication boils down to respect for one another. "...effective communication is essential for co-teachers the challenge is to communicate not in your preferred manner, but in the manner preferred by your co-teacher. In other words, rather than the Golden Rule (Do onto others as you would have them do onto you), co-teachers should use the Platinum Rule (Treat others the way they want to be treated). (Conderman, 5). 
    Finally, there is a breakdown of how to understand your co-teachers collaboration styles in 5 steps, and  a list of effective communication skills. The 5 steps for understanding the collaboration style of your co-teacher are " a. be honest in completing the assessments and sharing your preferences and needs with your co-teacher; b. carefully and without judgment listen to your partner and share his or her preferences and needs; c. compare and clarify information related to each other's preferences, needs, and priorities; d. With the information that you have learned about your co-teacher, monitor your verbal and non-verbal behaviors during co-teaching efforts to see if they match your partner's requests and needs;  e. frequently reflect with your co-teacher to assess whether either of you need to make changes in your communication or collaborative approach." (Conderman, 7-8) The effective communication skills are as follows:  a. make sure your verbal and non-verbal signs are congruent; b. use the appropriate communication tool for the purpose "the paraphrase and summarization methods are used to check understanding of factual information"; c. reflect on your motive for confronting; d. consider when and how to confront caringly you partner "in a relationship built upon genuine trust and respect, partners can introduce concerns as merely another topic of conversation"; e. allocate time to develop the relationship." (Conderman, 9-13)


Rough Draft of Methods
The research I am conducting looks at how the features of communication among co-teachers in a classroom affect the classroom environment and the classroom management. In order to learn about the experiences that both teachers have in the classroom I have conducted a joint interview with both the head teacher and assistant teacher present. This interviewed served as a way to look at the dynamic between the two when asked questions about how they teach and run the classroom as a unit. I recorded and transcribed the interview conversation that myself, the head teacher and the assistant teacher had in the hopes to uncover how the two work together, and what features of communication are present in their classroom. I also observed an entire day in their classroom. I watched the two of them work together an actively participate in the classroom to define their roles in the classroom and their roles as far as working with each other. I also collected a lesson plan developed by the head teacher, and a sample student record sheet of daily activities.

Connections: (still a work in progress)

Blog #13/14 Part 2: Observation Notes- Co-teaching Pre-K Classroom

Observations

Co-teaching

One day in the pre-k classroom

Observation began at 9:00 AM

                  1. Head teacher leads class
                a. Circle time-led by head teacher, teacher leads the class in doing the pledge of allegiance, the calendar, the weather and the theme of the day
                 b. Assistant prepares morning snack and is in and out of the classroom

2. Assistant does children’s paper work
a. Children go home every day with a piece of paper that explains what they were learning that day and what activities they participated in. it also includes how long they napped and what they ate for lunch. 

3.     Morning play

a. Both are disciplining

b. Responding to each others names

c. Communication verbally about a particular students progress

                                                                           i. One student who needs assistance and parent conversation

d. Communication about dismissal the previous day (head teacher was the only one present)

4. Snack time

a. Children are separated at 2 tables

b. Each teacher took one table to assist kids open their snacks

5. Academic Work

a. Children remained at the two tables

b. Each teacher helped a table

c. Both pass out papers

                                            i. Head teacher hands out worksheets

                                          ii. Assistant hands out students name tags and alphabets for support for certain children

d. Assistant teacher went around with a stamp as children were working

e. Children received a stamp when they completed their worksheet

f. Head teacher did all the explaining for each worksheet

g. Head teacher led the children in making a letter book (letter J)

                                             i. Assistant teacher assembled the children’s books

                                           ii. Head teacher prompted children when coloring and circulated between the two tables

                  6. Arts and crafts

a. Head teacher explained what a Teepee is

b. Assistant sat at one of the tables and encouraged the head teachers directions

                                            i. Enforced the task

c. Head teacher stood and circulated the room constantly when the students were working

d. Both teachers engaged in constant communication and enforcement with the children about what they were doing

e. Assistant teacher reinforces the head teachers instructions

f. Both praise children and show good examples to the others

g. Each teacher engage in different tasks without communication with each other

                                              i. Unsaid responsibilities

h. Conversation occurred about a last minute project to do that day

i. Head teacher consulted assistant for opinion

                                            i. Quick response from the assistant, results in a quick decisions

j. Team effort to prepare

                                            i. One completed Teepee (assistant)

                                          ii. Head teacher began preparation for second project

k. Both move quickly between activities to keep the class moving and the students engaged.

l. Both help each other without instruction

                                            i. Assistant asked if glue was ready, without head teacher having to say anything

                                           ii. Head teacher passed out papers for second craft

                                          iii. Assistant followed behind with the glue for step one

                                          iv. One table at a time

                                           v. When assistant table went for step one at the second table, head teacher went back to table one to monitor and guide

                                          vi. Assistant went around to label students work  

                 7. Playtime

a. Head teacher put students in centers

b. Assistant teacher finished projects

c. Both cleaned up

d. As students were playing and problems occurred between the children, both or one responded without hesitation

8.        Circle time activity

a. Head teacher led circle time song

b. Assistant teacher sat on side of circle and probed the students

c. Assistant teacher left half way between the activity to set up for lunch

9. Lunch

a. Head teacher takes students to wash their hands

b. Assistant sets up for lunch

c. Both circulate and make sure each child is eating

d. Assistant records students lunch on their dailies

e. Children cleaned up

f. Head teacher cleaned tables

g. Assistant teacher set up cots

h. Assistant teacher put napping music on

i. Children went down for nap

Observation complete

Blog #13/14 Part 1: Interview Data- Transcribed

Interview Data

Interview with Head Teacher and Assistant Teacher of a Pre-Kindergarten Classroom

Speakers:

S- Myself

H- Head Teacher

AT- Assistant Teacher

//- pause

S- Okay, So where did you attend college?

H- Brooklyn College in Brooklyn New York

AT- I didn't

S- Okay that was my next question cause if you received, um a degree in education or if you were alternate route, so you were alternate route, or were you just…?

AT- I did ah, High School and I was done.

H- I received the um, education

S-Okay so how long have you been teaching?

H- uh, // almost 30 years… total

AT- 16

S- 16// what grades besides preschool are you familiar with?

H- 3^rd, Kindergarten, 5^th, All of  elementary

AT- 1^st and Kindergarten and pre-k

S- What schools have you taught at before this one?

H- Sunshine School House, which was a preschool in freehold, and then um schools in New York City

AT- St. Thomas the Apostle in Old Bridge, a catholic school

S- Have you always been co-teaching, or where you just a teacher by yourself, or..

H- I went, When I was in Brooklyn, I was teaching by myself in the public school. Once I went into the preschool then I was co-teaching

S- okay..

AT- I have always co-teached

S- Always co-taught…how long have you been at this school?

H- 3 years

AT- 5 years

S- okay, so is this your first time in a co-taught classroom?

H- No

AT- No

S- have you learned anything or what kinds of things have you learned from co-teaching?

H- It becomes a lot easier because if you are working together and your ideas are the same, it makes it a lot easier especially with the children, you can separate activities and work in smaller groups

AT- I, I believe the same thing too, and it is helpful to have another mind there, you know, you are racking your brain trying to something one way, oh well look maybe you can try it this way, and maybe you never even thought it 

S- Did you learn anything about yourselves as teachers from co-teaching or?

//

H- Um, about myself, yeah, I guess that its um, that I can work with people with no problem and it just makes it a lot easier with planning and everything else, as long as your working with somebody else, which I am that have the same ideas and themes, and you know the way we are thinking, and the way we are handling the children,

AT- Support, yeah

S- Support is big,

AT- yeah,..

S- Can you remember a time not particularly working with each other because obviously you both co-taught before where you have had a negative experience working with another teacher or had something that didn't work out as far as your communication, or has it always been pretty good.

H- Ahh Sometimes when my co-teacher is not there, and somebody else comes into substitute…

S- Oh that is interesting, substitute…

H- yes substitute if they are not familiar with the routines and the children it becomes difficult,

S- Oh I never thought of that

AT- That is true, um, I , you have to abide by their mindset and their job. I have, I was actually filling in for the head teacher that particular day, the woman that was with me, like no regard and just left the room. Now I gotta handle this because now you are leaving children alone, number one rule never leave your children alone.

S- Right, interesting

AT- …and didn't have a problem with it. Huh, that shocked me..

S-right, well you are supposed to be there

AT- your head needs to be there

S- Was there any communication about that, or she just up and…

AT-yes, I told her, this is how we do it in here, and she just went it did it the way she wanted to

S- Oh, so ignorant

AT- Upset me very much, Ah, you can come in my room and don't do nothing, that's fine, but don't leave them, nah, that's just not safe, you just..you just  never leave them alone

S- Do you, do you like being as an assistant teacher or..

AT- Oh I love it…

S- or would you rather have a different position

AT- no I love it, oh I love it as the assistant

S- What about you as the head teacher?

H- I love it, and I am very lucky to be with my co-teacher, because we work extremely well together and we have been since day one.

S- Now as far as the planning, who is the sole planner of all of your lessons?

H- I basically do all the planning

S- You do all the planning..

H-Mmhm, and then I brainstorm, haha, when I’m stuck with something, haha

S- That was my thing, how do you consider her opinions when it comes time for your planning

H- Oh, Ill tell her, I’ll, when I plan for the weeks, or the month or whatever I tell her what we are doing what I would like to do, and then if she has any new ideas or different ideas we bounce off of each other and that's what makes it work

S- That's good, so when you are having those kinds of conversations are they in the classroom or is it kind of outside the class…

H- Basically in the classroom

S- During that time when the kinds are kind of down..

H- Yeah well, if when I you know come in, during snack during lunch, before…

S- Cause I noticed a lot just from watching, you almost have an unsaid of what each other needs to do you know, I didn't see each one of you saying, “oh can you do this” “can you do that”..

H-Right,

S- like before, “Do you need glue?” Done. And it was… You don't really have to tell each other what to do..

H- Mhmm,

AT- Mhmm, yea

H- that's why ..

S- So was it always like that in the beginning or…

H- Yes I think so,

S- did it, or did you, did it take a while for the two of you to get each other

H- yea, I mean it took a few weeks at the very beginning

AT- yeah you have to see how they work, then we worked together and you know I am here to assist so and you know, I should be setting up things that need to be going through the day

S- Right okay, as far as classroom management you know you mentioned support before, your both always supportive of each other or is…

H- yes I believe we are

S- or is there a time where you are disagreeing

AT- no.

H- no

AT- There isn’t.

H- No no, You know,

S- flat out no? laughing

AT- we are on the same wavelength

H-yeah!

Both laughing

S- what support do you believe should be present between co-teachers as far as the kids, the parents, the overall classroom

H- The same way of thinking in term of discipline with the children, the academics that there should be academics in the classroom because that is important, routines, structure, and open communication with the parents, they should be able to speak to any one of us because I don't see people in the morning to drop off, and then she doesn't see them at pickup, so we both have to be open with the parents, she sees them in the morning and for the most part I see them in the afternoon

S- That's good, how comfortable is your communication with each other, does it ever feel strained or..

H- very comfortable , nope never.

S- How do you keep those lines of communication open are you both comfortable to just freely talk to each other

H- Oh yeah, I think our personalities, I think

AT- yeah I believe we are both very honest, Ive seen many a time, “well my opinion is…”

H- right

AT-just respect

H- very open with each other

S- so there was never a time where communication was difficult, or just keeping that honesty policy?

H- No, I don't think so, I cant think of anything…

AT- No…

H- Even if we are talking about things that aren’t related to the school, you know because we do, you know we are friends, laughing

S- Do you use any form of non-verbal communication?

All laughing

H- Um, maybe eye contact once in a while,

AT- Yes, the eye contact

Both laughing

AT- I would agree that would be the next that we can understand

S- do you feel that you are able to read each other’s body language?

H- absolutely,

AT- Mhmm Yep

S- know what the other one

H- Absolutely

AT- yes,

S-Okay good,  thank you!

Blog #12 Revisions to my research project

Focus- co-teaching and communication in the classroom (pre-kindergarten/early childhood specific)

 Statement of purpose: This study is about co-teaching in the classroom and how different feature of communication affect the classroom and the dynamic between co-teachers. I plan to uncover how successful and unsuccessful co-teaching evolves and what kinds of communication between 2 teachers affects that in a positive or negative way.  The research I am conducting looks at how the features of communication among co-teachers in a classroom affect the classroom environment and the classroom management. I am interested in hearing about all experiences that co-teachers have when working with another teacher and what different opinions they have on different aspects of teaching on it based on their experiences in the classroom.

Detailed statement research question:

1. What are the essential features that co-teachers need to communicate?
2. How does the planning process and communication among co-teachers affect the performance of each other and the students in the classroom?

INTERVIEW PROTOCAL
The teachers will be interviewed together rather than separately to also see the dynamic between the two.

Statement of purpose: The research I am conducting looks at how the features of communication among co-teachers in a classroom affect the classroom environment and the classroom management. I am interested in hearing about your experience as a co-teacher or working with one and what different opinions you may have on it based on your experience in the classroom.
General Information Questions:
1. Where did you attend college?
2. Did you receive a degree in education or did you choose the alternate route option?
3. How long have you been teaching?
4. What grades besides pre-school are you experienced with?
5. What schools have you taught at before?
6. Have you always been co-teaching or have you been a single teacher before?
7. How long have you been at this establishment/school?
Co-Teaching/Collaboration Questions:
1. Is this your first time in a co-taught?
2. Have you learned anything from working with a co-teacher?
3. Can you remember a time where you had a bad experience working with or collaborating with a co-teacher?
4. Do you like being in an assistant position or do you prefer to be in a different position in the classroom?
Lesson planning:
1. Who the sole planner of the lessons for the students?
2. How do you consider your each others in planning your lessons? what ways?
Classroom Management:
1. How do you consider the opinions of your co-teacher when it comes to classroom management?
2. Can you describe the type of support that should be present in a classroom with co-teachers?
Communication/Support:
1. How comfortable is your communication with each other
2. How do you both keep those lines of communications open?
3. Was there ever a time when communication was difficult? (either between the two of you or past experiences)
4. How do you each communicate when you have a different opinion or a concern that needs to be discussed?
5. Do you use any form of nonverbal communication?

OBSERVATION PLAN
1. Observe the communication of the teachers
2, Using the criteria from "Communicating and Collaborating in Co-Taught Classrooms" by Greg Conderman, Sarah Johnston-Rodriguez, and Paula Hartman, I will modify and answer the during questions:
          -What are some actions that take place while one teacher is leading an activity or giving a lecture? 
          -What nonverbal signs are used to indicate that theres needs to be a break or change in the activity? 
           -Do any students needs re-teaching, pre-teaching, or enrichment, and how do they meet those needs?
           - How does the pair create an environment that is accepting of all students?
3. How there is communication and support when it comes to classroom management
4. Note examples of communication and use this observation to classify or identify the collaboration and communication styles between the two
5. Ask to follow the lesson plan as the day unfolds and see how well what was planned is executed. 

CATEGORIES OF ANALYSIS (tentative; subject to change based on data collected)
Lesson planning and execution
Classroom Management
Communication/support
Collaboration styles

11/12/13 Assessing My Short Analysis Research Essay

Rubric For Short Analysis:
20   quality of the research question
20   developed categories of analysis relevant to the data and to the research question
15   relevant, effective examples to demonstrate what the categories show with respect to the research question
15   clear, direct statements of what the examples show with respect to the research question
15   clear, logical organization appropriate for writing studies research essays
10   conclusion  sums up findings and reflects on limitations of the analysis and/or further possibilities for study
5     grammar/readability
TOTAL: 100 points

Quality of the research question:
20/20. I think that my research question is clear and well written. Together we discussed the identities of the speaker and how it changes over time. My research question is in my first paragraph and sets up what the paper is going to show through my analysis.

Developed categories of analysis relevant to the data and to the research question:
20/20. I make a clear set up of how I categorize the different identities by giving them titles. The titles are stated clearly and early in the paper and are used consistently throughout the body of the work.

Relevent, effective examples to demonstrate what the categories show with respect to the research question:
13/15. I think my examples are precise and I offer a lot of explanation as to why I chose these examples and I make the connections to my research question. I feel that I was thorough but I may have not been explaining enough.

Clear direct statements of what the examples show with respect to the research question:
13/15. Again as previously stated I feel that I offer a lot of examples and make the connections to the research questions. I feel that I am clear, but to another reader I may not be. My thoughts may be lost in translation.

Clear logical organization appropriate for writing studies research essays
13/15. I gave myself this because I felt that my organization was appropriate and consistent. Just how I set up the paper in the introduction was exactly how I wrote it

Conclusion sums up findings and reflects on limitation of the analysis and/or further possibilities for study
7/10. My conclusion is clear about what my limitations were and how this study could have changed. I think I may have left some of this material out.

Grammar and credibility
5/5 I revised my paper and checked it for errors before submission.

Total: 91/100
Overall I think I did well on this assignment since it was my first one. I felt that I was clear and made good connections to the data to match my research question and set up a proper analysis.

Blog #11 Draft of Introduction for Research Essay

   The education community is constantly implementing new ways of teaching in order to benefit students and keep teachers successful in the classroom. Co-teaching is a way of teaching that is constantly being evaluated on its advantages and disadvantages in the classroom. In this study I am hoping to identify how the features of communication between co-teachers shape a successful or unsuccessful learning environment. I plan on using observations and interviews to get an inside look at the world of co-teaching and analyze all the factors that go into it. I will be using  "Communicating and Collaborating in Co-Taught Classrooms" by Greg Conderman, Sarah Johnston-Rodriguez, and Paula Hartman,  as the basis for my research and how I will classify the different styles of communication and collaboration among co-teachers. I will also see if the suggestions that they have given for co-teachers translate into the features that I observe in the classroom.