2. One Teach, One Drift                                                                                                       

In some cases, the most effective use of two adults in one classroom is to have one person keep primary responsibility for teaching while the other circulates through the room providing unobtrusive assistance to students as needed. Although this approach to co-teaching has value, it is also often over-used, possibly because it makes few demands for change on the part of the teachers.

WHEN TO USE

• When the lesson lends itself to delivery by one teacher

• When one teacher has particular expertise for the lesson

• In new co-teaching situations--to get to know each other

• In lessons stressing a process in which student work needs close monitoring

AMOUNT OF PLANNING

• Low

SAMPLE APPLICATIONS

• “This is my absolute favorite lesson to teach. Am I wrong to want to teach it myself?”

• How well do the students understand the steps to follow in long division?

• Are all students following as they learn how to take notes?

• “I’ve never taught geometry or worked with this teacher. I need to get a sense of the flow of the class.”

OTHER COMMENTS

• This approach is not particularly useful to help focus student attention. Instead, it has the risk of distracting students during large-group instruction.

• Each teacher should have the opportunity to lead instruction and drift if this approach is used.

*Cook and Friend (2004).  Co-Teaching: Principles, Practices, and Pragmatics, New Mexico Public Education Department Quarterly Special Education Meeting, Albuquerque, NM, April 29, 2004.