1. METHODS (AND A LITTLE MADNESS)
TEACHING ENGLISH
METHODS
(AND A LITTLE MADNESS)

3. THE PS
PREPARE
PRACTICE
PRODUCE
PERSONALIZE

4. CLASSROOM “MUST HAVES”
LAUGHTER --- BE AN ACTOR!
ENGLISH EVERYWHERE……….
STUDENT CENTERED TEACHING
A VERB/REFERENT FOCUS
A PERSONAL FOCUS

6. CLASSROOM “MUST HAVES”
ENGLISH EVERYWHERE……….

12. CLASSROOM “MUST HAVES”
STUDENT CENTERED TEACHING

14. CLASSROOM “MUST HAVES”
A VERB/REFERENT FOCUS
STUDENTS LEARNING ENGLISH IN NON-ENGLISH SPEAKING COUNTRIES NEED TO LEARN ENGLISH THEY WILL MOST LIKELY USE! VOCABULARY SHOULD BE LEARNED IN CONTEXT.

15. FLASHCARD FISH
DID YOU PICK UP ______S AT __ ______?

16. CLASSROOM “MUST HAVES”
A PERSONAL FOCUS
STUDENTS NEED TO TALK ABOUT WHAT IS IMPORTANT TO THEM, ABOUT THEIR LIVES, THEIR HOPES, THEIR FEARS.
LEARN YOUR STUDENTS NAMES!

18. Prepare: Warm up activities
First word, FINISH IT
Word chains
Language response (GREEN/RED CARD)
Touch and Do (Total Physical Response)
Watchcasay?
Rhyme Time
Set Songs

19. WHAT’S THE FIRST WORD YOU THINK OF WHEN I SAY _____________________?
Wordchain
APPLEARNOLDESTORMAYBEGINTONICELYOGHURTERRIBLENDEREMEMBERRIESUMMERRYCHRISTMASSAGELESSUREND.

20. Language Response HAVE YOU EVER _______?
YES, I HAVE NO, I HAVEN’T.
MAYBE. I’M NOT SURE.

21. Touch and Do
Whatchasay?
Rhyme Time

22. {1.} HE’S GOT THE WHOLE WORLD
{2.} IN HIS HANDS
{TOGETHER} HE’S GOT THE WHOLE
WORLD IN HIS HANDS.
{1.} HE’S GOT _________ AND_________.
{2.} IN HIS HANDS

23. PRACTICE Blank Dialogues Flashcard Fish Liar Liar Pants On Fire Bingo
Surveys
WordFinds well done
Battleship
Take a Guess
Bragging

24. Blank Dialogues Would you please help me _________? B) Sorry, I can’t.
Why? How come?
B) I have a ___________ache.
A ) Oh, I see. Sure. No problem.

25. FLASHCARD FISH
DID YOU PUT ____S IN THE FRUIT SALAD?

26. Liar! Liar! Pants on Fire! I Wish I had an espresso machine.
I Wish I could play the accordion.
I Wish I were more muscular.

28. PRODUCE Bookmaking Role Playing Directed Drawing
Interviews, Presentations
Tell us about……
When did you last……..?

32. CO-TEACHING
“WHEN ONE TEACHES
TWO LEARN.”

33. WHAT IS CO-TEACHING
The most commonly accepted definition of co-teaching has been offered up as “when two or more professionals jointly deliver substantive instruction to a diverse, or blended group of students in a single physical space” (Cook and Friend, 1995).

34. It is two teachers using their own skills to the best of their abilities within the classroom. Each teacher has strengths and should instruct in a way that best suits their strengths.

35. “I have a good friend (co-teacher) and we share all the time
“I have a good friend (co-teacher) and we share all the time. She rocks at assessment I rock at presentation. We meld our lessons and constantly trade information and lesson plans. What comes out in the end is great lessons and great assessment.”

36. The Benefits of Co-teaching
better student to teacher ratio and more individual attention (especially helpful to lower level students.).
a wider use of instructional techniques, to better student learning
more and better critical, planning and reflective practices by teachers
social skills improvement / better classroom management
a more “community” oriented classroom
increased score results

37. OTHER BENEFITS
Teacher training in-house. The Korean English Teacher betters their own language skills while teaching.
Both teachers develop new instructional techniques while teaching and sharing. They are more open and grow more open towards risk taking and creativity, a valuable instructional technique in a language classroom.
New teachers can be given guidance and mentoring. This is particularly the case in the ETIS program where many NESTs have little practical teaching experience.

38. NESTs are less alone and through a nurturing co-teaching relationship, have a better chance of successfully adapting and being a “happy” teacher in a foreign culture.
Students are given the example of teachers/two cultures sharing and accepting. They are modeled “English in use” and view through their two co-teachers, language as “alive” and useful.

39. Bauwens and Hourcade (1991)
STYLES OF CO-TEACHING
Bauwens and Hourcade (1991)
1. One teach, one support--One person assumes primary instructional responsibility while the other adult assists students with work, monitors behavior, and corrects assignments. (This approach is most successful when it is used on an occasional basis in conjunction with the other approaches.)
2. Station teaching--Curricular content is divided into two parts. One person teaches the first part to half the students and the other professional presents the second part to the other half. The two student groups then switch.

40. 3. Parallel teaching--Students are divided into heterogeneous groups in which each student has more opportunity to participate in discussions. Different types of presentations are structured to accommodate the various student learning styles.
4. Alternative teaching--Students are divided into two groups, and one person instructs one group while the other person pre-teaches the other group for the lesson to follow or re-teaches material using alternative methods.
5. Team teaching--Both professionals share leadership and are equally engaged in instructional activities. They might role play, stage debates, or model note-taking strategies. (Friend & Bursuck, 1999, pp )

41. RECOMMENDATIONS SUGGESTIONS
Promote and educate teachers and schools about the value and benefits of co-teaching. Teachers must know WHY they are co-teaching.
Hold mandatory workshops for co-teachers. Especially prior to the school year. Also social outings to foster their relationship.

42. Have all co-teachers complete a questionnaire and discuss fully prior to teaching together. Also, give adequate scheduling and planning time for weekly co-teaching meetings.
Educate teachers about the co-teaching options they have. There are many different kinds of co-teaching.
Korean co-teachers MUST be in the classrooms with NESTs during lessons.

43. Allow for no more than 2 co-teachers / NEST
Allow for no more than 2 co-teachers / NEST. Preferably schools should provide an English only classroom and teachers shouldn’t have to travel to other classrooms. An English classroom should be like home......
Create a process to chose the appropriate people/teachers to be co-teachers.

44. Set up a dispute resolving mechanism so that when a co-teacher has a complaint, they have somewhere to go. Also educate teachers through workshops on how to maintain a good co-teaching relationship.
Schedule so that co-teachers will be with each other for the full contracted year.

45. Seoul Metropolitan Office of Education
Co-teaching survey:
Seoul Metropolitan Office of Education
Native Speaking English Teachers

46. CHECK THE CORRECT ANSWER
1.I can easily read the nonverbal cues
of my co-teaching partner.
RARELY SOMETIMES USUALLY ALWAYS
2. I feel comfortable moving freely about the space in the co-taught classroom.

47. 3. I understand the curriculum standards with
respect to the content area in the classroom.
RARELY SOMETIMES USUALLY ALWAYS
4. Both teachers in the classroom agree on the goals of the classroom

48. 5. Planning can be spontaneous, with changes occurring during the instructional lesson
RARELY SOMETIMES USUALLY ALWAYS
6.I often present lessons in the co-taught Class

49. 7.Classroom rules and routines have been jointly developed.
RARELY SOMETIMES USUALLY ALWAYS
8. Many measures are used for grading
students.

50. 9.Humor is often used in the classroom.
RARELY SOMETIMES USUALLY ALWAYS
10. All materials are shared in the classroom.

51. 11. I am familiar with the methods and materials needed to teach the curriculum.
RARELY SOMETIMES USUALLY ALWAYS
12. Modifications of goals for different level students are incorporated into this class.

52. 13. Planning for classes is the shared responsibility of both teachers.
RARELY SOMETIMES USUALLY ALWAYS
14. The "chalk" passes freely between the two teachers.

53. 15. A variety of classroom management techniquesis used to enhance the learning of all students.
RARELY SOMETIMES USUALLY ALWAYS
16.Communication is open and honest.

54. 17. There is fluid (changing) positioning of teachers in the classroom
RARELY SOMETIMES USUALLY ALWAYS
18. I feel confident in my knowledge of the curriculum content

55. 19. The administration encourages and supports both teachers and co-teaching.
RARELY SOMETIMES USUALLY ALWAYS
20. Both teachers share curriculum resources; audio-video, books, tests, blackline masters

56. 21. Students accept both teachers as equal partners in the learning process
RARELY SOMETIMES USUALLY ALWAYS
22. Time is allotted (or found) for common planning.

57. 23. Behavior management is the shared responsibility of both teachers.
RARELY SOMETIMES USUALLY ALWAYS
24 I feel happy about my relationship with my co-teacher.

58. 25. We hold meetings and give honest feedback about lessons
RARELY SOMETIMES USUALLY ALWAYS

59. GET YOUR SCORE!
RARELY = 1
SOMETIMES = 2
USUALLY = 3
ALWAYS= 4
TOTAL = ?

60. CO-TEACHING RELATIONSHIP?
HOW GOOD IS YOUR
CO-TEACHING RELATIONSHIP?
< 50 = a poor co-teaching relationship
50 – 75 = a satisfactory (but in need of improvement) co-teaching relationship
76 – 100 = a very healthy co-teaching relationship

61. Discuss afterwards with your co-teaching partner
Discuss afterwards with your co-teaching partner. What differences did you see?
How can you improve those parts of your relationship?

62. Sharing Hopes, Attitudes, Responsibilities, and Expectations { SHARE } Directions: Take a few minutes to individually complete this worksheet. Be honest in your responses. After completing it individually, share the responses with your co-teaching partner by taking turns reading the responses. Do not use this time to comment on your partner's responses—merely read. After reading through the responses, take a moment or two to jot down any thoughts you have regarding what your partner has said. Then, come back together and begin to share reactions to the responses. Your goal is to (a) Agree, (b) Compromise, or (c) Agree to Disagree.

63. 1. Right now, the main hope I have regarding this co-teaching situation is: _______________ My attitude/philosophy of teaching students with disabilities in a general education classroom is: _______________________.

64. 3. I would like to have the following responsibilities in a co-taught classroom: ________________________.
4. I would like my co-teacher to have the following responsibilities: ________________________.

65. 5. The biggest problem I expect to have in co-teaching is: ___________________.
5a. I think we can overcome this obstacle by: ______________________.

66. (a) discipline __________________________________________________
6. I have the following expectations regarding _______in the classroom:
(a) discipline __________________________________________________
(b) class work __________________________________________________

67. Materials ____________________.
homework ______________________________________________________.
planning _______________________________________________________.

68. (f) modifications for individual students__________________________________.
(g) grading ________________________________________________.
(h) noise level _________________________________________________.

69. (i) cooperative learning _______________________
(j) giving/receiving feedback _____________________________________________.
(k) parental contact ________________________________________________.

70. (l) classroom appearance/seating __________________________________________.
(m) other important expectations I have ____________________________________.

71. Note:
Modified from Co-Teaching in the Inclusive Classroom: Working Together to Help All Your Students Find Success (Grades 6-12; p.36-37, by W. W. Murawski, 2003, Medina, WA: Institute for Educational Development.

73. ddeubel@gmail.com www.ddd.batcave.net
“one teaches, two learn.”