Ruddick

Greg Ruddick
co-teaching model one -One Teaching-One Observing: should only be used 5-10% of the time basically to collect data. This observation/data collection is helpful for recognizing what isn't happening, as well as what does happen. This can be very positive in helping the teacher adapt lessons and instruction to maximize success for the students.

Model two -One Teaching-One Assisting: also should not be the primary approach, recommended to be used about 20% of the time. The partners need to realize that students can become distracted by the "drifter" rather than learn to learn independently.

Model three -Station Teaching: very interesting and lends itself to varied situations and subjects, helps the partners to be more equal components of the learning process.

Model four -Parallel Teaching: each partner needs to be proficient in the content area of the class. The partners also need to be very comfortable with each other and trust the process. I think this model can be very beneficial in certain situations.

Model five -Alternative Teaching: Eventhough small groups should be "ever-changing" I sense that one teacher may always end up with "certain" students. The division of students may not always be equitable. I think that this model can work if each partner is a willing participant.

Model six -Team Teaching: The ultimate situation that requires the greatest amount of trust and commitment. Both partners present a united teaching environment that comes very close to meeting the needs of all students. This does not lend itself to other models, unless the partners recognize the need and can spontaneously respond.