by Toby Karten

Together we grow.

Together we learn.

Plant the seeds.

Support with warmth, water, and smiles.

Nurture and believe.

Share confidence.

Embrace the courage to learn.

And the wisdom to fail.

So WE can welcome tomorrow’s sunshine.

Co-Teaching: Transitions from Online Learning Back into Classrooms

Stability and security are essential despite where and how students are learning. Whether the teaching and learning occurs in person or at home, co-teachers collaboratively ensure productivity. Some co-teachers are walking into a teacher’s room together or now grabbing a cup of coffee from their own kitchens, or the local coffee shop. Both students and co-teachers are also transitioning back and forth from kitchens to classrooms. The “school norms” include “home norms” for a combination of co-taught environments.  Sometimes co-teachers are in a room with students seated at their desks as they socially distance next to their peers, while some co-teachers and students are trying to quiet their dogs while learning or co-teaching with devices in break out rooms during online parallel lessons. An IEP that states a student needs increased proximity is being redefined in remote learning! Students are often sharing a computer with a sibling as they are “in class” at home alongside a parent for part of the week and in school learning for other days.  Some co-teachers are also juggling how to support their own children who are learning remotely from home.  Some parents or caregivers and spouses are also commuting to a job during the school hours.

The variables include being in a school building for part of the day or week in limited numbers, wearing masks, and following arrows on the floor that indicate which direction to walk. Some students in the same class are opening up their lockers and some students are opening up links. Different plans and settings are juggled by students and their families, school administrators, special and general education teachers and their families, and legislators who are trying to prepare for next, when some of the next pages are not yet written. Co-teachers still plan together to ensure students achieve the K-12 standards, but they also co-offer empathy and compassion for students and families who respectively have more or less on their plates-literally and figuratively than missing the due date for an online or in person assignment. Administrators are also collaborative players who need to provide guidelines and set protocols. This is often easier to do on paper, than in real or virtual times in co-taught platforms. The next chart offers an overview of how co-teachers and school staff can transition back to classrooms as partners with each other and as advocates for their students. Today, no matter what your age, if you are a “creature of habit” who feels more comfortable doing the same thing, you require adaptability skills. Students with special needs can succeed during tough times, but not without the preparation, encouragement, models, and expectations outlined. Co-teachers need to partner with each other, administrators, related staff, and their shared students and families. Today, we all have special needs, but individually and collaboratively we also have many strengths!

Resiliency, Creativity, and Knowledge  

These are extraordinary times for our society and our world. The COVID-19 pandemic impacts us all-physically, emotionally, economically, and educationally. As a special educator, inclusion coach, and a firm believer in resiliency, creativity, knowledge, and growth, I offer these insights, strategies and resources to move family providers/AKA-newly inducted teachers forward.The goal is to ultimately establish a “new now,” with routines, schedules, creativity, and positive thoughts to collaboratively navigate this new turf!

Facts

1. All students are appropriately included.
2. These are exceptional times, but optimism needs to prevail.
3. Navigation requires different and resilient strategies and resources.
4. Education is never denied, just redefined.
5. Healthy practices include taking care of yourself and others.

It’ s important to understand the impact of remote learning. This includes understanding:

1. how behavior affects performance; attention issues, sensory processing
2. how to set goals
3. how to recognize and handle anxiety
4. how to emphasize self-advocacy

Some More Thoughts  & Resources

All emotions are okay-Check out Child Mind Institute for more insights.

Excellent resources at Understood on how to talk to kids and how to avoid “emotional sunburn.”

This animated Brain Pop video from Tim and Moby shares CO-VID 19 basics.

Scheduling ideas and  a ton of resources from Khan Academy

Connections &  Creativity

Don’t forget that learning occurs beyond books, websites, worksheets, and PDFs. Great time to explore your child’s strengths and interests through real life examples and projects in your home, whether that is creating a menu, cooking, setting up a pretend business, writing letters or emails to relatives, drawing, painting, learning sign language, singing a song, dancing, caring for and playing with a pet, cleaning a closet, organizing a messy room, AND most importantly- smiling together!

Wishing everyone the best!