Managing the Two Adult Classroom

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Managing the Two Adult Classroom
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The Two Adult Classroom

• The two adult classroom could be
• A teacher and a paraprofessional
• Two teachers
• A teacher and a volunteer

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• Anytime there are two adults working with
  children in a classroom someone must take
  responsibility for managing the classroom and
  making decisions.
• This requires discussion, planning, and some
  degree of consensus.

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Philosophy and Beliefs

• About teaching in general
• About how students learn
• About including students with disabilities
• About effective instructional strategies
• Use the collaborative team members strengths
• Find common ground on a system of
  beliefs/educational philosophy

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Establishing a Partnership

• Personal space for each adult
• Share teaching duties
• Both adults responsible for some or all students
• Share roles
• Agreement on classroom rules/procedures
• How students gain your attention
• Movement in room, restroom breaks, etc.

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Roles Responsibilities

• What are the specific tasks?
• Before Teaching
• During Teaching
• After Teaching

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Planning Time

• While shared planning time is important it is not
  always possible and in some cases may not be
  necessary
• Class activities, the formal educational training
  of each adult, and individual student needs all
  dictate the
• type and amount of
• planning needed

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• Must Have Conversations

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Must Have Conversations

• Discussing Philosophy and Beliefs
• About teaching in general
• About how students learn
• About effective instructional strategies
• Can we find common ground? Is it Necessary?

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Must Have Conversations

• What will we teach?
• How will we teach the material?
• How will we share teaching duties?
• What are our individual strengths in
  instruction?
• How will we assess the effectiveness of
• our instruction?

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Must have Conversations

• Instructional Routines
• Warm up activities
• Vocabulary development
• Lecture/discussions
• Hands-on/lab activities
• Writing activities
• Textbook reading
• Review lessons
• Testing

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Must Have Conversations

• Organizational Routines
• Entering room
• Roll call
• Being prepared
• Pencil sharpening
• Leaving during class
• Homework
• Makeup work
• Trash, nose blowing, other bodily functions

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Must Have Conversations

• Grading
• Follow the IEP
• Adapt scale
• Adapt tests/ Retake tests
• Consider effort
• Parental Involvement
• Both teachers contact parents
• Have clear understanding of requirements and
  grading

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Must Have Conversations

• Professional Behavior
• On time
• Eating/drinking in class
• Cell phone
• Personal business
• Out of class
• Lack of preparation
• Inappropriate behavior with students

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Must Have Conversations

• Respecting Partner Preferences
• Noise level tolerance
• Turf issues
• Messiness issues
• General housekeeping
• Personality variables

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Must Have Conversations

• Confidentiality
• Who should have access to student records?
• Take care not to talk about the students or their
  identified disability
• Pet Peeves
• Share your feelings
• Feedback
• What worked, what didnt!!

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What happens when adults in a classroom cannot
agree?
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• Conflict is inevitable when more than one person
  is involved in an endeavor. It is a real part of
  our personal and professional lives.

What does this statement imply about a two adult
classroom?
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Interpersonal Conflict

• Results when a disagreement, ill-will or mistrust
  develops between two or more people
• Leads to coolness or tension between involved
  parties
• If unresolved, it will inevitable
• spread among the other members
• of the group
• Other parties will be drawn into the
• conflict out of loyalty

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Two Forms of Conflict

• Latent
• Overt

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Latent Conflict

• Often conflict cannot be observed but it exists
  nevertheless
• Tension and dissatisfaction exist but there is no
  visible evidence
• Members work then go home to forget the
  oppressive, repressive, unpleasant, almost
  intolerable circumstances that take the fun out
  of work
• Anxiety, stress, frustration, discontent,
  disharmony, low morale, distrust, and suspicion
  are results of latent conflict

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Overt Conflict

• If not relieved or resolved, latent conflict
  leads inexorable to overt conflict
• Frustration and anxiety are expressed audible
  discontent and disharmony give way to hostility
  mistrust becomes distrust and those who have
  borne their unhappiness now find company in their
  misery
• If action is not taken to relieve or remove the
  cause of conflict, then conflict will almost
  certainly play out in other ways - and pose grave
  risks

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Myths about Conflict

• If avoided, conflict will eventually go away.
• Usually not. Conflict situations require
  attention and constructive action in order for
  them to be managed. Failing or refusing to deal
  with conflict can have disastrous results.
• All conflict can be resolved.
• No, different participants have different values
  and priorities ,view issues from different
  prospective, and view their respective
  obligations and responsibilities differently.
  There will be times when participants simply
  cannot agree on an issue. Then, how do you deal
  with disagreement?
• Conflict results in a winner and a loser. Not
  true.
• There are many possible outcomes of conflict. If
  participants are properly motivated by good will
  and mutual respect, there are real chances for a
  win/win result.

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Source of Conflict

• The overwhelming factor leading to conflict is
  CHANGE
• Change is unsettling and sometimes threatening
• Change, practically any change, will be met
  reflexively and often unfairly with suspicion, if
  not outright hostility

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Resolving Conflict

• Recognize and resolve minor conflict
• Be clear about the issue in conflict
• Focus on issues professionally
• Consider effect on student achievement
• Be open to all possible solutions
• Be willing to compromise
• Seek mediation according to protocol if unable to
  resolve conflict

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Change

• If change causes conflict how long does change
  take?
• Realize that the process of change is gradual
• Getting to know another adult cannot be rushed
• Change cannot take place without focus and effort
• Make sure you have realistic expectations about
  any change you undertake

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Implementing Change

• Focus on the aspects of your working relationship
  that you have control over
• Work on a collaborative relationship
• Focus on what you contribute to the relationship
• Remember that first year teachers, paras, or
  volunteers are focused on survival
• Record what you are doing effectively
• Learn more about the adult with whom you work

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How Well Do You Know Me?

• 1. Co-teachers full name
• 2. Nickname
• 3. Place of birth
• 4. Favorite foods
• 5. Ever been to Africa
• 6. Ever been toilet papering
• 7. Favorite Restaurants
• 8. Favorite sports to watch

9. Favorite Ice Cream 10. What color is his/her
bedroom carpet? 11. Favorite Fast Food 12. How
many times did he/she fail the drivers test?
13. What does he/she do most often when bored?
14. Favorite place to shop? 15. Favorite
college sports team? 16. Favorite TV show
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If we can be of further service to you, please
contact us at

• Metro East GLRS
• 2415 North Druid Hills Rd. NE
• Atlanta, GA
• 30329
• [phone]