It's All About Perspective

By Elizabeth Stein

"All children can learn." It’s agreed. It sounds optimistic…hopeful…and dare I say it is the sign of an effective teacher? Not quite. When the rhetoric is transformed into action, this statement becomes powerful. Let’s look at this from the lens of a special educator.

In a resource room setting, you must make sure that your instruction targets specific IEP goals while aligning with standards and district expectations—and the general education teacher’s ideas. Easy enough…you pull the students into your classroom, and the instructional time is in your hands. You know your students’ strengths, you teach in small groups, and you judge the best way to spend precious instructional time.

In an inclusive classroom setting, the difference lies in the fact that you are joining someone else’s classroom. The challenge of implementing your well-thought-out lesson plans—or finding the co-planning time—can become a bit daunting. There are three realities of the inclusion world:

1. You find yourself in the perfect co-teaching experience. Life is great.
2. You find yourself balancing your instructional philosophy with your co-teacher’s, with respect for each other’s roles and goals. Life is good…and balanced.
3. You find significant differences between you and your co-teacher…and you become quiet, intimidated, and hesitant to set the teacher in you free.

Most—if not all—special educators would agree that option 3 is a shameful situation to find yourself in. I have far too many memories of educators saying to me, “I hope I do not get observed in my co-taught class…because that is just not me.”

On the bright side, you can avoid option 3 by finding a balance. And one sure way to accomplish this is to constantly think about perspective. So get comfortable and pull up a chair at the table. But be careful which chair you choose…

If you choose the chair on the far left, you will see instruction from the perspective of your students. This view will reveal all of their interests, experiences, thoughts, and needs. If you sit at the far right, you will see the parents’ view, which includes the hope that their children become independent and successful. When you sit at the close left, you will see the perspective of your co-teacher. You’ll see a clear view of the curriculum, standards, assessment, and grade book.

Now…sit contentedly in the chair at the close right. That’s your seat. Take a deep breath. And never forget to breathe out. Take it all in, because you must think about all views AND the fact that you must do your job, too. You must know your students’ needs and goals. You must track students’ progress and provide specific data-based evidence for that progress. You must NEVER become quiet or intimidated… because your students need you.

Keeping in mind the perspectives of all involved in your students’ education will prevent you from feeding the frustrations that an inclusive setting can evoke. Keep an open mind—and don’t forget your core values, which I discussed last week. They will help you sleep at night.

This sense of perspective is necessary when you strive to do everything you can for your students—not to mention, keep your sanity.

“One’s mind once stretched by a new idea, never regains it original dimensions.”
-- Oliver Wendell Holmes

This challenge for special education teachers can also become the solution when you continue the learning process for yourself. Take the time to learn from:

• your students
• the views of everyone around you
• current research and current events
• your everyday experiences
• your significant and seemingly insignificant observations

"Who dares to teach must never cease to learn."
-- John Cotton Dana

This continuous learning will help you act out your conviction that all students can learn, always knowing that you, too, must always be learning…

CEC SmartBrief is one indispensable resource that keeps your learning up-to-date and active. It is a daily gift to yourself (and ultimately, your students) to simply open up your e-mail, click, and read. Subscribe for free today.

Also, check out this CEC article that provides 9 clear steps for planning instruction that activates your belief that all students can learn.

Until next time, don’t forget to ask: “Is this seat taken…?”  Stay tuned!

Comments

[Alexis]

This post was very helpful to me. I feel as our school progresses we will be doing more collaboration in the classroom as many of our special education students need the extra support that cannot be provided by a general education without help.

[Lesley Mansfield]

Elizabeth,
You offer a lot of key points in your posting. First the overall message you are sending is key. It is important to consider the perspectives of everyone in an inclusion setting. For me this is a point that I feel I need to take into greater consideration. It is important to consider the student and their perspective. Not only will it give you a greater understanding of them and their needs, it will allow you to make a connection with them and form a relationship that will make a difference in their education. Parents are also an important factor. All parents want their children to be successful and most of them will help if given the opportunity. Although they may not be able to assist in the academic part, they can be a great support system for both the educator and the student. Next, it is important to understand the co-teacher. Many of them have not had special education children in their classroom and may not understand how to help you meet the students’ needs. It is a new experience for them as well. I think in order to avoid reality three, perspectives needs to be considered and may be just the key to a successful inclusion setting. Balance is important in all areas of life, inclusion being one of them. In my experience inclusion is much more successful when there is a balance. I am interested to see how my experience will change now with the thought of perspective in mind.

[Katrina]

I agree that perspective is a wonderful thing to have when co-teaching. I am a regular education teacher in my 5th year of co-teaching. I think I have been through all 3 realities of co-teaching, but mostly have spent time in the third. My co-teacher and I do have a common plan time, but she co-teaches with 4 other teachers and also has many meetings and other obligations for her time. It has become evident to me through research that the only way we will reach the reality of "life is good" is to find time to plan. Where do you find this time?

[DeAundrea Moore]

Reading this article has given me some insight as to how I can effectively work in an inclusion classroom. Seeing things as others see them also gives us more empathy, compassion, and a desire to make sure others' needs are met. I like how you compare the perspective of students, parents, and co-teachers to seats in a classroom because each of them has a different view of the educational system and how it should work..

[Tracy Hutchins]

I love your quote about once your mind is stretched by new ideas how it will not return to its original dimensions. I hear and understand your frustration. I never really took the time to sit and frame it as eloquently as you did about the varying perspectives on which you could view the same situations. I thoroughly agree with you that first and foremost you MUST keep in mind what is best for your students and meeting their needs and not beome hesitant and complacent to keep the peace or out of discomfort. Think outside the box and be a teacher leader.

[Elizabeth Stein]

Andrea said, "Our goal as educators is to what is best for our students; to find strategies which help them be successful." And that's exactly what I think about when in a co-teaching situation. I strive for that "co" in teaching...but when I am left "co-less" than I still keep the focus of implementing strategies to help students be successful. It's amazing how many doors open when others close!
I will never give up when trying to find that "perfect day" that Andrea describes--"when all co-teachers get along successfully to benefit children." It's the word "all" that I need to tweak. I've had so many successful co-teaching experiences...and then some not-so perfect. And that's ok because I always keep the focus on the students.

So the answer for us becomes, what can we do to create successful co-teaching situations? I love hearing about schools who are providing professional development on co-teaching, yet sometimes I wonder how these opportunities help if it will not be applied by gen. ed and spec. ed, together. Andrea...what do you think needs to change in order for professional development opportunities to result in true collaboration in your school?

If anyone else has any stories; we'd love to hear your ideas and experiences also!

And Tonya, if you're still out there...how's it going with you? Hopefully your presentation went well and included gen. ed teachers in the audience. I agree, providing professional development where teachers stay current about the ins and outs of LRE and collaboration. Too often teachers feel the comforts of the walls around them; then teach in isolation. They need to see and feel the greater benefits of breaking through the walls! Great that you are providing such presentations and opportunities...come share the specifics of your experience--how did it go?

I find the secret to finding successful co-teaching situations is to simply focus on the needs of the students...although exhausting...it is completely rewarding and well worth all of the efforts!
Anyone else have any co-teaching secrets?

[Andrea Ingham]

Great analogy and perspective. Our school is hosting a professional development course on successful co-teaching. I'm upset because as I glanced around the room I saw all special educators intently listening and taking notes, but the general education teachers were snickering and whispering as if it weren't important to learn to work together. Our goal as educators is to what is best for our students; to find strategies which help them be successful. It'll be a perfect day when all co-teachers will get along successfully for the benefit of the children.

[tonya nichols]

My challenge is that I have special education students who are struggling in math and their reading teachers send them to me without introducing the lesson or giving me a copy of the teachers editions. I wouldn't even see these kids if it wasn't for an issue with math. I do not mind helping these students, but it takes away from my time with students who really need help. They are typically students with behavioral issues so it is even more of a challenge. I cannot collaborate with all of the teachers on all of their lesson plans because I have 4 different grades, (middle school), which means I have to deal with several teachers per student, so I focus on the the areas of discrepancy outlined for services in the IEP and the rest are supposed to get direct instruction from their regular ed teacher and come to me only for additional help if needed.

I believe that the regular education teachers need a reminder on the services for IEP students and how the least restrictive environment works. They also need a refresher on collaboration so they will utilize technology and send information as necessary so all parties are prepared to assist these students.

I am working on a power point presentation for my school and I would appreciate any input. If you request me as a friend on facebook, please put CEC in the message. Thanks in advance for any ideas!

[Elizabeth Stein]

Jessica,

Sounds like you're aware of your co-teachers' styles. That's good. I think, like you, the next step is the most difficult. And that is figuring out how your style blends into the mix. Definitely not always an easy balance to create. But well worth the effort! I agree, collaboration is the only way.
Flexibility is another necessary piece to completing the co-teaching cycle. So, stay observant...and keep the lines of communication open.
One way around the time issue is--you can ask your co-teacher to xerox his or her plans for you. This way, on your own time you can review the "what" is planned. Your wheels can begin to gear up with ideas for "how" best to arrange the students, materials, along with any varied ways to present the information...etc. This way when you finally do find time to sit face to face...your discussion can be focused on how to make the general ed curriculum accessible. What do you think?

[Jessica]

I really enjoyed this post because it is hard adjusting to the different teaching styles of my co-teachers. Finding the time to sit down and plan with each one is also another huge challenge. However, I truly believe that collaboration is the key to student success in the inclusion classroom. Both teachers need to be on the same page and work toward a common goal.

[Elizabeth Stein]

Tonina,
And that somehow, someway--that you mention-- is the key!
Glad you enjoyed the post. Thanks for adding your voice!
All the best!

[Tonina]

I really enjoyed reading this. I find it very inspiring. You know it is actually funny because I actually have a polo shirt that says this and I wear it all the time. In my opinion (and this is why I wear it). It is true no matter who the child is or where they are from, every child can learn. It may take some of them a little longer than others, but they will learn somehow, someway.

[Elizabeth Stein]

Michelle,

It always keeps me focused when I, like you, think about the view of all the minds collaborating around a meeting table. We are all there with the same general intention...to do what is best for students. Knowing what you believe--while keeping an open mind to what others think is a good balance for collaboration. We learn from and make decisions together. But remember, just like you learn from the views of others at the table...they learn from you too. So keep your values close and trust your instincts. Know that your view will be the one to take the pressure off for others sometimes! Keep that collaborative mind going strong!
Thanks for sharing! All the best!

[Michelle]

I love the way this post makes me think about perspective. Today, during a team meeting, I thought about the value of the views from all of the seats around me. It also made me feel the importance of collaboration in making decisions for students. It can really take the pressure off of new teachers knowing that there are other people involved in making decisions--as a team.