{"id":27039,"date":"2024-05-28T23:29:46","date_gmt":"2024-05-28T23:29:46","guid":{"rendered":"https:\/\/www.writemyessays.app\/blog\/questions\/chapter-3-of-knackendoffel-dettmer-and-thurston-2017-and-cook-and-friends-2004-co-teaching\/"},"modified":"2024-05-28T23:29:46","modified_gmt":"2024-05-28T23:29:46","slug":"chapter-3-of-knackendoffel-dettmer-and-thurston-2017-and-cook-and-friends-2004-co-teaching","status":"publish","type":"questions","link":"https:\/\/www.writemyessays.app\/blog\/questions\/chapter-3-of-knackendoffel-dettmer-and-thurston-2017-and-cook-and-friends-2004-co-teaching\/","title":{"rendered":"Chapter 3 of Knackendoffel, Dettmer, and Thurston (2017) and Cook and Friend’s (2004) Co-teaching,"},"content":{"rendered":"

After reading Chapter 3 of Knackendoffel, Dettmer, and Thurston (2017) and Cook and Friend’s <\/span>(2004) <\/span><\/span>Co-teaching<\/em>, choose FOUR of the twelve situations listed on pages 104-106 of Ch 3 in the Knackendoffel.  For each, propose a method of addressing the need using the 6 facets (system, perspective, approach, prototype, mode, and model).  Also propose a solution using one of Cook & Friend’s 6 co-teaching models.  Analyze the potential drawbacks and strengths of each plan.  Below are two different examples of one situation response (you will complete four):<\/span><\/p>\n

EXAMPLE ONE:<\/span><\/p>\n

Situation 5:<\/strong><\/span><\/p>\n

System:<\/u> This situation depicts a high school student who often has behavioral problems at school. The school psychologist and the teacher and discussing new methods for setting up behavioral limits with appropriate contingencies and rewards. The principle likes it best when the teachers sort through these things on their own. The system for this situation is the school context.<\/span><\/p>\n

Perspective:<\/u> Due to the fact that the classroom teacher and the psychologist are seeking more guidance from the principle, the perspective for this situation would be purchase. The \u2018consumer\u2019, the teacher and psychologist, are looking for additional support and strategies from the principle in order to improve the student\u2019s behavior.<\/span><\/p>\n

Approach:<\/u> The approach for this particular situation with be a formal one. Collaborative consultations between the classroom teacher, psychologist, student, their parents (if necessary)  and principle need to take place in order or to improve the student\u2019s behavior. Therefore, the classroom teacher and the psychologist need to formally approach the principle about their concerns about the student so interventions can be put in place.<\/span><\/p>\n

Prototype:<\/u> The consultation prototype for this situation is an advocacy consultation. The classroom teacher and the psychologist need to advocate for additionally support from their superior for themselves in order to correctly and effectively improve the behavior of the student.  <\/span><\/p>\n

Mode: <\/u>The mode for this situation is through a direct consultation. In this process, the classroom teacher and the psychologist will directly confront the principal. Together they may conduct observations and discuss the behavior with the student as a united front.<\/span><\/p>\n

 Model:<\/u> The model I believe best fits this situation is the Teacher Assistance Teams Model. In this model, the teachers provide a support system and create a problem-solving team. I think that this model best fits this situation because classroom teacher and the psychologist are working together to comprise a plan for this student and are supporting one another as they confront the principal about this situation.<\/span><\/p>\n

Solution:<\/u> Using Cook\u2019s Co-Teaching Approaches, I think that the One Teach, One Observe method would work in this situation. After the classroom teacher and the psychologist confront the principle about the lack of support with this student, they would invite him to observe in one of their classes. The classroom teacher would teach a lesson while the psychologist and principle observe the student with behavioral issues. Following the class, the three parties would be able to discuss the student\u2019s behavior and create more support for the teacher and psychologist.<\/span><\/p>\n

            Strengths:<\/u><\/span><\/p>\n