Sparking Thoughtful Inclusivity

In my own middle and high schools, I never had any class-within-a-class experience. And, while my private high school had a large population of non-native speakers, the sort of inclusive atmosphere fostered by today’s teacher was not present. So, I had strong expectations of what I would be witnessing since my only knowledge was from our classes and readings. And, as usual, the divide between theoretical ideals and practical realities spanned a spectrum of application.

For the most part, it has been a revelation that CWC and inclusion classes have been largely indistinguishable from standard classes beyond including additional professionals. That is, those being “included” have not stood out from the students around them, except in special cases that were largely handled swiftly and efficiently. The biggest differences between the classes have been how the co-teachers and paraprofessionals worked together. The expectation of an individual leader within a classroom has been the standard mode of instruction for secondary schools to such an extent that when teachers work together within the same space there is usually a learning curve.

In the least effective CWC classes I have observed, the teachers were separate entities performing rigid roles. For example, I observed one class where a leave-replacement teacher had been working with a co-teacher for a few months, but they had not yet developed an effective working relationship. During the class, the “lead” teacher, the leave-replacement, instructed in a manner that depended largely on the static reading of text and answering of recall questions. As the class read the text in turns, the two teachers paced around the room in a manner that reminded me of sharks, always moving with eyes that lacked emotion. I could see how this would be intimidating and distracting to students attempting to read aloud while understanding a text. Strange behavior. At other times, the co-teacher merely filled out a google document that was a digitized ditto sheet. This class was largely a boring, lifeless exercise in staying attentive and productive.

In the best examples of CWC classes I have observed, the teachers utilized each other as partners, even when not of equal status. When it works, I am absolutely enamored with CWC classes (and that is coming from a guy who nearly always prefers to work solo). In one strong example of co-teaching dynamics, two teachers (one who was clearly the leader) created an active and participatory vibe in their classroom through energetic discussion; they riffed off of each other and the students, often poking and prodding students to engage in the conversation. These teachers also moved around the room constantly, but they did so in manner that created a whirlwind of inclusion and engagement. The movement extended to the stationary students and became the movement of minds as opposed to empty vessels marching around the classroom. Overall, it was apparent that these co-teachers were having fun.

I also witnessed another effective dynamic between co-teachers very different from the above situation. In another class in another school, ninth graders were reading Romeo & Juliet. In this class, it was clear that one teacher was leading the class, the activities, and the discussion. She was lively and enthusiastic while knowing her students and their needs intimately. And while she was teaching the class, her co-teacher (a quiet, smiling presence) was constantly but silently moving around the class, checking in with students without disrupting the flow of the lesson. It was so different from the above example of coteaching, but it was just as effective. This co-taught class displayed that there is no simple, right way to do a CWC class. That the relationships that our professor and guest speakers have mentioned are as diverse as the students being taught.

There is no one right answer. In anything, ever. So, we learn, we grow, and we adapt to our environment, as teachers and as humans. CWC and ENL classes that foster collaboration and cooperative development of knowledge and experience are reflections of a progressive society that evolves. All students should feel invested and engaged within a classroom community that challenges them to constantly become better versions of themselves. And, teachers should remember that they are not the singular paragon of all things in their specialty. We are all in this together…