one teach, one assist
The sixth and final model of team teaching is called "One Teach, One Assist". The model is simple and is demonstrated by one teacher instructing the class while the other teacher manages behavior or assists students. The model is commonly used, especially when the teaching team consists of one content-area teacher and one special education teacher.
PROS: Although it is a commonly used model, "one teach, one assist" does not have many benefits for teachers involved. The sole benefit is that the models allows for the lead teacher (who is normally stronger in the content area) to teach without interruption. This may be beneficial for the students because it allows them to learn content from a stronger pedagogue, but the disadvantages outweigh that benefit. When used sparingly and during appropriate situations, "one teach, one assist" can be excellent for topics which require repeated academic drills and/or teacher-centered instruction methods (test prep activities, administering assessments, labs, experiments, presentations, workshops or seminars)
CONS: This model, despite being used very often, is the least ideal for effectively utilizing both teachers. The teacher that manages behavior can begin to be viewed as sole the "disciplinarian" and not be taken seriously as an academic instructor while the lead teacher is respected as the academic instructor but not considered an effective classroom manager. This dynamic can create resentment between adults and send a negative message to students if the instructional and classroom responsibilities are not shared between both professionals. While this model can be useful, it should be used sparingly and not relied on as the sole method of collaborative team teaching.
PROS: Although it is a commonly used model, "one teach, one assist" does not have many benefits for teachers involved. The sole benefit is that the models allows for the lead teacher (who is normally stronger in the content area) to teach without interruption. This may be beneficial for the students because it allows them to learn content from a stronger pedagogue, but the disadvantages outweigh that benefit. When used sparingly and during appropriate situations, "one teach, one assist" can be excellent for topics which require repeated academic drills and/or teacher-centered instruction methods (test prep activities, administering assessments, labs, experiments, presentations, workshops or seminars)
CONS: This model, despite being used very often, is the least ideal for effectively utilizing both teachers. The teacher that manages behavior can begin to be viewed as sole the "disciplinarian" and not be taken seriously as an academic instructor while the lead teacher is respected as the academic instructor but not considered an effective classroom manager. This dynamic can create resentment between adults and send a negative message to students if the instructional and classroom responsibilities are not shared between both professionals. While this model can be useful, it should be used sparingly and not relied on as the sole method of collaborative team teaching.