One of the challenges of teaching is actually co-teaching. Because students are identified by so many labels-- some of them academic, some of them federal, some of them self-chosen, but all of them significant in high-stakes testing data which impacts schools and districts, there are often several educators in a single classroom. Finding the time to coordinate with such a team is a challenge in itself, and so there are definitely times when the teacher of record is put in the awkward position of directing and redirecting a person who is technically a peer.
My friend Mary and I were laughing about just such a situation today. It was around 5 PM, and we had just finished planning the week ahead and were commiserating about how much we had left to do when the subject of one of our colleagues (who was long gone for the day) came up. This teacher is assigned to Mary's class for one period a day and sometimes becomes so involved in completing the assignments herself that she forgets to interact with the students she is there to support.
"It's because our lessons are so awesome," I joked. "If only the kids felt the same way!"
"I know," Mary answered. "I think she just wants to be one of us."
"And why wouldn't she?" I said. "We're living the dream!"
My friend Mary and I were laughing about just such a situation today. It was around 5 PM, and we had just finished planning the week ahead and were commiserating about how much we had left to do when the subject of one of our colleagues (who was long gone for the day) came up. This teacher is assigned to Mary's class for one period a day and sometimes becomes so involved in completing the assignments herself that she forgets to interact with the students she is there to support.
"It's because our lessons are so awesome," I joked. "If only the kids felt the same way!"
"I know," Mary answered. "I think she just wants to be one of us."
"And why wouldn't she?" I said. "We're living the dream!"
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