5 Ways to Boost Communication in a Co-Teaching Classroom

Recently I read somewhere that said, "Communication is easy." I would love to know the world they lived in because communication isn't easy- at all. Talking is easy; however, communication-which means an exchange or communion with another- requires greater skill. Communication requires us to listen and to speak skillfully, not just talk mindlessly. Communication among co-teachers is essential to a successful co-teaching relationship.

A co-teaching relationship is just like a marriage. There is a partnership that can’t grow, develop or thrive without successful communication. If there is frustration or unhappiness within the relationship then communication can be even more difficult, because we're less skillful when caught up in such emotions. Yet don't despair or resign yourself to a lifetime or a school year of miscommunication at work! Good communicators can be honed as well as born. Here are a few tips to get you started.

Suspend judgment. Don’t arrive at conclusions about your co-teacher until you have honestly absorbed their perspectives and ideas. Give them opportunity to participate as your equal with equal responsibility in your relationship. When you automatically conclude that they don’t bring as much to the table as you or that you're right and they are wrong in their perspectives and ideas, you eliminate any possibilities for dialogue and participation (and your perception may not even be correct!). Just because you think something or do things a certain way, doesn't make it universally true or correct. Why shut the door on a potentially awesome tag team partnership because you may think or perceive something about your teaching partner that may not be true?

Suspend assumptions. In order to more fully understand another person's perspective you mustn’t make assumptions. Of course, you know what the old adage about assuming is. In day-to-day interactions, assumptions often lead to miscommunications, mismatched expectations, stress, damaged relationships, or unfulfilled responsibilities. The simple act of clarifying and confirming what you understand to be true, and seeing if others have a similar understanding, can eliminate the negative consequences of making too many assumptions. Checking in with your co-teacher about his or her intention to do a particular thing or about a comment that you perceived as rude or unsettling can help foster mutual understanding and unearth your own assumptions that may cause you to be overly sensitive.

Ask questions. Asking questions can be a very effective form of communication. In fact, asking questions can prevent you from making assumptions concerning your co-teacher. It will ensure you have a common understanding of what your roles and responsibilities are in your co-teaching relationship, and of what action need to be taken by each of you. For example, the seemingly obvious question, "Will you take care of that?" would ensure that your co-teacher is taking responsibility for a particular action.

We encourage our students, matter of fact; we insist that they ask questions. If it is good for them, then it is also good for us.  By asking questions we gain new information, learn more about each other’s thinking, and clear up misunderstandings. Also, by asking questions doing active dialogue shows that you are listening and interested in what the other person is saying.

Look for Common Ground.  Instead of focusing solely on differences focus on those ideas and practices that you have in common. The simple fact that both of you entered a career in education to impact the minds of young people is a good place to stare. Once you realize you both share a desire for the same outcome, increased student success, developing the plan to make that outcome manifest will be much easier for both of you.

Remember that change is stressful. Change isn’t easy for most people. And co-teaching definitely brings about change for teachers and even students. Teachers are used to having complete control. They have never had to share that control with any other teacher, at least not in their classroom. Even when a teacher has a paraprofessional there is still a distinct hierarchy in the relationship. Our routines can be comforting in the midst of constant change in curriculum and school climate. However, 'our' routines can no longer be 'our' routines in a co-teaching partnership. It must be OUR routines! So, change is necessary and it’s hard work. But once you have developed a new normal things will become easier.

What other ways can you boost communication in your co-teaching relationship?

Happy co-teaching!

The LD Coach

Image courtesy of Noboxinc