collaboration exam

• changes in authority structure-site based management
• increased teacher responsibility for the profession
• growing diversity of the student population
• inclusion of students with disabilities
• more complex forms of instruction

is a style for direct interaction between at least 2 co-equals parties voluntarily engaged in shared discussion making as they work toward a common goal.

• motivates and willing participants
• increased morale of the group
• voluntary behavior is contagious
• increased sense of self-efficacy and professional self-worth
• ensures the problems will be speedily addressed

each person's contribution is valued and each person has equal power in decision making

• each person must have at least one goal
• shared responsbility
• shared resources
• shared accountability

• voluntary-motivates and willing participants
• parity- each person makes a contribution
• mutual goals-least have one goal

• school structure-preference toward working in isolation
• teachers take charge of their own classroom
• professional socialization- working alone is the role of the professional
• you should handle your problems your self
• pragmatic issues- time space matierials and expertise

no

is shared knowledge arrived at by individuals and groups, used to solve problems and conflicts

• 1.communication- be friendly, listen,be clear and be honest
• 2.professional competence- continue to learn, provide an appropriate quality education, set high expectations
• 3.respect- honor cultrual divesity, affirm the family' strengths, treat students and famlies with dignity
• 4. commitment-be sensitive, be accessible, go above and beyond
• 5. equality- share power with families, foster empowerment, provide options,
• 6. advocacy- speaking out taking action, problem-oriented,identifies a problem, and ways to solve the problem.
• 7.trust-be reliable, use sound judgement,maintain confidentially,trust yourself

a theory helps explain how people adapt to threatening situation

to identify with another's feelings. It is to emotionally put yourself in the place of another.

having confidence in someone else's reliability, judgement, word and action to care for and not harm the entrusted person.

in the center of respect and communication

• be reliable
• use sound judgment
• maintain confidentiality
• trusty yourself

because parents can't rely on the teachers good judgement and if their child is not physically and emotionaly safe.

people neither fully trust or fully distrust the other party

• low SES affects student achievemnt and teacher trust
• teachers making the same as parents of students in the classroom

parents not interacting with the teacher such as parent teacher conferences

• incline body toward the speaker
• use open body position
• maintain an appropriate distance from listener
• eye contact

• a descrition of the other body language
• an invitation to talk
• silence
• attending

• gestures like a nod,
• thumbs up
• eye contact

if we listen sometime the person talking will solve his or her own problems

using our own words to restate the person's message in a clear manner.

• checking for accuracy
• clarify the content
• implicit and explict meaning of the conversation

verbally mirroring back to the speacher, the emotions that he/she is communicating

when feeling and fact are joined in one succinct response

ties thing together like comments, feeling, and make the conversation more clearer

• 1.judging-critcizing, name calling, diagnosing, prasing evaluatively,
• 2.sending solutions-ordering,threatening, moralizing, excessive/inappropriate questions, advising

• vary your responses
• don't tell the speaker you know how he/ she feels
• focus on the feelings
• develop vocal empathy
• provide factual information
• strive for concreteness and relevance
• responding with a touch

• 1 identify the problem
• 2 brainstorming
• 3 evaluate the ideas
• 4 select intervention
• 5 implement
• 6 evaluate the progress

• establish trust
• gain acceptance
• play nice with colleagues

identify the problem everything that follows proceeds directly from how the problem is defined if the problem is not defined will this will likely result in matching less appropriate intervention to a poorly defined problem

sometimes the stated problem is not really the problem

because the real problem may not ever be identified and the wrong itervention maybe implemented

coming up with idea or procedures that may be used to solve the problem

• plan ahead send out a statement
• writing it down have each person write ideas on a index cards
• add an idea have each person write an idea down the pass it to the left or right

brings out as much relevant information as possible in defining the problem

• do's don't
• 1.set time limits 1. don't judge
• 2.encourage full participation 2.don't criticize
• 3.generate lots of ideas 3.that will never work
• 4. piggyback ideas onto other ideas 4. great idea but won't work for us
• 5. quantity is wanted over quality 5.if it ain't broke
• 6 assign a facilitatoir and recorder 6.you are too young to know
• 7.write down all responses 7.we have always done this way

gen ed and special ed teachers

• 1.one teach one observes this means one teaches the lesson the other observes the misbehavior of a student
• 2.one teach one drifts one teachers teaches the lesson and the other teacher drifts around the room to make sure all students are on task and not misbehaving
• 3.station teaching the room and students are divided in half and one teaches a lesson and the other teacher may do activity that goes along with the lesson
• 4. parallel teaching is both teacher teaching at the same time in front of the class
• 5. alternative teaching a teacher is teaching a lesson while the other one is teaching same lesson but with a alternate approach
• 6. supplemental teaching is a teaching a part of the lesson not the full lesson
• 7 team teaching stand in front and both equal

• schedule joint planning
• share lesson plans, materials,strategies
• share students
• teach even when a other adult is present
• be flexible
• allow the sp ed to participate in the lesson
• be open to new suggestions

• learn the rules of each gen ed classroom in which they work
• provide instruction to the whole class
• reinforce lectures by taking notes on the board or overhead
• teach learning strategies
• teach study/organization skill
• modify asssignments and materials
• audiotape texts or tests
• observe a student or class
• provide instruction for half the class
• conduct study review sessions for all students
• read assignments/test orally to students

• attitudial attitude
• structural time and space
• competency

the longer students with special needs are excluded from typical peers, the further behind they become both socially and academically having access to more than one teacher is beneficialfor all students

• be actively engaged
• be an equal teacher in the classroom
• partictipate in planning
• be responsible for discipline and classroom mgt
• provied instruction
• evaluate students work
• be at parents teacher conferences
• attend IEP conferences
• share responsbility for students
• blend instrustional roles

• attends IEP meeting
• attends parent teacher conferences
• share responsbility for students
• evaluate students work
• blend instructional roles
• be equal
• be actively engaged
• participate in planning
• be responisble for discipline and classroom mgt