Read Five Ways To Ensure A Positive Co Teaching Experience For Co Tea
Read Five Ways To Ensure A Positive Co Teaching Experience For Co Tea
Read “Five Ways to Ensure a Positive Co-Teaching Experience for Co-Teachers and Students,” by Meier and Fisk, from Simon Fraser University (2016). Conflict is inevitable in any workplace setting. In schools, the effectiveness of the educational team is important to the well-being of every student. Therefore, it is important for educators to resolve conflict in a professional manner that promotes collaboration. The following scenario informs the assignment: Mr. Carson, a special education teacher, has called a problem-solving meeting with a team of professionals who work with his seventh grade student, Melissa. Mr. Jones, Melissa’s science teacher, has expressed concerns about Melissa’s ability to engage in class on a day-to-day basis, both academically and behaviorally. Mr. Carson decided to invite a team to help problem solve as he has been successful working with special education students in a general education classroom setting.
The team includes: Mr. Carson, the special education teacher and case manager; Mr. Kiernan, a math teacher; Mr. Barnaby, an English teacher; Ms. Chamley, a counselor; Ms. Amity, a social studies teacher; Ms. Claire, the assistant principal; and Mr. Jones, the new science teacher. During the meeting, Mr. Kiernan expressed his gratitude toward Mr. Carson and his ability to guide the team through comprehensive problem solving steps to help Mr. Jones. Everyone participated in the discussion and brainstormed ideas except for Ms. Claire. When it came time to evaluate the suggestions, Ms. Claire found numerous reasons why each would not work. She specifically cited legal implications and time constraints. Mr. Kiernan offered ways to mitigate these concerns, but Ms. Claire simply said, “No.” Mr. Kiernan was somewhat surprised to hear the others then agree with Ms. Claire, except for Mr. Jones who said nothing. Ms. Claire then referred to one of her original ideas and the others enthusiastically agreed that it would be a good starting point. Mr. Kiernan tried once again suggesting another option, finding a way to incorporate both suggestions, but Ms. Claire vetoed the idea. Mr. Jones seemed to tacitly accept the idea but left without much enthusiasm.
Describe the interpersonal conflicts and conflict management style presented in the scenario by the key characters and how they could potentially affect the learning environment and well-being of students with disabilities. If you were Mr. Carson, explain how you would promote better collaboration in this situation to meet the needs of the student. Provide potential solutions for meeting the needs of the student. Develop
a plan including two research-based collaboration and communication strategies to address the conflict and promote healthy peer-to-peer relationships. Support your response with the topic materials as well as a minimum of three additional scholarly resources.
Paper For Above instruction
The scenario described highlights a range of interpersonal conflicts that can arise in co-teaching environments, especially when team members hold differing perspectives and conflict management styles. The key characters demonstrate various approaches that influence their interactions and the overall learning environment. Mr. Claire, the assistant principal, exhibits a defensive and vetoing conflict style, often citing legal and logistical concerns to dismiss alternative ideas, which may stem from an avoidance or dominant conflict management style. Such behavior, characterized by dismissiveness, can lead to frustration among team members, reduce collaborative problem-solving, and negatively impact the implementation of effective strategies for students like Melissa (Johnson & Johnson, 2017).
Conversely, Mr. Kiernan attempts to foster a collaborative approach, offering to find common ground and adapt suggestions to meet concerns. His conflict management style appears to be integrating, aiming to resolve disagreements through accommodation and collaboration. Mr. Jones’s silence might indicate a passive or accommodative style, potentially leading to feelings of disempowerment or disengagement, which can hinder team cohesion and effectiveness (Tjosvold, 2018). The interpersonal conflict manifests as a clash between the vetoing, dismissive approach of Ms. Claire and the more cooperative efforts by Mr. Kiernan, which could create a tense environment detrimental to team dynamics and student outcomes.
The way these conflicts are managed directly influences the learning environment. Poor conflict resolution, characterized by dominance and dismissiveness, can create barriers to implementing effective interventions for students with disabilities, such as Melissa, by discouraging open communication and collaborative decision-making (Friend & Cook, 2017). This can lead to missed opportunities for developing tailored, comprehensive support strategies, ultimately affecting Melissa’s academic and behavioral progress.
If I were Mr. Carson, promoting better collaboration would require establishing a shared vision centered on student success and fostering a culture of mutual respect. Active listening skills should be emphasized, encouraging team members like Ms. Claire to express their concerns constructively while remaining open to alternative perspectives. Facilitating structured communication protocols, such as regular collaborative
meetings with clear agendas and conflict resolution protocols, can help manage disagreements effectively. For example, implementing a step-by-step problem-solving approach, supported by research-based collaboration strategies like the Cooperative Negotiation Model (Johnson & Johnson, 2017) and structured dialogue techniques (e.g., SBAR—Situation, Background, Assessment, Recommendation), can enhance mutual understanding and trust.
Additionally, developing a peer-mediated support system where team members collaboratively share responsibilities and recognize each other’s expertise encourages a positive team climate. Training in conflict resolution and collaborative communication, rooted in social-emotional learning (SEL) principles, can equip teachers with skills to de-escalate disagreements and foster respectful dialogue (Meng, 2019). Such strategies not only improve team cohesion but also model effective interpersonal skills for students, creating a more supportive and inclusive classroom environment for students with disabilities like Melissa. In conclusion, managing interpersonal conflicts through intentional, research-based strategies can significantly enhance team collaboration, positively affecting the educational experiences of students with disabilities. Cultivating a culture of open communication, mutual respect, and shared commitment to student success is essential for effective co-teaching and promoting inclusive, equitable learning environments.
References
Friend, M., & Cook, L. (2017).
Interactions: Collaboration skills for school professionals . Pearson.
Johnson, D. W., & Johnson, R. T. (2017).
Joining together: Group theory and group skills . Pearson.
Meng, X. (2019). Social-emotional learning and teacher collaboration in inclusive classrooms. Journal of Educational Research, 113 (2), 98-109.
Tjosvold, D. (2018). Cooperative conflict management.
Leadership & Organization Development Journal, 39 (1), 86-99.
Friend, M. (2020). Inclusive education: Strategies for diverse learners. Council for Exceptional Children. Johnson, D. W., & Johnson, R. T. (2014). Cooperation and conflict resolution in educational teams. Educational Leadership, 71 (8), 60-65.
Simonsen, B., Fairbanks, S., Bruns, M., et al. (2010). Evidence-based practices in PBIS and co-teaching: An overview.
Exceptional Children, 76 (3), 273-290.
Kammer, M. L., & Van Houten, R. (2018). Building collaborative teacher teams through conflict resolution.
Journal of School Leadership, 28 (2), 221-244.
Sylvester, K., & Bartholomay, T. (2020). Fostering professional communication for inclusive education.
International Journal of Inclusive Education, 24 (9), 985-998.