How does consistent communication and collaboration between classroom teachers and interventionists impact the child’s academic achievement and the relationship between the student and teacher?
Stephanie Nord
Seminar Title
How does consistent communication and collaboration between classroom teachers and interventionists impact the child’s academic achievement and the relationship between the student and teacher?
Concept/Strategy
Focus of the Research
Communication, Collaboration, Time
Grade Level
Research Was Applied
1st Grade
Relevant Grade Level
Connections
Elementary
Discipline
Where Research Was Applied
Mathematics
Additional Discipline Areas
I see Application to
All Disciplines
Invitation/Commercial
Do you have a revolving door in your classroom? Are there students going to and coming from special teachers all day long? Today’s elementary classrooms are no longer one room school houses. There are many reasons that kids get pulled out of classrooms to try to meet their growing needs by other teachers (Title 1, special ed, english learner teachers, gifted and talented). In my action research, I looked at how classroom teachers can meet with those other teachers on a regular basis to share ideas, talk about the child in all settings, and to help raise student achievement. I am wondering how elementary schools can change so their schedules allow more collaboration among all teachers. This session is geared for anyone who is looking to have a discussion with other teachers to see how they collaborate more effectively with their colleagues around student’s needs.
Abstract
How does consistent communication and collaboration between classroom teachers and interventionists impact student’s academic achievement and the relationship between the student and teacher? While I researched this question I found many interesting viewpoints about communication in the workplace. Because communication has so many different ways of getting misinterpreted, the value of clarity came through in my research. In a school setting, collaboration between teachers is a necessity to try to meet all the student’s educational needs. One teacher can not do this job alone; the population of students coming into public schools is getting harder and coming with more baggage from outside of school. My collaboration with my colleagues has made an impact on my teaching by using the same vocabulary and math manipulatives to connect the dots to what they do in their classroom to my individual lesson with me. My instruction has been personalized even more during my remedial support because I am bringing in misconceptions they have in their general education math class to the one-on-one setting. I continue to be curious about how to have enough time to collaborate with others. Time was something that I found difficult to find for collaboration with others and the biggest struggle I have with my action research. I wonder about how the structure of elementary schools could change to allow for more collaboration between classroom teachers and interventionists (Title 1, special ed, english learner teachers, gifted and talented).