Hand out: Best Practices for Online Co-Teaching

 

Best Practices for Online Co-Teaching

Supporting Students in a Virtual English Classroom

• Online co-teaching means two teachers use the tools of the virtual classroom to help more students access the lesson.

• These tools may include:

  • Voice

  • Chat

  • Slides

  • Pointers

  • Polls

  • Breakout rooms

  • Calls

  • Messages

• The goal is to make the work more reachable, supported, and connected.

1. Make Both Teachers Visible

• Both the general education teacher and the special education teacher should be visible parts of the class.

• Both teachers’ names should appear on class materials when possible.

• Both teachers should greet students.

• Both teachers should participate in the lesson.

• Students should understand that:

  • Both adults belong.

  • Both adults can help them.

  • Both adults are paying attention.

2. Communicate Before Class

• The general education teacher should share:

  • The weekly calendar

  • Assignments

  • Due dates

  • Lesson materials

• The special education teacher can give feedback about:

  • What may confuse students

  • What supports may be needed

  • How the lesson could be made more accessible

• Both teachers should enter class knowing:

  • The plan

  • The expectations

  • The likely trouble spots

3. Use Universal Design

• Do not assume students can access difficult texts independently just because the text is on the screen.

• Reading aloud supports students who struggle with:

  • Decoding

  • Attention

  • Vocabulary

  • Background knowledge

  • Processing

  • Stamina

• Strong online instruction may include:

  • Repeated routines

  • Visuals

  • Audio support

  • Modeling

  • Chunked reading

  • Chat support

  • Frequent checks for understanding

4. Use Both Teachers’ Voices

• The special education teacher should be active during instruction.

• The special education teacher may:

  • Ask questions

  • Rephrase directions

  • Clarify confusing ideas

  • Explain a concept in another way

  • Reinforce the skill being taught

• Sometimes the second explanation is the one that reaches the student.

5. Use Chat as a Teaching Space

• The chat can be used for:

  • Reminders

  • Reworded directions

  • Vocabulary

  • Links

  • Encouragement

  • Student check-ins

  • Written versions of spoken explanations

• One teacher can continue teaching while the other teacher quietly:

  • Removes barriers

  • Answers questions

  • Keeps students connected to the lesson

6. Help Students Follow the Screen

• Online students can lose their place easily.

• When one teacher is reading, the other teacher can help students follow along by using:

  • The pointer

  • The cursor

  • Highlighting

  • Chat directions

• Helpful cues include:

  • “Look at the second paragraph.”

  • “Watch this phrase.”

  • “We are on this sentence.”

  • “The answer is under the picture.”

• These small supports help students stay oriented.

7. Support Students During Independent Work

• During quizzes or independent work, teachers can use breakout rooms to check in with students.

• Breakout rooms can be used to:

  • Answer questions

  • Provide reminders

  • Offer encouragement

  • Clarify directions

  • Support students while they still complete the work independently

8. Show Professional Teamwork

• Teachers should refer to each other naturally during class.

• Teachers should invite clarification from each other.

• Teachers should acknowledge each other’s contributions.

• Teachers should model respectful collaboration.

• Visible teamwork helps students see both teachers as:

  • Approachable

  • Involved

  • Connected to the class

Core Belief

• Online co-teaching works best when both teachers are visible, active, and useful throughout the lesson.

• It is not about making the class easier.

• It is about making the class:

  • More accessible

  • More human

  • More effective