There are four main forms of co-teaching. Supportive co-teaching is typically favored by those new to co-teaching, because it involves the least planning and coordination. Supportive co-teaching involves one teacher performing whole-group instruction while the other teacher takes on a supportive role. Supportive co-teaching may not always be the best method for your classroom, so familiarize yourself with other methods as well. Parallel co-teaching breaks the classroom into two parts, and each teacher works with a group of students simultaneously. Complementary co-teaching uses one teacher to teach verbally and the other to model or paraphrase. Team teaching gives equal responsibility for all parts of the lesson to both teachers. Remember that the teachers in any case should change roles frequently.
During whole-group instruction, the teacher in the supportive role can actively supervise the classroom to monitor for student understanding. She can move around and listen to questions that come up, look at student papers as they work on them and observe social behaviors. In order for the two teachers to communicate about student understanding without the students overhearing, they can create a system of nonverbal cues so they can relay important information during class. For example, a simple hand gesture can convey that students are lost and the other teacher must back up to address the problem. While this activity is effective for having an extra set of eyes on the classroom, it could be completed by a teacher's aide. Therefore, it may not make the best possible use of resources.
Social delays in classroom students may call for the supportive co-teacher to fall into the role of social management while whole-class instruction is happening. The supportive teacher may help the students react to the information in an appropriate manner, or facilitate partner interaction if the class activity calls for it. This is a convenient way to maintain order in a classroom, especially when social delays cause disruptions. However, if the two co-teachers do not often switch roles, one teacher can be pigeonholed as the "enforcer." If used too often, this supportive co-teaching activity can also lead to further social problems for delayed students by frequently drawing attention to problems.
The most common activity for supportive co-teaching is when one teacher takes on the role of in-class tutor. One teacher delivers whole-group instruction to the class, and the other teacher works with the students who need help on a one-on-one basis. This can mean clarification of instructions, breaking steps down further, repeating instructions, writing out the student's thoughts as he speaks or any number of activities related to tutoring. The problem with this method of supportive co-teaching is that overuse can stigmatize the students who need the most help. They feel singled out, and that makes it difficult to create the desired classroom community atmosphere. Tutoring is best when used sparingly.