Ms. Johnson is a fifth grade teacher at Arbor Elementary School. She is also a co-teacher, working with Mrs. Arnett, a fifth grade reading instructor on designing a reading curriculum that is both diagnostic and a reading assessment for students with disabilities. In order to create a successful reading curriculum, both Ms. Johnson and Mrs. Arnett have to work together effectively.
Herein lies the issue: Ms. Johnson believes that Mrs. Arnett is developing a reading curriculum that is inaccessible to students with disabilties like Ethan, who is reading at a third grade level and who is not improving despite the reading curriculum that has been touted as a success for all students. Ms. Johnson knows that she needs to communicate with Mrs. Arnett, but she is unsure how to start, so she does nothing and gives out the nonverbal communication of avoidance instead of talking about her concern.
In order to solve the issue of the reading curriculum design, Ms. Johnson must develop effective communication skills. Within the inherent differences in both teacher's teaching styles and curriculum construction, lies an underlying foundation of respect, professionalism and partnership. Ms. Johnson can start with the foundation of their relationship and move beyond avoidance towards corroboration and articulation of the issue.
Herein lies the solution: Once Ms. Johnson understood that the foundation of communication had already been built and shared, she was able to invite Mrs. Arnett out for a latte' and discuss her feelings about the current curriculum design.
"I really
want to discuss the reading curriculum," Ms. Johnson said sipping her latte.
"Oh, that's fine. It's a real success isn't it?" Mrs. Arnett said beaming.
"Well, that's what I want to discuss with you," Ms. Johnson said almost losing her nerve to continue.
"What's wrong?" Mrs. Arnett said putting a hand on the table.
"Do you remember Ethan Taylor?"
"Yes, he has the IEP for reading. What about him?"
"Ethan is a 5th grader reading at a 3rd grade level?"
"So, what does that have to do with the reading curriculum?"
"Ethan has gone through the reading curriculum and done the diagnostic."
"So, what's the point?"
"The point is that Ethan is reading at a 3rd grade level, so we need to redesign the reading curriculum for Ethan and for
our students with disabilities, so that we can improve the reading experience and growth for them."
"Hmmm, let's get started on the redesign," Mrs. Arnett said gathering up her notebook.
For Ethan and students with disabilities, effective communicaiton between both teachers is a proactive move that will result in effective instruction and a curriculum redesign meeting the reading needs and diagnostic outcomes for all of their students.