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Case: Levels of Classes I teach 2 inclusive classes, 1 gifted class, and 1 General ed class. My assessments are all over the place. I differentiate for each class and its becoming time consuming. I have 8-9 special education students in those inclusive classes that need constant attention. I have a co-teacher, but she seems to only spend time with students who don't need the most help. I have to have separate standards for my gifted and general edcuation classes, and because it requires so much work I have started slacking in my gifted class. How can I balance the work of my classes to ensure student success? Solution: (Rates are posted for this solution!) I think speaking with your co-teacher about the situation may help to relieve some of your burden with this issue. Inclusion classes can be especially difficult to teach when learning ability can be so widely varied. Is it possible to use standards which are related to help ease some of the time it takes in planning lessons. If the content is closely related some of it may overlap a little. |
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