Six Ways to
Share a Classroom

Chapter 1 argued that most co-teaching friction comes from accountabilities you cannot see. This chapter is about something you can see, and change, without any difficult conversation at all: what the two of you are physically doing with your bodies for those forty minutes.

第一章談的是你看不見的責任差異。這一章談的是你看得見、而且不必經過任何難堪對話就能改變的東西： 那四十分鐘裡，你們兩個人的身體實際上在做什麼。

Section 01The six models, in a Taiwanese English class

Marilyn Friend and Lynne Cook's six co-teaching models are the standard vocabulary for this worldwide. They were developed for inclusive classrooms rather than for language teaching, so the versions below are translated into what they look like in an elementary or junior high English class in Changhua.

Friend 與 Cook 的六種協同模式是全世界通用的標準語彙。它們原本是為融合教育的課堂發展出來的，不是為語言教學， 所以下面直接翻成彰化國中小英語課的實際樣子。

1. One Teach, One Observe — one of you runs the lesson; the other is not idle but watching a specific thing and writing it down. Which four students never spoke. How long the instructions took. Who copied instead of answering. 一人教、一人觀察——另一人不是閒著，而是盯著一件說好的事並記下來：哪四個學生從頭到尾沒開口、指令講了幾分鐘、誰是用抄的而不是自己答的。
2. One Teach, One Assist — one of you leads; the other circulates, helps individuals, translates, keeps order. This is the default almost everywhere. 一人教、一人協助——一人主導，另一人走動、個別協助、翻譯、維持秩序。這幾乎是全世界的預設。
3. Parallel Teaching — you split the class in half and both teach the same content at the same time, in two halves of the room. Each child is in a group half the size, so each child gets roughly twice the talking time. 平行教學——把班級分成兩半，兩位老師同時各教相同內容。每個孩子所在的組別人數減半，開口的機會大約多一倍。
4. Station Teaching — the content is split into parts, and students rotate. You run one station, your co-teacher runs another, and a third runs itself (a worksheet, a listening task, a reading corner). 站點教學——把內容拆成幾塊，學生輪流跑站。你顧一站、協同老師顧一站，第三站自己運作（學習單、聽力任務、閱讀角）。
5. Alternative Teaching — one of you takes the large group while the other works with a small group who need something different: pre-teaching for the students who will otherwise be lost, or an extension for the ones who finished in three minutes. 差異教學——一人帶大組，另一人帶一個需要不同東西的小組：替跟不上的學生先教一遍，或替三分鐘就寫完的學生加深。
6. Team Teaching — both of you lead the whole class at once, trading turns inside the same activity. It looks effortless and it is the hardest one; it needs a shared plan and a lot of rehearsal. 合作教學——兩人同時帶全班，在同一個活動裡輪流接話。看起來最輕鬆，其實最難：需要共同的計畫和大量默契。

Section 02Why everyone lands on number two

One Teach, One Assist is the model that requires no planning, no agreement, and no conversation. It happens by default the moment two teachers walk into a room without having decided anything. That is exactly why it dominates — and why it is where most of the resentment in these partnerships lives.

「一人教、一人協助」是唯一不需要備課、不需要協議、不需要對話的模式。兩位老師走進教室、什麼都沒說好， 它就自動發生了。這正是它會勝出的原因，也正是這種搭檔關係裡多數怨氣的所在。

Role ambiguity is the single most-discussed problem in the co-teaching literature across Asia, and this model is where it lands. But here is the part foreign teachers usually get wrong, and it matters:

「角色不明」是亞洲各地協同教學研究中被討論最多的問題，而它的落點就是這個模式。 不過下面這件事，外師通常會弄錯，而且很重要：

So before you decide which of you is being wasted in this arrangement, consider that your co-teacher may be sitting on the same complaint from the opposite side — and that neither of you has said it out loud. One model, two people quietly feeling like furniture.

所以在你斷定這個安排浪費了誰之前，先想一想：你的協同老師很可能從另一邊抱著同一種抱怨， 而你們兩個誰都沒說出口。同一個模式，兩個人各自默默覺得自己是家具。

Section 03The two worth proposing first

If you are going to change one thing, change it to Station or Parallel. The reason is not that they are fashionable. It is structural: they are the two models in which both teachers are actively leading instruction at the same time, which makes the assistant role impossible to fall into. Research on co-teaching consistently points to these two as the strongest of the six for that reason.

如果你只打算改一件事，就改成站點教學或平行教學。理由不是它們比較時髦， 而是結構性的：這兩種是兩位老師同時都在主導教學的模式，讓「助手」這個角色根本無法形成。 協同教學研究一致認為六種當中這兩種最強，原因正在於此。

Parallel, in a real Changhua classroom

Split the class down the middle. You take one half at the front, your co-teacher takes the other half at the back. Both halves do the same speaking activity, at the same time. Nobody has to plan two lessons — you plan one and teach it twice, simultaneously. The noise doubles and the talking time per child roughly doubles with it.

把班級對半分。你在前面帶一半，協同老師在後面帶另一半，兩邊做相同的口說活動、同時進行。 沒有人需要備兩份課——備一份，同時教兩遍。教室會變吵一倍，每個孩子開口的時間也大致多一倍。

Station, in a real Changhua classroom

Three stations, twelve minutes each. Yours is speaking — the thing only you can give them. Your co-teacher's is whatever the exam actually asks for, taught in the way they know works for this class. The third station runs itself: a worksheet, a listening task on a tablet, a reading corner. This one is worth proposing precisely because it hands your co-teacher the exam-facing piece they are accountable for, instead of asking them to give it up.

三站，每站十二分鐘。你這站是口說——只有你給得了的東西。協同老師那站是段考真正要考的內容，用他知道對這個班有效的方式教。 第三站自己運作：學習單、平板上的聽力任務、閱讀角。這個模式特別值得提， 正因為它把「要考的東西」交回給要負責的人，而不是要求他放棄那一塊。

Section 04How to propose one without it sounding like a complaint

The failure mode here is predictable. "I think we should change how we teach together" is heard as I think you are doing it wrong, and it arrives without a plan attached. Four things make the difference:

這裡的失敗方式很好預測。「我覺得我們應該改變協同的方式」聽起來就是「我覺得你做錯了」， 而且後面沒有接任何具體方案。有四件事會決定成敗：

1. Name the model, not the person. "Could we try station teaching for Unit 5?" is a proposal about furniture. "Could I have more of the lesson?" is a proposal about status. 說模式，不要說人。「第五課我們要不要試試站點教學？」談的是桌椅怎麼擺；「我可以多負責一點課嗎？」談的是誰比較大。
2. Attach it to their problem, not yours. If they are worried about exam coverage, the station model gives them a protected twelve minutes for exactly that. 扣在他的問題上，不是你的。如果他擔心段考進度，站點模式正好給他十二分鐘專門處理那件事。
3. Make it one lesson, and make it reversible. "For one class, and if it is worse we go back" is a much smaller thing to agree to than a change of method. 只試一節，而且可以退回去。「試一節，不好就改回來」比「改變教法」是小得多的承諾。
4. Agree in advance how you will know. One observable thing: how many children spoke a full sentence, whether the worksheet got finished. Otherwise the debrief becomes two opinions. 事先講好怎麼判斷有沒有效。挑一件看得見的事：有幾個孩子講出完整句子、學習單有沒有寫完。否則課後檢討就只是兩種感覺在對撞。

Section 05Three sentences to take into next week

1. The default is a default, not a decision. One Teach, One Assist happens when nobody chose anything. 預設之所以是預設，是因為沒有人做過選擇。沒人決定任何事的時候，「一人教、一人協助」就自動發生。
2. Your co-teacher may hold the same complaint from the other side. Role ambiguity runs both ways in the research. 你的協同老師可能從另一邊抱著同一種抱怨。研究記錄到的角色不明是雙向的。
3. Propose a model, for one lesson, tied to their problem. That is a request about seating, not about status. 提出一個模式、只試一節、扣住他的問題。那是關於座位的請求，不是關於地位的請求。

Chapter 3 handles the harder case: what to do when the disagreement is not about where you stand, but about what should be taught at all.

第三章處理更難的情況：當你們的分歧不是站在哪裡，而是這堂課到底該教什麼。