As the teacher circulates, he/she also keeps the students on task rather than daydreaming or talking with one another. This is an efficient approach, since no time is lost handing out papers or assisting a student. It is important to note that this second teacher is just as important as the one leading the class, since he/she offers individual support and tutoring. Although the two teachers are on equal footing, a drawback of this approach is that the students often see a hierarchy between the educator at the front of the class and the one circulating. In addition, the compatibility of teachers is important, as teachers must be comfortable fulfilling lead and supplemental roles, which can potentially result in a power struggle.

Station Teaching breaks the classroom into more manageable groups following specific characteristics. Students may be grouped heterogeneously or homogeneously by skill level, or learning style, or special needs, etc. Classroom stations will be set up at various locations throughout the room and be designed to cater to different, small groups. Students will spend time at one station before rotating to another. Typically teachers using this model will develop their own content for the specific stations they are responsible for facilitating. This model naturally provides small working groups and differentiated instruction. It can be beneficial in teaching to the specific needs of students, such as a group of ELLs or students who require kinesthetic learning. In working with multiplication, teachers could set up different stations that used arrays and manipulative and a math fact song in both English and Spanish so that students could learn the concept through different modalities and reinforce the language needs...

It is important however that station teaching rely upon the same groupings day in and day out, since this would negate the true intentions of inclusion, and limit the ability of students to learn from the diverse perspectives in the classroom.
Station teaching requires more pre-planning and logistics than the other approaches, since much of the work has to be done in advance. The time that is needed at each station will also vary, depending on which students are there. There is a chance, therefore, that students will finish at one station while at another they are not finished in the time allotted. The teacher, therefore, has less control over the time element as with other methods.

In Parallel Teaching, instruction is typically a shared effort in which teachers work together to develop a cohesive program that they will each deliver individually to a part of the class. The class may be split in half, or into equitable groups, and each teacher will provide essentially the same content to a group in a consistent format. Each group requires a separate section of the classroom. Parallel teaching ensures that all students are being stimulated by consistent, challenging material, while also being given the benefit of more individualized attention and greater opportunities to participate. It would work well for teaching fractions, where the use of fraction circle manipulative would need to be closely monitored to ensure that students were using them correctly, and to encourage students to ask questions regarding the new content. As in station teaching, groups should be mixed up frequently to ensure that students can benefit from cooperative interactions with diverse peer groups.

Unlike other methods, where teachers