Introduction: The goal of this project was to identify a mentor to learn from. We were supposed to learn what it means to teach in a special education environment and determine what we would want to do in our own classrooms as special educators. The teacher I observed was Lauren Hughes. She is a 27-year-old co-teacher at Bolingbrook High School, located in Bolingbrook, Illinois. What's interesting about Lauren is that she once attended a segregated special education classroom as an elementary school teacher. Although she enjoyed the experience, she felt co-teaching was the best option for her. She co-teaches a grade 11 English class for 4 periods of the day with a regular teacher, Ms. W. Her relationship with her co-teacher is not cohesive. Her co-teacher does not let Ms. Hughes actively participate in classroom instruction and believes that Ms. Hughes should do her part and only care for the special education students. Physical Setting: The class in which Lauren Hughes teaches has modules. The modules consisted of five desks, four facing each other forming a square, and one desk connected to the square set, but facing forward. There were six of these modules in the classroom, three in front, then three directly behind the first row of modules. In addition to the six groups of student desks, there was a teacher's desk in the front left corner of the room. There were two whiteboards, one on each side of the classroom, and windows were located along the left side wall. Although there was only one teacher's desk, on the right side of the classroom there was a counter with cabinets above and below, as well as a large free-standing cabinet for the storage. On that counter is where Mrs. ...... middle of paper ......ghes suggested. Mrs. Hughes usually found herself having to be the villain. She often had to tell students to calm down, reprimand them, move them to different modules from their friends, give them grades, or send them to the principal's office. During observations, I noticed that Ms. W. would tell students to calm down, but then allow them to speak for her. I also noticed that she made empty threats to get students to behave properly. During the game, she threatened to make her students take ACT practice tests instead of playing Jeopardy, and although they continued to disrupt her and behave badly, she never made them prepare at ACT. Although the co-teachers were generally not on the same page regarding the frequency or extent to which they implemented behavioral strategies, I noticed that they tried to use many difficult different behavior management..