ABSTRACT
Students interact with each other and create discussions or texts that are meaningful and engaging for them. The excitement of working with students in the moment adds a refreshing need for co-teachers and all learners in the room to step out of their comfort zones to play a crucial, connected active part in the learning process. Well-planned co-teaching can lead to significant gains in academic, social, and communicative achievements for students—and for the two teachers in the room. As teachers employ the various co-teaching models, both teachers and students co-create a great deal of interaction, dialogue, and shared learning experiences. Co-teachers can empower their relationships with one another, with students, and with learning itself by acknowledging the natural presence of emotions—and applying the knowledge and strategies of social emotional learning throughout the instructional design. Co-teachers must be patient, compassionate, open to new ideas, and tenacious when sifting through the learning characteristics and abilities in each learner in the room.
