As a co-teacher, you might wonder how co-teaching fits in with the components of literacy. Or you might be a main stream (general education) teacher that has a co-teacher and you wonder how to best utilize two teachers in the room during reading and writing instruction. Many ESL teachers co-teach in classrooms during reading and writing blocks. It's important to know which co-teaching approaches fit best with each component of literacy instruction.
Teachers wear so many hats in a given day. We are counselors, mothers/fathers, referees, coaches, guides, facilitators, listeners, mediators, and so much more. Having diverse students in our classrooms adds a new layer to our responsibilities. And by diverse, I mean all types of diversity:
Building a relationship takes time as well as tons of effort. Being intentional about building a relationship is important. Mindfully going into co-teaching will benefit both teachers and the students. Some people are not naturally comfortable with having another person in their classroom, so easing into co-teaching may be necessary.
To begin with, meet ahead of the year and get to know as much as possible about one another. In my experience, there have been teachers who are more open to sharing and others who are less. That's okay! As long as your co-teacher knows you care and you are interested, that's a start.
As a Collaborative Teacher or Co-Teacher, you may go into multiple classrooms and various grade levels each day. This type of schedule has its advantages, but it also can be quiet a heavy load as far as planning is concerned.
In my own experience, I have been in the shoes of the classroom teacher and the ESL teacher coming in to co--teach. In both cases there were times when planning together just wasn't possible. I found that having a toolkit with me was a lifesaver as I came into classrooms to serve students.