In the opening days of school last week, a presenter was having a hard time with
the display of her computer on the Smart Board. A co-teaching pair was nearby and I asked Christina if she’d
help the presenter. With a few swift
clicks, the screen was on display.
Christina’s teaching partner, Joan said, so that all in the session
could hear, “Christina is just great with technology. Even better than that, she is so helpful and doesn’t make
you feel stupid because you couldn’t figure it out.”
We often fail to compliment our peers publicly, or at
all. This co-teaching pair has
been very intentional to do just that as they began working together a year
ago. When they began their
partnership in 4th grade, Joan and Christina attended a 2- day
workshop and explored what they each liked, couldn’t tolerate, did well, hated
to do, and more. They learned a
lot of co-teaching strategies that they have made work well in their classroom. But none of those strategies would be
effective if the co-teaching pair didn’t get through the hurdles that we
encounter in any close relationship, i.e. a marriage.
Christina and Joan model their good working relationship for
their students. In the first days
of school, I visited their classroom as they guided the students through
various routines and use of materials.
The two teachers compliment each other, thank each other, offer to help
the other one—all things that we want our students to do with each other.
Encourage teachers who work together closely to find the strengths
in each other as well as themselves.
Acknowledging them openly will strengthen the relationship of the pair
as well benefiting the students.
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