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This is the European Schoolnet Academy Padlet account. Find out more about us on http://www.europeanschoolnetacademy.eu/

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I think that this model of co-teaching mentioned by Valentina is a very interesting approach and it's also important for student's success.

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Co-teaching rotation is great to improve collaboration inside the classroom and among teachers. Some people still prefer working individually but it is time to change methods in the classroom and start collaboration among teachers and students if we want to prepare our students for their future life.

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Co-teaching rotation collaboration model into my opinion is a good collaboration method to apply since from the first years of education. I hope to use it in my teaching.

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It”s an inovative method on teaching kindergarden children level. I also work on kindergarden here in Romania but the educational process is related to one teacher at the time. It”s important to pupils to learn thru collaboration method and others strategies in developing their competences. Collaborative teaching brings toghether teachers experiences and documentation.

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It”s an inovative method on teaching kindergarden children level. I also work on kindergarden here in Romania but the educational process is related to one teacher at the time. It”s important to pupils to learn thru collaboration method and others strategies in developing their competences. Collaborative teaching brings toghether teachers experiences and documentation.

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I consider co-teaching a very interesting model - it is challenging but ever so  beneficial for the students and teachers who can develop both professionally and personally, ensuring students with a wide array of techniques, rendering the learning truly interesting.

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I consider co-teaching a very interesting model - it is challenging but ever so  beneficial for the students and teachers who can develop both professionally and personally, ensuring students with a wide array of techniques, rendering the learning truly interesting.

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I find "co-teaching rotation" an interesting approach and it's a great value both for students and teachers. I don't have any experience of it but some of my colleagues have already experienced and they liked it. However, it requires more time for teachers to plan together in advance and sometimes it's difficult because of teachers' schedule. I agree with her when she says teachers need "to bring  their best skills and practices to the team while remaining flexible to adapt to new methodologies that can benefit student learning". When we collaborate with our peers we learn from each other, sharing practices, and methodologies, and students are the ones to benefit from it

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I think co-teaching is very interesting but I'm not used to it . In many schools It's difficult to do so because teachers are not use to work that way. It's a pitty because It really seems to be a good way to work

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In Italian middle school a co-teaching model doesn't exist. There was in primary school. I can't immagine its effectiveness even if in the video it seems to work very well.

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The "co-teaching rotation" collaboration model mentioned by Valentina in my opinion,  is interesting.
I do  find it an interesting approach, unfortunately now in primary school with the only teacher it is not easy "co-teaching rotation".

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He works as a trainer of teachers. The knowledge gained during the course not only allows you to use is the classroom, but also as a training co-operation in the teaching council

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I consider a co-teaching model really challenging although not easy to start. It offers collaboration and sharing among teachers.
What I also liked is the idea of interaction between younger and older classes which is beneficial for both parts.

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I think "co-teaching rotation" collaboration model is a very interesting and productive approach in classroom. I'm not experienced in "co-teaching rotation" because that is not possible in my school. We have a project related to peer and self assessment of our colleagues classes and sometimes I go to my colleagues classroom as a observer. We analyse the lesson plans and how teacher implement, assess and communicate with students. We have pre-observation meeting and a post-observation meeting. We share ideas and give feedback about the lesson plans and the learning process in our classes. So, I agree teachers have to bring their best skills and practices to team and have to be comfortable with constructive criticism from their peers. I learnt a lot with this project at my school. We are always "growing" when we do collaborative work.

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I think co-teaching mentioned by valentina is very productive because it allows you to check various ways of addressing the same subject. Share doubts, knowledge and methods. I already used it with a colleague of geography

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I think co-teaching is an extremely effective and interesting way to teach. It allows sharing of ideas and allowing each other to develop and critique what we are doing which results in greater results. It also increases students engagement and improving interpersonal skills.

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"Co-teaching rotation" is a very interesting way to really collaborate with colleagues. In Italy, in Primary school, we have two hours a week to plan activities with our team colleagues... Years ago we had also "compresenza": two teachers working together (same time - same class), it was really good, because we could easely manage group work or reinforcement for weaker students, Know we don't have it anymore, and it becames more and more difficult to collaborate with colleagues. Things are changing lately (our school sistem is changing a lot... hopefully in a right way!)

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This model is a very interesting approach for student's success. It develops teachers time to connect with colleagues, share ideas and provide support. It's a way to increase the students learning progress.

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I think that this model of co-teaching exemplified by Valentina is a very interesting approach for student's success. It develops teachers: time to connect with colleagues, remain open to learn, share ideas and be ready to provide support. This increases student's  motivation for learning more and more. In portugueses school's that I used to work, it's unusual practice. The 1st cycle has a teacher, that guides his/her students and that teacher don't accept very well the other teachers suggestions.

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In my daily practice, I work based in project so I seek the help of other colleagues and researchers. In many cases the students go to the institutions (universities) to develop activities when we can´t develop in the school.

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The earlier we work with this methodology with our students, from the 1st cycle level, more and better learning outcomes will be achieved.
The suggestion to work in rotation and in collaboration with other teachers will allow a greater possibility to diversify the areas and themes of the necessary contents and fosters interdisciplinarity. I Like and appreciate very much this experience.

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I think that this model of co-teaching mentioned by Valentina is a very interesting approach and it's also important for student's success. It develops teachers: time to connect with colleagues, remain open to learn, share ideas and be ready to provide support. This increases student's learning.

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Collaborative work among teachers is very important for student success, and this model of co-teaching rotation seems interesting. We teachers should always be open to learning new ways of working and everything that our colleagues can give us is positive.

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I also have a colleague in my kindergarten group. We use the rotation because this is the standard program for state kindergarten with prolongued programme. We work very well together and collaborate in all the activities as we each have out own talents to bring to work.

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The co-teaching rotation mentioned in this video is a very interesting approach  and I've used it a few times inviting specialists into the classroom.

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The co-teaching rotation mentioned in this video is a very interesting approach and I have experienced in my school. Weekly we worked together and we chose the more specialized colleagues to teach the classes they felt more comfortable with the contents. Currently, we invite students to present their work in other classes, both at the elementary and secondary levels.

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In my disciplinary area we work mostly collaboratively. We prepare and plan classes together. Sometimes we give classes together guiding the student's group projects. Each teacher has his own way to explain and send the message to the students, this is important because the students are also different and they learn in a different way.

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I think Valentina's ideas very helpful. I agree that collaboration is not always a concept that is greeted with open arms. Educators who have had success working in isolation may view this process as an invasion of their pedagogy and a waste of time. This is exactly the way my colleagues face collaborative projects, assessment, digital tools in the classroom. It isn't easy acting upon the constructive criticisms of other teachers.

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"Co-teaching rotation" is a very good way to implement collaborative teaching. The difficulties are that teachers have to spend time preparing and planning the activities together and it's not always possible. Furthermore, teachers have to be prepared to share their ideas and to be open-minded to receive and apply other ideas and methods. For students, it's a great value, not only because they have more support in the classroom, but also because two teachers in a classroom can provide more learning and motivating activities than only one.

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Valentina explained the ‘co-teaching rotation’ collaboration model in a very clear way. ? I think it is a very interesting approach. A crucial aspect is really the need for teachers to bring their best skills and practices to the team an also being able to remain flexible to adapt their own skills and practices in case others suggest different and better ways of working together.

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Co-teaching rotation is a good idea and I am sure that students will learn more since they can learn from two different teachers. But I can see some difficulties to apply it in my school. The first important thing is that both teachers must be very well coordinated in order not to repeat or forget important matters of the topic and we don't have a lot of time for coordination in our schedules. Moreover, in state schools in Spain it it not possible to have two teachers in the same class at the same time; and if we mix two groups together, they can be more than 40 students, and there aren't so large rooms in my schools. Another problem can be that not all teachers are fixed ones, so every year the teaching staff changes, so it is difficult to find teachers who really want to work in a collaborativelly way.

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The model presented by Valentina is interesting. I teach in technical school and we do not use rotation model. However, our headmistress organise teachers ' training sessions prepared by more experienced teachers who share ideas which can be useful in our classes. of course there is also professional path for teachers to gain different levels of their career ladder and then other teachers observe lessons, collaborate , assess tchem giving advice.
All in all, I am sure any kind of teachers ' collaboration must bring only benefits for our students and enrich our classes.

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As part of the Italian education system, teachers before taking a definitive role in the school, have to follow a path that includes theory and practice. In this field I have cooperated with a teacher attending my classes and me hers and afterwards sharing our ideas and comments. I think the rotation can be an excellent way to work, but I haven't had the chance to do it yet, because I was the only teacher of my subject in the school. Now things have changed, so I'll try!

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I have always used a rubric or checklist so my colleagues can measure and evaluate my performance so I could have feedback and adjust the styles and objectives to make a better class. The support between peers is important because sometimes it lets up intertwine our classes and integrate the curriculum in advance advantage reinforcing skills in every discipline

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"successful teacher collaboration begins with finding time to connect with colleagues, remaining open, sharing thoughts, and being ready to provide support."
This sentence says everything... it's impossible to stablish some kind of collaboration without having the time to connect to others, and being ready to provide support. Sometimes it's possible to do that, but only after our workday. In Portugal a teacher has​ to much administrative work to do besides being with students. Because of that our school stablish some places in our timetables to be together in meetings, and this is useful and became a good practice, because we learn how to share and help each other in case of difficulties and in how to act according class needs. Also it allows us to plan together activities among several subjects, providing innovative activities.

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I have no experience in this type of teaching, but I find it quite interesting

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I have no experience in co-teaching rotation collaboration model but I found it very interesting.

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It was one of the most important videos for me, because in my school it is not easy to collaborate with other teachers, as they do not have any idea about collaborative teaching and learning. They believe in old-school methods and they really are close to criticism. They are not interested in new techniques and methods, either. As a result, I feel really alone in that term. My only collaborators are my students :))) (thanks God!) But, after watching the video I have thought that I should mention them again and again the effectiveness and good examples of collaborative learning to make them encourage about searching or using it in their classes. Who knows, maybe we can work together with them in the future…

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It's surely an interesting experience, in Erasmus+ projects I experienced because as a team we worked together, but these activities are acted extra time. It's difficult in higher school to work in co-teaching rotation excepts for some subjects that are planned to be taught like this in labs.

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Very interesting.
But I am special educator teacher in primary special school.And our school system do not allow rotate teachers.We have curriculum and Individual Education Plan for every students separately.And our students do not like changes about almost everything.

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A great experience...

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The ‘co-teaching rotation’ collaboration model mentioned by Valentina it´s a very interesting approach and I had one experience like this. I think ‘co-teaching rotation’ should be an enriching experience for students and teachers.

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The 'co-teaching rotation' collaboration model seems to be interesting. I've heard about this model - it is implemented in some private kindergartens and/ or some private primary schools in Romania. I'm teaching high-school students - I've never experienced this model. From Valentina's description, I understand that this model supports both, the students learning and the teachers' professional development.

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co-teaching rotation is similar to our Italian primary school system , particularly at the "tempo pieno" where pupils stay at school from 8.30 till 16.00 or 16.30. Mainly too teachers rotate. The Bulgarian example is interesting too but it is easier at primary school levels not for higher ones.

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Since I am working in a small village school and dont have many teachers, I think it seems impossible to collaborate with other teachers. Since they are in different classes. I agree with Bulgarian teachers;  successful teacher collaboration begins with finding time to connect with colleagues, remaining open, sharing thoughts, and being ready to provide support.

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The Robot Helps!, Paulo Torcato, Portugal

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The Robot Helps!, Paulo Torcato, Portugal

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3rd Grade Class
https://www.youtube.com/watch?v=OExazB7APc8&t=69s
4th Grade Class
https://www.youtube.com/watch?v=gDfxTfjBaSY&t=42s

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I foud it really interesting

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Dulce Freire, Fernanda Cunha, Marco Fernandes and Vítor Silva, Portugal

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Dulce Freire, Fernanda Cunha, Marco Fernandes and Vítor Silva, Portugal

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We never experience collaborative “co-teaching rotation”. It seems interesting.

We believe this should be an enriching experience for students and teachers. This method implies that there is a real collaborative work among peers without fear, openness and flexibility and lots of trust between colleagues that will certainly bring benefits to the students. However, not all teachers are receptive to this type of approach, there are many who still regard the classroom as being an enclosed space

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At my school, we have very successful experiences of co-teaching in primary levels. The collaborative work between teacher can in fact inspire and facilitar students work.

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I can't say that collaboration among teachers usually takes place in my school  no matter how many the benefits are. Teachers are not willing to leave their comfort zone and try new methods and that makes teaching poorer I guess. As far as Co-teaching Rotation, it seems to be a very interesting teaching approach when two teachers share the same class. This is rarely the case in Junior High schools where I teach in Greece. I  usually collaborate with colleagues during my eTwinning projects and both my students and I reap the benefits of team work. Personally I'm willing to receive constructive criticism and improve my work and always adapt my practices if my partner's suggestions suit better our goal.

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I think Valentina's idea is very useful. Having more than one teacher in the same classroom can bring many advantages to the students, although it does require a great sharing (collaboration) of ideas and methodologies between the teachers.

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I find Valentina's ideas very helpful. I also agree with " Collaboration is not always a concept that is greeted with open arms. Educators who have had success working in isolation may view this process as an invasion of their pedagogy and a waste of time." This is exactly the way my colleagues face collaborative projects, assessment, digital tools in the classroom. I really don't know how to make them change their mind.

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I agree that one of the most important factors in ensuring the successful collaboration between teachers in that of being open to new ideas and of sharing responsibility. It would be very easy to fall into the danger of making a 'partner' teacher feel that her way of teaching is not appreciated. This also entails the need for careful planning of the activities to encompass all suggestions for the benefit of the students. It is true what was said at the beginning and that is that if students cannot see that their teachers are collaborating they will not feel the need or desire to do it themselves.

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Co-teaching can have a highly positive impact on student learning outcomes, largely due to the increased opportunity for student participation that team teach- ing provides. The presence of more than one instructor in the classroom increases the occasions for student-teacher inter- action.
More importantly, a collaborative teaching environment invites students to take a more active role in the learning process. Because team teaching encour- ages a variety of perspectives on a topic, students are more likely to feel they can make valuable contributions to class discussions.

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Nice experience and good ideas !

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In my school for some years co-teaching is done, initially with the objective of pedagogical supervision and lately also in a logic of coadjuvation. My experience of the co-teaching approach allows me to say that It can work very well, bringing benefits to students, who will have a more personalized and differentiated teaching, and to teachers, to whom it facilitates behavior control, allows different strategies and approaches, the sharing of doubts, materials and ideas. I think it’s a good practice if teachers involved commit to collaborate, find time to connect, to share ideas, to discuss problems, remain opened and are available to provide support. I think the constructive criticisms of other teachers allow improving the pedagogical practice of any teacher.

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Good ideas for collaboration.

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I found very interesting the models of collaborative teaching quoted in the video, from “Lead, Observe, Assist” and “co-teaching rotation"Nice model and creative children!

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Nice experience, great model, creative children! Congrats, dear Valentina & team! :)

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I found very interesting the models of collaborative teaching quoted in the video, from “Lead, Observe, Assist” and “Teach and reteach”, to   “Simultaneous Teaching” and “Co-teaching Rotation”. Moreover, they were largely and successfully tested within eTwinning and Erasmus+ projects, which is an added value for Valentina’s experience of co-teaching.

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The earlier we work with this methodology with our students, from the 1st cycle level, more and better learning outcomes will be achieved.

The suggestion to work in rotation and in collaboration with other teachers will allow a greater possibility to diversify the areas and themes of the necessary contents and fosters interdisciplinarity. I Like and appreciate very much this experience.

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A few years ago in Portugal, this system has already been tested in a discipline called Educação Visual e Tecnológica (artistic classes) and the results were very good. But actually this collaborative process has ended, in an effort to reduce the number of teachers. Sometimes in my Physical Education lessons, I work in collaboration with another teacher if the sport and the level of the students are coincident. But this is a rare situation because teacher’s schedules don’t match. In my opinion everyone wins with collaborative process and it should be implement in all schools.

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Valentina is right when she says that the most difficult thing is to find time with other teachers.  I believe there are much more collaborative learning activies in my class that I had imagined. The video comfortd me and gives me security with my work.  After watching the video two times I can say:  I have so much to learn!

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I agree with Valentina's conclusion about successful teacher collaboration. I have some experiences about it when I did a little eTwinning project and I had to cooperate with my partner on project's aims and activities. In my school we have a project week twice a year and this expected of teachers collaboration on the preparation.

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I have not any experience in co-teachng rotation collaboration as in my school colleagues work individually and they get anniyed when you try to plan lessons together on interdisciplinay way. However, I agree with Valentina’s  idea of collaboraion among teachers. I had this experience with colleagues from other european countries in Comenius Project; I learned from these collagues and they learnt from me, exchanging best practice, ideas, lesson plan and didactic materials  helpful to everyone.I think that constructive criticism of other teachers helps, because  comparing and observing the way other colleagues teach is positive. I regret this does not happen in my school, Indeed. I find out that the students have no benefit in coping with different methodologies used by their different teachers: this creates problems to students because they get disoriented

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Erasmus + has been such an opportunity too
for my colleagues and obviously for me to experiment new collaboration teaching ways!

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In Portugal this system has already showned
some positive outcomes in the past. We had a discipline called Educação Visual e Tecnológica in the 5th and 6th grades that had this system, and it worked well. A few years ago our Education Ministery ended this collaborative process, in an effort to reduce the number of teachers nationwide, separating the discipline in two (Educação Visual and Educação Tecnológica) tough by the same teacher. In order for these systems to flowrish and bare fruits we need political awareness and a better understanding of the concept of education for the XXIst century. I agree that a lot of teachers might resist at first at this kind of collaboration, being used to work alone in 'his or hers' classroom. But with time and results I think it would be most useful for all the people involved in the process.

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I believe that  co-teaching approaches require a big commitment in collaborative planning. I have some experience about this way of teaching. If mismanaged can cause the opposite efect and become negative to learning processes.

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It´s a fantastic experience, for sure! In my counry , i find it very difficult to implement.

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The Bulgarian model of team-teaching is admirable. This would be very useful for many aspects of teaching - classroom organisation, behaviour management, relationships with the students etc. Also very beneficial for the teacher - learn new methods, reflect on your practice as a team, offer / receive constructive feedback.

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I work in a middle school and sicne I have been working on European projects like etwinning, Comeniua and now Erasmus, (I started in 2008), collaborating with my colleagues of different subjects have become normal. Unfortunately, we cannot work together in the same class because of the schooltimetable but we can plan and work together on our didactic activities or projects before or after we are in class with pupils. I think it is very important to have a comparison with peers, We cannot experience "co-teaching rotation" but we are trying our best to cooperate and learn from each other.

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I have never experienced such a model and I don't think that I will be able to perform in that manner at least in my secondary school.Due to heavy load of curricular activities and imposition of central exams,  most of my activities are based on classical assessment procedures.

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In the italian primary school there are two or three teachers on the same classe and they try to collaborate and sometime they try to achieve the same aim,  but  I think that is not enough and teachers need to spend time before and after school to coordinate their
efforts and improve their collaboration to succeed.

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Beautiful experience told by Valentina. I support a model of collaboration 'co-teaching rotation' but, in my school actually, it is a difficult pattern to apply because, in relation to a methodological, my colleagues were the classic lecture and do not like meddling.

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I always felt that, dispite the increasing number or students per class, preschool and primary school teachers always make an effort to collaborate between them. They exchange results, exercises sheets and look for several moments during the schoolyear to work as a team and put up together real lovely activities.
indeed time to get together and prepare, debate and create together is needed. In Portugal, teachers from primary school work 25 hours per week. Time is never enough. Yet, at my school, we try hard to get time in order to create, plan and organize, sometimes in formal meetings, some times in an informal way. But I also feel that, when we get a strong, well organized way of preparation, all the work becomes lighter and results become better.

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4.2 A primary school teacher’s experience of teacher collaboration susanna, italy               I'm agree with these theachers. this is a good example of teacher collaboration.i'm agree with Valentina

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4.2 A primary school teacher’s experience of teacher collaboration susanna, italy               I'm agree with these theachers. this is a good example of teacher collaboration.i'm agree with Valentina

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I agree with my colleague that collaborative teachers have to spend time before and after school to coordinate their
efforts. Most of the teachers from my school are not ready for this. But I understand that what is new today, it'll be way behind tomorrow. I'm working on my project in Twinning space. It's difficult for me. Sometimes I learn from own mistakes. Thanks to your course I found out how to assess my students.

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I've had the opportunity to work with the same class with another teacher, but there was a "head" teacher, anda a "helper", which means there wasn't a true collaboration. It is very powerful to sit down with other teachers and brainstorm strategies/ resources. If we are open-minded great ideas can arise. However, I think most of us are used to work alone and it is necessary to invest time in the process. Far more time!

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The ‘co-teaching rotation’ collaboration model mentioned by Valentina seems very interesting but we have no experience in that type of collaboration.  Teachers  bringing their best skills and practices to the team while remaining flexible to adapt them in case others suggest better ways of working seems amazing and we can see that situation several times  ( for example i’m not very good on manual work but my colleague is...so he can help me on a certain task...and vice -versa)

Acting upon the constructive criticisms of other teachers it’s not easy and sometimes they misunderstood our intentions.  We  need to be very diplomatic and avoid to hurt our colleague feelings, but we must exchange thoughts, experiences and be open minded , Our students can benefit a lot!

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I can easily relate to Valentina’s words when she says that it is difficult to “watch over a group of 20-25 children during the lesson and consider their learning tempo and assist them when they are experiencing difficulties”. Although older, teaching a foreign language to 28 students’ class and having the worst of times trying to make them actually talk it’s a nightmare. In order to allow the students to practice the orality the class should be divided in two groups.

Like she says, working in a collaborative model demands a lot of time from the teachers, both before classes, planning and organizing and after, assessing the work that was done, the effectiveness of the planning, reformulating the planning, analyzing the students response to what was done… It is also true that many teachers are not available to work that way. They are afraid of letting someone else enter “their space” and of being judged by that other person. I would be delighted to have someone sharing the classroom space with me, the space could be organized in a different way and we could implement different strategies according to the students needs.

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Very good example of teacher collaboration! You could see the satisfaction and enthusiasm on the children's faces!I agree with Valentina, a teacher's skills and best practices can be brought to the colleagues and help them grow, professionally speaking. In Italy we do not have much practice of constructive negative evaluation of our work, but it is an aspect that should be absolutely developed.

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I like the idea of co-teaching but I don t think it can be widely used in our school system. I also like mixing the students of various age, I use this idea in my practice and I think it s  a very good way of developing both social and mathematical skills of students

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I totally agree with the succesful teachers collaboration

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In one of my classes I have two teachers in the same classroom only 90-minutes. This class has allowed to foment the work in pairs and the work of group. Group work has been instrumental in student learning.Most importantly, working in teams allows more opportunities for students to understand and connect with content thereby maximizing individual learning potential.

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It is certain that scientific cooperation has a lot of advantages and pluses. In each class, such cooperation should take place.

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I totally agree with the last words ..." successful teachers collaboration begins with finding time to connect with colleagues, remaining open, sharing thougths and being ready to provide support."
Sometimes it is very difficult to have this.
In my school, we have already shared an experience of " coadjuvação" in order to promote writing and readind skills, in Portuguese  classes. We shared classes , we have divided the students and we worked in small groups in order to help them with their individual difficulties.
Maths had this tool, too.
This year, it wasn´t possible and I think it was a good tool because we have 27 / 28 students in the 5th grade.

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I think it is very interesting to see two teachers supporting a classroom at same time or switching teachers present from time to time. This  way students can benefit from the two teachers experiences and when both are present I think learning process will be more fluid and student questions and doubts can be addressed in half of regular time with a single teacher is present in classroom.
I have reduced experience with such young students still sometimes this has been tried with same age and also with older students in my own school. Primary school has introduced programming to curriculum and when those classes happen there is in classroom an ICT teacher and also the "regular" teacher that will make it to be similar to "co-teaching". At older ages, on secondary school, in programming courses we are also testing "co-teaching" and switching teachers, but last mostly when a teacher is absent and other teacher supports classroom learning.
Every teacher is different, teach same subjects with different strategies. Learning with peers strategies is a must have experience and bring other teachers good practices to your own classes.

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In some portuguese primary schools, teachers are develloping a similar situation, nevertheless, no class can have 2 teachers unless there are pupils with special education needs.

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In some portuguese primary schools, teachers are develloping a similar situation, nevertheless, no class can have 2 teachers unless there are pupils with special education needs.

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I concur with Valentina when she says that “ Collaboration can be a wonderful teaching tool”, but I also recognize that there are still many obstacles to overcome in order to effectively teach collaboratively. The first challenge is in the changing of minds, as many teachers are used to working  in isolation and are not receptive  to this teaching method . On the other  hand, collaboration requires time and, in the context where I teach, teachers are overwhelmed with preparing classes for different levels, huge classes, meetings, paper work…there is no collaboration time in our working week and all the collaboration, sharing of ideas, discussion of strategies  is done outside school hours.

I think that the Co-teaching Rotation model is very interesting and it would certainly be very useful for both teachers and students.  Many years ago I experienced this type of work and it was very rewarding . What happens in some schools and in some subjects, in Portugal,  is that there is a supporting teacher, but this teacher has only a supporting role in the classroom.

We need to adapt to new realities, try new approaches, set the example to our students in order to motivate them.

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I am convinced that co-teaching has many a great number of advantages, but it is not common for our work. Each class has

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I have no any experiences of co-teaching rotation model, since it is not used in Italy. I would like to have such a kind of experience.

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For the "co-teaching rotation" model you have to co-teach with a colleague you actually get along with very well - otherwise I don't think that would work. Also you/the school/the authorities need to / have to provide the resources.
I think that one of the most difficult tasks is, as Valentina mentioned, to convince teachers who have had success working in isolation that working collaboratively may acutally enrich their teaching as well.

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Co-teaching is very interesting but in my school timetable is quite difficult to apply. It requires a different approach towards curriculum, assessment and organization.

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This type of teaching takes financial commitment by the authorities. Our classes are too full, we work too many hours. Schedules overlap. We don't have time to collaborate.

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The model of "co-teaching rotation" is quite interesting because it is a different way of teaching and collaborating.

I never have done  co-teaching but, more than that, I think the collaboration between teachers is really important and necessary.

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It sounds very interesting. Thanks a lot for sharing, Valentina. I wish I could work this way because shared responsibility with responsible teachers is always better than working alone. It may be not easy, sometimes, but I’m sure it’s worth to try.

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The model which is mentioned by Valentina is asimple but interesting approach. Of course my personal experience from such a model is limited since I work in secondary schools. On the other hand, for years in some classes we had to teach students with some kind of special educational needs. In this case, since me and most of my colleagues did not have special knowledge about the case, so special teachers were sent and we were strongly advised to colaborate with them so that these children were able to kept to attend the same lesson with their classmates. For this collaboration we used a model similar to the one described by Valentina, since we in most casew we worked in pairs in the classroom and one was teaching while the other one was helping him as well as the children to take part in activities or experiments or simply to understand the lesson. Note that the above process was attended by every student in the class, although it was mainly about the ones with special educational needs. Also, during a lesson the teachers exchanged roles. By this way we tried to integrate these students to the educational process as well as to the class. It was an interesting and  constructive process which should be followed in most of the similar cases. As far as  the need for teachers to bring their best skills and practices to the team while remaining flexible to adapt them in case others suggest better ways of working, I strongly agree. In my point of view, constructive criticism by my partners and colleagues is something which I expect and strongly need. I want to discuss all their opinions, despite the fact that they may look wrong, explaining not only to them but also to myself the reason why I follow each specific method and try other alternatives which look better, if possible.

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I think that  co-teaching approaches require great commitment in collaborative planning. I don't have experience about that because I teach in a secondary school