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Any suggestions on getting ELs to have more confidence to speak more...In the classroom many of the same students answer the questions. Many ELs know the answer, but they will not raise their hands.

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How can one effectively co-plan, co-teach, co-access and reflect when they are working in 5 or more grade levels?

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How can we get help for a ELL student who has issues beyond language? When we try to SST them, we're always told it's a language problem no matter what type of data we present.

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How can we break into small groups when there’s 8+ EL students in the class with my coteacher?

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What is the most effective way to plan with your co teacher when you only have one planning a day and we are on different planning periods.

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What is the best way to CO-teach during science labs and experiments?

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How would you feasibly co-plan with classroom teachers when you serve 3-4 different grade levels?

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What are the fundamentals that should be covered when meeting with co-teachers to make our collaboration effective for the classroom?

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What laws or rules are EL teachers held to that regular ed and sped teachers are not that may or may not limit their interaction with other students?

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what if an older child has little academic skills in their native language, let alone in actual English because he or she never really attended school any where

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How can you co-teach when ESOL teachers can't work with non-ESOL students?

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How can I make sure that I'm not asking my esol co teacher to do something that's against the rules?

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How to know when to interject without interrupting content area teacher.

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How to know when to interject without interrupting content area teacher.

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How can the content teacher and co-teacher reach all students, regardless of ELL classification when the student needs and accommodations
vary vastly.

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Are ESOL teachers only allowed to teach the ESOL students? If so, how is this a true CO-teaching Model?

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Scheduling- best way to group EL students.

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Scheduling- best way to group EL students.

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What does coteaching look like in a high school where you have a content expert and a ELL expert?

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How do teachers ensure a level of rigor in co-teaching English learners, avoiding superficial teaching/learning?

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How can I (or how am I supposed to) include my coteacher who has limited content knowledge?

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What is the best CO-teaching model(s) for ESOL students?

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In third grade the ESOL students definitely begin to separate into two groups: students that are grasping content and students who have seemed to plateau. I feel like i have tried many strategies and am currently straight conferring individually with them. What approach or strategies should I focus on?

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What are some of the best elementary strategies for helping EL students better understand what they read?  Many are great decoders but struggle with vocabulary and comprehension.

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Co-planning to be effective for all of my teachers, not seen as another thing to do

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Co-planning to be effective for all of my teachers, not seen as another thing to do

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What does it look like in practice?