How can you provide effective feedback to students during co-teaching with another ESL teacher?

Coordinate feedback strategies, focus on specific language goals, maintain consistency, offer constructive criticism, and celebrate progress collaboratively for effective student development.

Be very clear before the session what your individual feedback should be based on. If you are co-teaching make it a valuable experience, don't overlap; If you are giving feedback on grammar or lexis, then have your co-teacher focus on effectiveness, or fluency, for example.

In one particular instance, my co-teacher and I co-taught a lesson on persuasive writing techniques. After the lesson, we provided feedback to students on their use of persuasive language and argument structure. We noticed that a student from a non-English speaking background struggled with organizing their arguments coherently. We offered personalized feedback, suggesting specific strategies and resources to help the student improve their writing skills. This approach resulted in noticeable progress, and the student's confidence in expressing persuasive ideas grew over time.

I agree to your perspective as diverse approaches are necessary as each and every learner is different and therefore a flexible approach is a must as facilitators get to know the learners and can adjust to their needs. Even if the teacher has the skill set to these approaches the classroom is always a place for the teacher to continuously learn what works for a particular group or individuals.Its therefore a must for co-facilitators to make time to reflect as a team on the success of their approach in order to keep on making improvements.

- feedback domains vary for everyone - establishing a respectful feedback cycle with your co-teacher helps - exchange ideas, suggestions, and feedback on your co -teaching practices

We recognize the importance of both individual and group feedback. For instance, if we notice that a group of students excelled in a collaborative activity, we acknowledge their teamwork and communication skills. Simultaneously, we provide individualized feedback to students who may require additional support in specific language areas.

Language is something that is diverse but strategically you need to be clear how to deliver the content and how you can achieve the required result from your students.Every teacher has different background and different strategies because she knows her students and situations well. No doubt, we need to discuss different strategies and the platforms through which we can improve and bring variations in our teaching that is very positive. Nobody should take it personally and as criticism. How you discuss and what you discuss, that is important and what's your intention. During the work with co teachers on the same subject sometimes we become so critical and judgemental, avoid it simply and focus on your growth professionally and humanly.

There are TOO many of us, most unqualified, and all UNDERPAID. Wonderful, I will provide more verbiage for this now USELESS profession. Is that ENUF, misspelled on purpose

In my opinion, it is crucial to recognise both teachers' feedback. It is also handy to divide the responsibilties between the teachers and acknowledging the opinions of each other. One might use the spontaneous correction technique and the other can use the Delayed Error Correction. Both teachers should end the lesson by encouraging students and telling them that they did a good job!

In addition to our feedback, we encourage students to reflect on their own performance. We provide prompts for self-assessment and ask students to identify their strengths and areas for improvement. This self-reflection process empowers students to take ownership of their learning and set personal language development goals.

My co-teacher and I maintain an open dialogue with students, welcoming their input and questions regarding the feedback provided. We create a supportive environment where students feel comfortable discussing their progress and seeking clarification on our feedback.

Before co-teaching a lesson, my co-teacher and I establish a plan for providing feedback to students. We discuss the specific learning objectives, areas of focus, and the type of feedback we aim to deliver. This ensures that our feedback aligns with the lesson's goals and maintains consistency in our approach.