Greg Conderman, Northern Illinois University
Sarah Johnston- Rodriguez, Northern Illinois University
Paula Hartman, Northern Illinois University

Co-teaching is gaining popularity as an instructional delivery service for supporting students in diverse classrooms. In spite of recent research indicating its effectiveness, co-teaching does not always realize its potential; often due to interpersonal or communication issues occurring between co-teachers. This article describes ways co-teachers can understand and respond effectively to their co-teacher’s interpersonal style in order to maximize the professional satisfaction and success of co-teaching.

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