Each teacher brings unique strengths and expertise to the classroom.  The French teacher focused on language skills while the ILC emphasized technology skills, providing a more comprehensive learning experience. With two teachers, students received more personalized support. This was especially beneficial for students who needed extra help. Different teaching styles also catered to diverse learning preferences. With two teachers, there were more opportunities for students to participate and interact. This encouraged higher levels of student involvement and enthusiasm. Students observed and learned from the collaborative relationship between the teachers. We modeled effective teamwork and communication skills, which are essential life-ready skills. Students received feedback from two different perspectives, which provided a more well-rounded understanding of their strengths and areas for improvement. Overall, this coaching collaboration created a richer, more supportive, and engaging learning environment that enhanced student success. 

When I do projects with Madame Snyder, I don't just write in French. All of the projects we do use French in real-world scenarios that help me connect what we're learning. In this project, I wrote about where I visited and what I did there. But I didn't just type out sentences. I also learned a lot about how to actually plan a vacation, book flights and activities, and keep track of costs in a foreign country. While they are a lot of work, I love doing projects in French because I get to be creative, and use what we're learning to understand French culture.