Most co-teachers agree that there just isn't enough time for co-teachers to appropriately and effectively preplan every aspect of every activity in every lesson. This lack of time leads co-teachers to turn to models that fail to maximize the benefits of a two-teacher classroom. Wilson suggests that if co-teachers use their limited planning time to look at activities they routinely employ and develop new routines that make better use of both teachers, they can dramatically increase the effectiveness of their instruction with little expenditure of time. For example, at the start of class, instead of having students work on an activity while one teacher monitors them and another checks homework, co-teachers can divide the class into two groups leading one in the activity and the other in the homework and then switching. When the class is divided, more students can participate in discussions, and teachers can more easily assess student understanding. Wilson suggests similar adjustments for test review, morning routines, and group work. In each of the revised routines, both co-teachers are actively engaged in teaching, and learning is enhanced for all students.