This post isn’t about technology but it is about something I am asked about often — team teaching.
2011 is the second year that Kelly Jordan and I have team taught and we find it to be hugely successful and rewarding. In this post, I will explain how it works for us.
Note: This post is from 2011. At the bottom of the post I have written about a 2018 approach that is working extremely well!
Kelly and I work in a large open classroom which is basically two classroom with folding doors that stay open. There are a small number of classrooms with this set up in our school.
We have a small withdrawal room which we use regularly for different groups and activities.
We also have a number of special needs students who often require one-on-one support, so integration aides take advantage of this quiet space to work with these students.
Kelly and I are lucky to have two interactive whiteboards — one in each classroom.
We alternate which interactive whiteboard we use for our introductions and usually have both in operation during small group work.
This year we were fortunate enough to acquire 20 netbooks and an iPad to add to our 10 desktop computers and four iPod Touches.
It goes without saying, we use these tools constantly!
For administrative purposes, we have two separate classes (2KM and 2KJ) however we work together for every session except for two hours of the week when one class is at a specialist (eg. Art, Music, P.E. etc).
Like all classes, our students have a mixture of abilities, needs, interests, and personalities.
There are 22 students in each class who are all aged seven or eight years old.
Kelly and I plan everything collaboratively. This usually (officially) begins early in the week when we sit down and discuss what we think our students need to work on and draft out a plan for the following week. During this planning time, we write down many of the things we have been discussing informally as we have been observing and working with our students.
From there, we often share out tasks and source different resources and activities separately. For example, I might look for some reading activities and Kelly might look for some maths resources. We then get together and discuss what we’ve found, tweak our ideas, and finalise our planning.
We have three hours per week of specialist classes which also provides time release for teachers. 2KM and 2KJ have one of their specialist classes at the same time which allows Kelly and me one hour of planning time. The rest of our planning is done before school, online at night, at lunchtimes etc.
The planning process never stops and we are continually teaching, assessing, reflecting, planning. It is an ongoing and efficient cycle.
We begin each day by marking the roll separately with our classes. We then join together for blogging, then literacy, and then the rest of our program. The first ten minutes of the day is the only time we work separately.
Kelly and I do all of our whole class teaching together. Our introductions and explanations bounce off each other and can almost seem scripted at times! Contrary to what some people have asked in the past, it is certainly not ‘tag-teaching’ where one person teaches and the other person rests!
Following our whole class explanations, we teach small groups or individuals separately. This provides real advantages for meeting students’ needs as the children can be grouped together in a flexible way.
Most readers will know that the 2KM and 2KJ blog is a huge part of our classroom. In 2010 we had two separate blogs however we find it much more efficient and effective to have one joint blog this year. This also has the advantage of cutting down the workload for Kelly and me.
Every day we start with 20 minutes of blogging and also work on the blog at other times during the day. A day without blogging would be unheard of. Read more about that here.
Our blog is a way for our students to improve their literacy skills, collaborate globally, connect with parents, learn about internet safety, work for an authentic audience, and develop the classroom community, among other things.
In 2KM and 2KJ, we love blogging and it has opened up the world to our young students. Our students don’t just learn from their teachers and classmates, they have children and educators from all around the world who impact on their development daily.
My opinion is that our team teaching is hugely successful. Kelly and I feel like our students’ learning outcomes are greater overall when compared to when we used to teach separately.
Most people would agree that in order to continually learn and improve, individuals need to engage in regular reflection. This includes teachers.
Team teaching allows for such rich reflection almost every hour of the day (and night!). When we’re not teaching, Kelly and I find ourselves talking non-stop about what our students need to work on, what ideas we could use, and how our teaching is going. Our ideas just seem to bounce off each other proving that ‘two heads are better than one’!
I simply can’t compare how valuable team teaching is as opposed to teaching individually and working in a grade level ‘team’. Discussing my students with someone who is never in my classroom rarely works for me — the inside knowledge and vested interest just isn’t there. Kelly and I are still part of a great team and it is fantastic for sharing general ideas and strategies etc, but for specific, individual professional dialogues, I prefer to talk to someone who is in my classroom.
Why it Works
I think the main reason our team teaching is so successful is our compatibility. I strongly believe that two teachers cannot be just put together and told to team teach.
Kelly and I chose to embark on our collaborative teaching. We have almost identical views on discipline, organisation, work ethic, student expectations, teaching philosophies, and even smaller things like noise tolerance and how we like our classroom to look. Our partnership is harmonious and productive.
Obviously, we are not clones of each other and despite many similarities, our personal strengths in different areas also complement each other. I believe this helps to provide a rounded education for our students.
Our students respond extremely well to our team teaching situation. 2KM and 2KJ have developed a great community atmosphere with students having the chance to work with a wide range of their peers.
At the end of 2010, we surveyed parents about having their student in a team teaching/open classroom. All parents responded positively and said that they felt it had benefited their child.
Kelly and I would love to be able to teach the same cohort of students for two years and see where we can take them. As Chris Bradbeer said in his recent post
“In setting up learning hubs where children stay with the teachers for certainly two years, there was a feeling that learners wouldn’t experience that ‘dip’ of lost learning that is always evidence post summer holidays, as teachers and children get to know one another.”
We just know we’d be able to help our students achieve even greater success if we had more time! We hope we are given the opportunity to try this at some stage.
Update: Team Teaching In 2018
Kelly and I are no longer working at the school we were at in 2011 when this post was written. I’m currently on family leave with two small children at home but am doing some casual/part-time teaching in a school with an extremely effective team teaching model.
Due to a luxuriously modern/flexible layout, there are four classes in one big building. Rather than having set classroom spaces, the four classes team up with one other class for a two week period. Throughout each term, they rotate which class they’re working with. So, Class A will work with Class B for two weeks while Class C works with Class D. Then Class A will work with Class C, while Class B is with Class D, and so on.
The whole day is spent together including marking the role etc. For each lesson, one teacher will generally take the whole class introduction, while the other teacher will take out a small group for a modified introduction. This might be a group who needs extra support or extension. While the main group then works on their activity, one teacher will rove and assist, while the other teacher takes another small group to work on a specific learning goal.
This model is extremely flexible and adaptive to the students’ needs. It’s similar to the approach I used to adopt, however, the withdraw of a group during whole class introductions is a powerful addition. It’s also ideal that the whole cohort of teachers and students are involved. The students’ progress has been amazing and I’m really enjoying being part of this model.
Have you been involved in a team teaching situation? How did you find it?
Do you have any other questions or thoughts on team teaching?
Scroll down to leave a comment!
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