Team Teaching

Advantages, Disadvantages
Team teaching involves a group of instructors working purposefully, regularly, and cooperatively
to help a group of students of any age learn. Teachers together set goals for a course, design a
syllabus, prepare individual lesson plans, teach students, and evaluate the results. They share
insights, argue with one another, and perhaps even challenge students to decide which approach
is better.
Teams can be single-discipline, interdisciplinary, or school-within-a-school teams that meet
with a common set of students over an extended period of time. New teachers may be paired
with veteran teachers. Innovations are encouraged, and modifications in class size, location, and
time are permitted. Different personalities, voices, values, and approaches spark interest, keep
attention, and prevent boredom.
The team-teaching approach allows for more interaction between teachers and students. Faculty
evaluate students on their achievement of the learning goals; students evaluate faculty members
on their teaching proficiency. Emphasis is on student and faculty growth, balancing initiative
and shared responsibility, specialization and broadening horizons, the clear and interesting
presentation of content and student development, democratic participation and common
expectations, and cognitive, affective, and behavioral outcomes. This combination of analysis,
synthesis, critical thinking, and practical applications can be done on all levels of education,
from kindergarten through graduate school
Working as a team, teachers model respect for differences, interdependence, and conflict-
resolution skills. Team members together set the course goals and content, select common
materials such as texts and films, and develop tests and final examinations for all students. They
set the sequence of topics and supplemental materials. They also give their own interpretations
of the materials and use their own teaching styles. The greater the agreement on common
objectives and interests, the more likely that teaching will be interdependent and coordinated.
Teaching periods can be scheduled side by side or consecutively. For example, teachers of two
similar classes may team up during the same or adjacent periods so that each teacher may focus
on that phase of the course that he or she can best handle. Students can sometimes meet all
together, sometimes in small groups supervised by individual teachers or teaching assistants, or
they can work singly or together on projects in the library, laboratory, or fieldwork. Teachers can
be at different sites, linked by video-conferencing, satellites, or the Internet.
Breaking out of the taken-for-granted single-subject, single-course, single-teacher pattern
encourages other innovations and experiments. For example, students can be split along or
across lines of sex, age, culture, or other interests, then recombined to stimulate reflection.
Remedial programs and honors sections provide other attractive opportunities to make
available appropriate and effective curricula for students with special needs or interests. They
can address different study skills and learning techniques. Team teaching can also offset the
danger of imposing ideas, values, and mindsets on minorities or less powerful ethnic groups.
Teachers of different backgrounds can culturally enrich one another and students.

Advantages
Students do not all learn at the same rate. Periods of equal length are not appropriate for all
learning situations. Educators are no longer dealing primarily with top-down transmission of
the tried and true by the mature and experienced teacher to the young, immature, and
inexperienced pupil in the single-subject classroom. Schools are moving toward the inclusion of
another whole dimension of learning: the lateral transmission to every sentient member of
society of what has just been discovered, invented, created, manufactured, or marketed. For this,
team members with different areas of expertise are invaluable.
Of course, team teaching is not the only answer to all problems plaguing teachers, students, and
administrators. It requires planning, skilled management, willingness to risk change and even
failure, humility, open-mindedness, imagination, and creativity. But the results are worth it.
Teamwork improves the quality of teaching as various experts approach the same topic from
different angles: theory and practice, past and present, different genders or ethnic backgrounds.
Teacher strengths are combined and weaknesses are remedied. Poor teachers can be observed,
critiqued, and improved by the other team members in a nonthreatening, supportive context.
The evaluation done by a team of teachers will be more insightful and balanced than the
introspection and self-evaluation of an individual teacher.
Working in teams spreads responsibility, encourages creativity, deepens friendships, and builds
community among teachers. Teachers complement one another. They share insights, propose
new approaches, and challenge assumptions. They learn new perspectives and insights,
techniques and values from watching one another. Students enter into conversations between
them as they debate, disagree with premises or conclusions, raise new questions, and point out
consequences. Contrasting viewpoints encourage more active class participation and
independent thinking from students, especially if there is team balance for gender, race, culture,
and age. Team teaching is particularly effective with older and underprepared students when it
moves beyond communicating facts to tap into their life experience.
The team cuts teaching burdens and boosts morale. The presence of another teacher reduces
student-teacher personality problems. In an emergency one team member can attend to the
problem while the class goes on. Sharing in decision-making bolsters self-confidence. As
teachers see the quality of teaching and learning improve, their self-esteem and happiness grow.
This aids in recruiting and keeping faculty.

Disadvantages
Team teaching is not always successful. Some teachers are rigid personality types or may be
wedded to a single method. Some simply dislike the other teachers on the team. Some do not
want to risk humiliation and discouragement at possible failures. Some fear they will be
expected to do more work for the same salary. Others are unwilling to share the spotlight or
their pet ideas or to lose total control.

Team teaching makes more demands on time and energy. Members must arrange mutually
agreeable times for planning and evaluation. Discussions can be draining and group decisions
take longer. Rethinking the courses to accommodate the team-teaching method is often
inconvenient.

Opposition may also come from students, parents, and administrators who may resist change of
any sort. Some students flourish in a highly structured environment that favors repetition. Some
are confused by conflicting opinions. Too much variety may hinder habit formation.

Salaries may have to reflect the additional responsibilities undertaken by team members. Team
leaders may need some form of bonus. Such costs could be met by enlarging some class sizes.
Nonprofessional staff members could take over some responsibilities.

All things being considered, team teaching so enhances the quality of learning that it is sure to
spread widely in the future.

See also: ELEMENTARY EDUCATION, subentries on CURRENT TRENDS, HISTORY OF;

INSTRUCTIONAL STRATEGIES; SECONDARY EDUCATION, subentries on CURRENT
TRENDS, HISTORY OF.

BIBLIOGRAPHY
BEGGS, DAVID W., III. 1964. Team Teaching: Bold New Venture. Bloomington: Indiana
University Press.

BUCKLEY, FRANCIS J. 1998. Team Teaching: What, Why, and How? Thousand Oaks, CA: Sage.

DAVIS, HAROLD S. 1967. Team Teaching Bibliography. Cleveland, OH: The Educational
Research Council of America.

MAEROFF, GENE I. 1993. Team Building for School Change. New York: Teachers College Press.
MCKEACHIE, WILBERT JAMES. 1994. Teaching Tips: Strategies, Research, and Theory for
College and University Teachers. Lexington, MA: D.C. Heath.

MORSINK, CATHERINE V.; THOMAS, CAROL C.; and CORREA, VIVIAN. 1991. Interactive
Teaming. New York: Prentice Hall.

PARKER, GLENN M. 1990. Team Players and Teamwork. San Francisco: Jossey-Bass.

WEIMER, MARYELLEN. 1993. Improving Your Classroom Teaching. Thousand Oaks, CA: Sage.

FRANCIS J. BUCKLEY

Additional topics
Technology Education - Philosophies, Approaches to Curriculum, Trends and Prospects
Teaching and the Relationship Between Research - Alternative Perspectives, Research Findings,
Conclusion
Education Encyclopedia - StateUniversity.comEducation Encyclopedia

Self-directed learning strategies

Learning independently can be challenging, even for the brightest and most motivated
students. As a means of better understanding the processes involved in this mode of
study, this Teaching Tip outlines key components of four key stages to independent
learning, known as self-directed learning: being ready to learn, setting learning goals,
engaging in the learning process, and evaluating learning.

Step 1: Assess readiness to learn

Students need various skills and attitudes towards learning for successful independent
study. This step involves students conducting a self-evaluation of their current situation,
study habits, family situation, and support network both at school and at home and also
involves evaluating past experiences with independent learning. For a detailed Learning
Skills Assessment Tool, read our Readiness to Learn Teaching Tip. Signs of readiness for
self-directed learning include being autonomous, organised, self-disciplined, able to
communicate effectively, and able to accept constructive feedback and engage in self-
evaluation and self-reflection.

Step 2: Set learning goals

Communication of learning goals between a student and the advising instructor is
critical. We've developed a set of questions for students to consider as they map out
their learning goals: our Unit Planning Decision Guide). Also critical in developing a
clear understanding of learning goals between students and instructors are learning
contracts. Learning contracts generally include:

 Goals for the unit of study

 Structure and sequence of activities
 Timeline for completion of activities
 Details about resource materials for each goal
 Details about grading procedures
 Feedback and evaluation as each goal is completed
 Meeting plan with the advising instructor
 Agreement of unit policies, such as a policy on late assignments

Once created, contracts should be assessed by the advising faculty member and
questions about feasibility should be raised (e.g., What could go wrong? Is there too
much or too little work? Is the timeline and evaluation reasonable?).

Step 3: Engage in the learning process

Students need to understand themselves as learners in order to understand their needs
as self-directed learning students — referring students to our resource on learning
preferences may be helpful. Students should also consider answering the following
questions:

 What are my needs re: instructional methods?

 Who was my favourite teacher? Why?
 What did they do that was different from other teachers? Students should reflect
on these questions throughout their program and substitute “teacher” with
“advising instructor”

Students also need to understand their approach to studying:

 A deep approach to studying involves transformation and is ideal for self-

directed learning. This approach is about understanding ideas for yourself,
applying knowledge to new situations and using novel examples to explain a
concept, and learning more than is required for unit completion.
  A surface approach involves reproduction: coping with unit
requirements, learning only what is required to complete a unit in good standing,
and tending to regurgitate examples and explanations used in readings.
 A strategic approach involves organization: achieving the highest possible
grades, learning what is required to pass exams, memorizing facts, and spending
time practicing from past exams.

Earlier academic work may have encouraged a surface or strategic approach to studying.
These approaches will not be sufficient (or even appropriate) for successful independent
study. Independent study requires a deep approach to studying, in which students must
understand ideas and be able to apply knowledge to new situations. Students need to
generate their own connections and be their own motivators.

Step 4: Evaluate learning
For students to be successful in self-directed learning, they must be able to engage in
self-reflection and self-evaluation of their learning goals and progress in a unit of study.
To support this self-evaluation process, they should:

 regularly consult with the advising instructor,

 seek feedback, and
 engage in reflection of their achievements, which involves asking:
o How do I know I’ve learned?
o Am I flexible in adapting and applying knowledge?
o Do I have confidence in explaining material?
o When do I know I’ve learned enough?
o When is it time for self-reflection and when is it time for consultation with
the advising faculty member?

Responsibilities in the four-step process

Successful independent study requires certain responsibilities or roles of both students
and advising faculty members. The following is a brief list of the more important roles.
It is useful for both students and advising faculty members to periodically review this
list and communicate as to whether each feels the other is fulfilling their share of the
responsibility.

Students’ roles

 Self-assess your readiness to learn
 Define your learning goals and develop a learning contract
 Monitor your learning process
 Take initiative for all stages of the learning process — be self-motivated 
 Re-evaluate and alter goals as required during your unit of study
  Consult with your advising instructor as required

Advising instructors’ roles

 Build a co-operative learning environment

 Help to motivate and direct the students’ learning experience
 Facilitate students’ initiatives for learning
 Be available for consultations as appropriate during the learning process
 Serve as an advisor rather than a formal instructor

Peer teaching
Peer teaching is one of the best ways to master a particular subject. It is a method of
teaching, where a student instructs another student, wherein the former will be an
expert and the latter a novice.

This paves the learner student to learn without depending upon the teacher, and the
teacher-student to revise the topic again, on the belief that “To teach is to learn
twice”(Collins).

Through the direct interaction between students, peer teaching promotes active learning
as well as participation within themselves. Student teachers enhance their own depth of
knowledge in the topic by instructing others.

Benefits of Peer Teaching

Peer teaching is not a novel concept, as it was seen right from the time when the system
of Gurukula education prevailed in our society.
Since then, it was an effective method of teaching as well as learning. And now, peer
teaching is quite popular among students of all ages.

Here are some of the Main Benefits of Peer Teaching:

It enhances the student’s level of creativity in expressing ideas as well as in grabbing
new concepts, as the student may not feel hesitant to clear his queries. This will also
uplift his knowledge limit and thus allow a greater level of his understanding. Feeling at
ease with a peer tutor, allows a student to concentrate better on the tasks of the lesson,
which may transfer into higher achievements in the future. To an extent, the student will
start questioning his own doubts, and will later find a way to resolve it himself, which
will enable the student to improve his critical thinking.
Peer Teaching involves direct interaction between the learner student and the teacher-
student, this will help them to promote the active learning along with interpersonal
skills, with which they can actually bid adieu to the so-called boring lectures and classes.
It will ease the teacher’s burden of responsibility because she is sharing her duties with
her kids which are beneficial to them. But on the other side, it will increase the teacher’s
role in monitoring and administering the students.
Disadvantages of Peer teaching
1) Amateur student

In spite of the fact that the teacher shares her tips and guidelines with the students, it
won’t build an expert teacher (student).

There are also chances of a communication gap within the student and the teacher,
which may often lead to the failure of assigned activities.

2) The Reluctance of Students

The toughest responsibility that lies upon the shoulders of a teacher is the reluctance of
students to initiate the assigned duty.

Just like the two sides of a coin, there may be students who are actually willing to teach
and on the other side, there may be students who are hesitant to work out of their
comfort zone. Hence, this becomes a challenge for the teacher.

3) Annoyed parents

When the parents come to know about peer teaching, there may be chances for them to
misinterpret the concept of peer teaching.

Parents may take it in a derogative manner that their kid is being taught by some other
kid of the same age and that the teacher is sitting idle.
So, there may be complaints from the side of the parents until and unless they are
completely given the justification behind the concept of peer teaching.

Types of Peer Teaching

1) One way peer teaching
This way of peer teaching provides only the trained tutor to teach, whereas the child
with some kind of disability will remain passive.

This method will be more useful for teaching students with severe disorders like autism,
visual impairment or cerebral palsy.

Peer tutoring in a multigrade class

Although there is no research evidence for peer tutoring in a multigrade classroom, it is
expected that the effectiveness of this strategy is higher in such classes. More specifically
it is well-known that in a monograde class the teacher has to manage teaching time in
such a way as to succeed in a rational sharing among different groups. This implies that
for significant time intervals, during which the teacher teaches one group, he/she is not
available for all the other groups, the exact time of the interval depending on the
number of groups that belong to the same monograde class. Allowing young tutors in
multigrade classes to play teaching roles, offers support in managing teaching time.

For an effective peer tutoring in a multigrade class it is essential to adopt the structured
type of tutoring. The fact that tutoring of one or more groups takes place while the
teacher is occupied with another group, makes necessary for the class to be well
organised in this respect. Moreover, a good structure could be a way to overcome
possible lack of experience in combining tutor/tutees.

In respect of structured peer tutoring in a multigrade school, there are several

dimensions that should be taken into account, since putting some students together and
assigning tutoring roles to individuals doesn’t mean that positive outcomes are ensured.
The young tutors, being students themselves are untrained on handling tutoring
situations or are not really aware in depth on the subject they are about to tutor. They
need guidance and support by teachers on developing tutorial, communicational and
cooperative skills. For a successful structured peer tutoring in a multigrade class there
are certain rules that should be followed:
1. It is required that teachers are familiarized with grouping techniques and have
already implemented a mixed ability – mixed age grouping in their classroom.
2. It is necessary for the teacher to encourage peer tutoring, preparing tutors as well
as tutees in advance.
3. It is necessary for the teacher to “appoint” in an informal, yet clear, way the
tutors, -usually among the older students.
4. It is recommended that there is a good preparation of the tutoring’ s structure in
respect to both, time and cognitive material.
5. It is useful for the teacher to give the appropriate guidance to the tutors, well in
advance.
6. It is useful for the teacher to supervise the tutor discreetly, while tutoring.
Once these requirements are met, teachers can apply peer tutoring within the
framework of mixed age groups, taking advantage of the cognitive maturity of older
students whose cognitive status is still close to that of their younger colleagues. In mixed
age groups, older students can very successfully play the role of tutors for their younger
group mates if their teachers appropriately support them. In this case all the advantages
concerning structured peer tutoring are well-revealed.

Suggestions and tips on guiding teachers for introducing peer tutoring in the multigrade
classroom are given in this module at the “Suggestions for good practice and activities”
section. This module aims at giving teachers the chance to apply peer tutoring in their
multigrade class by providing tips and guiding in detail teachers in the process.

Group Teaching Strategies

2. OVERVIEW  In a classroom with good multigrade practice, there will be lots of
small group happening. It is one of the most useful strategies a multigrade teacher can
employ. A multigrade teacher cannot teach the whole class in one group all day and
meet the needs of individual students with their different levels of experiences, maturity
and abilities
3. What are the BENEFITS for STUDENTS working in group?  The benefits for
students working in small groups enable them to: 1. Talk to each other and clarify their
thinking and learning 2. Think of more ideas than they would individually or in a whole
class group 3. Learn from each other and teach each other, explain, question and remind
each other in their own language in a way in which they are most comfortable 4.Share
experiences with each other
4. How can students be grouped?  The students can be grouped in a variety of
different ways for different purposes. This will maximize participation by all of the
group members.  Students may work in the following groupings:  With other
students of different ability levels. They could be called by ‘ANIMALS’ names to identify
them clearly.  With other students of same ability levels, who are at a similar stage of
development in English, Filipino or Math. Instructions can be efficient and effective to
pupils with similar ability levels. They could have color names to identify themselves
5.  For short times to learn specific skills needed.  With others who have a
temporary specific common learning need and the teacher has formed this group for a
specific purpose for one lesson. For example, a small group of students may need more
instruction about writing a sentence but the remainder of the class have already
mastered this skill.  This can be motivating, if the students can concentrate well with
their friends. Sometimes students may be encouraged to choose their group members.
6. Managing groups in the classroom  The teacher’s role in managing groups in the
classroom could fit into three broad categories of activities  TEACHER SUPERVISED
(guided and checked) – the students work together in their group with some guidance
and monitoring by teacher TEACHER’S ROLE  TEACHER INTERACTIVE ( direct
teaching)– teacher is directly teaching or assessing a group and the teacher-student
interaction is intensive.  TEACHER INDEPENDENT ( peer group support)– the
group works on a revision activity ( e.g. from a learning centre) requiring little teacher
assistance. The teacher monitors this group from a distance.
7. WHOLE CLASS TEACHER INTERACTIVE TEACHER SUPERVISED TEACHER
INDEPENDENT GROUP 2GROUP 1 GROUP 3 Simple group management diagram
showing the teacher’s role with each group Receiving direct teaching from teacher
Receiving guidance and monitoring by teacher sometimes Receiving peer group
assistance only
8. A GROUP TASK BOARD ( An Elementary English Example) GROUP TASK BOARD is
a helpful organizational tool when working with groups. It would enable the students to
become more independent and take responsibility for getting group organized and
working quickly while the teacher is working with the group marked T for teacher time.
9. PEEL OFF GROUPING STRATEGY It is used when the teacher needs to teach new
skills in their ability level group. This allows for slower or faster students to work
outside of their grade level with children of the same ability and progress at their own
pace of learning.
10. PEEL OFF GROUPING STRATEGY METHOD
1.Teacher introduces a topic or demonstrates a new English or Math topic to the whole
class 2. Teacher ‘peels off’ the ‘mice group’ (younger or slower group) to do their related
activity. 3. Teacher then teaches some more direct instruction to the two older or faster
group. 4. Then the next ‘fish group’ ( or middle group) can be ‘peeled off’ and given their
instructions to do their more complex task. 5. The teacher can then introduce more
advance skills to the ‘dog group’( faster or more mature group) 6. The ‘dog group’ then
‘peel off’ to start their related activity at higher level 7. Teacher is then free to rate and
support the’mice’ then the ‘fish’ and back to the ‘dogs’ to check on their understanding8.
A t the end of the lesson the groups can share their learning with the rest of class