Disadvantages Of Team Teaching

One of the more important skills students will learn outside the classroom is teamwork. This quality can not be taught it must be learned by experience. Members will be on teams to compete in competitions. Students must learn the limits and strengths of their team member if they wish to succeed. This skill prepares students for the team work assignments which will be required in classes, as well as in everyday

Collaboration in a school setting refers to teachers working together to form an effective classroom and lesson for learning. “Teacher assistance teams (TAT) are school-based teams of professionals, classroom teachers, and administrators that assist classroom teachers in meeting the instructional and

In many aspects of life, it is essential that you work with other individuals as a team. You can work in a team whether it is school, work, or your personal life. This year I started working for Inner City Education Foundation public charter schools, specifically ICEF Inglewood Elementary Academy. The school has approximately 40 staff members that were all placed together by the director of the school. There are multiple classifications at my job such as instructional assistants, teachers, office staff, intervention specialists, operations, and janitors, but we all operate as one unit. Through the five stages of team development, our team developed and continues to develop into a successful team.

TEAM is a teacher advancement program in which administrators work collaboratively with teachers to maximize learning in the class room. TEAM is an acronym for Tennessee Educator Acceleration Model. This form of teacher evaluation uses both frequent observations along with test data to aid in the improvement of teachers and the advancement of student learning. Tennessee adopted the TEAM model in 2011, and still utilizes it in schools across the state today. TEAM separates educators into two categories. The first category is comprised of teacher that have previous growth scores, or teachers who are not in their first year of teaching. This means that evaluation scores are determined differently for first year teachers-teachers without growth

I approach collaboration as a team player, and I believe students need more than one person to guide them to their full educational potential. Also, active and prepared participation of weekly PLC meetings with the teachers of my special education students to plan collaborative curriculum have increased results in math and reading substantially. Participating in co-teaching furthers my repertoire of knowledge to assist my students. I have learned a vast amount from sharing and consulting with colleagues regarding students, observing mentoring teachers, and planning activities to ensure growth in students.

Commitment causes the teacher to seek effective ways of pulling out what is inside of the student. Two ways to do this is through cooperative training which is pairing the students or placing them small groups, and peer teaching which gives the student the opportunity to explain using his own understanding. Both are very effective methods as they embrace individuality and creativity.

Society has been evolving as of late. Individual work is no longer encouraged and has been labeled “out of fashion” (14). Environments like school, work, and religious institutions have been implementing teamwork as of late. The idea is that teamwork allows the transfer of ideas from person to person, but at the same time allowing

Small groups require active teaching with much teacher guidance or involvement. Small groups can teach the context better than a larger group, allowing for no child to be struggling and left behind. Reading, math and science can benefit from small group interaction. Each student has a chance to be heard, voice his opinion or conclusion, get a response from the teacher and the other group participants, and close the gap for error. The key for successful learning is when the teacher involves himself and gets excited about what the children are to be taught. This is also true in group study as

I believe in a team approach in the classroom. Each staff member has a role with task to complete for the classroom to run smoothly. When a new staff becomes part of the team, I first ask them question to see what other experience the team member has be involved with to date. What the team member would like to contribute to the classroom? I review how I will communicate with the team member and my expectation of communication with me. Weekly staff meeting are held to keep everyone on the same page. I modify my delivery of instruction if the team member is having trouble with the expectations. I ask the team members to help me solve problems. I am not always around in all situations. Each of the team members have a have relationships with the students and view things differently. So, listening to the information and point of view the team members bring to the classroom is valuable. I also ask the team member to complete an evaluation of the classroom environment and area I can help them with at the end of each school year or when leaving the classroom. I try to provide an example with my own

Researchers Harper and Maheady (2007) combined two peer-teaching procedures and three strategies into a hybrid peer tutoring program implementation. In the first procedure, Classwide Peer Tutoring (CWPT), students were assigned to different pairs each week with each pair on an opposing team (Greenwood, et al., 1991). Using weekly study guides, a deck of cards and paper, each team answered questions to earn points toward a cumulative team total, which resulted in the highest scoring group being recognized as the “Winning Team of the Week” (Harper & Maheady, 2007). The researchers also implemented Numbered Heads Together (NHT), which incorporated cooperative learning with in-group contests. Each pair worked with another pair to form a team. Each team collaborated to structure their best answer in reply to a question given by the teacher. One group member was chosen randomly by the teacher to give the group’s answer to the question while each member worked to ensure a correct answer. Each correct answer earned team points. Results revealed that student quiz scores increased with the utilization of Classwide Peer Tutoring (CWPT) with Numbered Heads Together (NHT) and students of all learning abilities benefited.

This article discusses the most effective ways that we can follow to organize large classes in order to implement and carry out collaborative learning effectively, and allow both teachers and students to shift smoothly from whole-class discussions to individual and group work. Gena Rhoades begins her article by indicating the problem that many teachers confront in their classes and making them pulling out and neglecting using group work. According to the researcher the only reason behind this problem is the feeling that most teachers have of being unable to control their classes.

The first is where one teaches and one observes, a useful model when observation and data collection is necessary, but it does not give both teachers equivalent responsibilities. Station teaching breaks students into small groups and has them rotate to several teacher-led and/or independent work stations, a model which involves both teachers but can be noisy and distracting for both teachers and students. In parallel teaching, students are divided into two equal groups and each partner teaches the same material; this method ensures diversity and lowers teacher-student ratio, but requires that both teachers have similar content knowledge and teach at a similar pace. In alternative teaching, one teacher works with a small group of students who need additional instruction, while the other teacher works with the remaining students; this benefits those students who need more intensive instruction, but it can stigmatize them if they are always placed in this small group instruction. One teach while one assists is a method that allows for students to be supported during a lesson, but it can be over-used with the eventual result of having little benefit over a one-teacher classroom. The final and possibly the most effective method is team teaching, where both teachers equally share planning and instruction. This method allows teachers to draw off one another’s strengths and provides greater diversity of teaching, but it may be difficult for

I am Zeeshan Ali; I am working as a Computer teacher for Classes VI-X-M in Canal Side Boys Campus. I have done Masters in Computer Science (MCS) from Punjab University College of Information and Technology (PUCIT) Lahore. The students are the main focus of every teacher and our entire teaching efforts circle round our students to achieve the set targets. Effective Teaching includes many useful teaching strategies that a teacher chooses according to the requirement of his/her respective subject and topic as well. In result of my years of experience and as a Computer teacher I find Group Work as the most effective and fruitful technique at every level.

“Teamwork fuels group spirit, develops process skills that help teachers interact in more productive ways, and fosters a more intellectual atmosphere.” (Maeroff, 1993).

My vision of collaborative learning is a learning strategy that affords the students enormous opportunities and advantages not available through traditional learning processes. I believe that students in a collaborative team tend to attain