Talk:Team Teaching
This page is long and confusing. I'm not sure where to start on fixing it. If I figure out where, I'll start. In particular, the two philosophies are not explained clearly. Shorter and clearer descriptions would be nice. Douglaspperkins 21:50, 1 July 2008 (JST)
- The dichotomy of these two philosophies is a fallacy. It's a top-down system: the Akita Prefectural Board of Education's materials are all based on (and conform to) the Course of Study. The Course of Study is the be-all-end-all of education in Japan. Materials from the Pref BoE are one way of interpreting the Course of Study. --SeanC (talk) 17:01, 11 September 2019 (JST)
From Talk:Team teaching articles
Unused page
- This page hasn't been used or read much in the last few years. Shall we remove it? --D 13:39, 10 November 2011 (JST)
- Deletion is fine by me --Casey 15:17, 16 November 2011 (JST)
Yeah
- Yeah, right now it is just a dump page. I had some ideas earlier that didn't fit elsewhere so I dumped them here. My goal is to get Elementary up and running, then Junior High, then Team-Teaching. but if you want to erase everything on Team-Teaching and start it from scratch yourself, feel free. I can always recover any thing important from the page history. -Rob
- There's good stuff, so as soon as we organize it that'll be good. Like you, though, I'm focusing on elementary school right now. Douglaspperkins 20:36, 7 August 2008 (JST)
Dump
I am moving all the undeveloped stuff from the Team Teaching Page and dumping it here. The Team-Teaching page is fair game for anyone who want to take a shot at developing it.
Tips on Resolving Disparate Philosophies of Education
There are two schools of thought about planning a lesson for the Junior High School Level. One school of thought is based on the content provided by one of the two textbooks approved by Akita-ken's Prefectural Board of Education. This is the Content-Based Lesson Planning School of Thought. The other school of thought is based on actively following the Course of Study approved by MEXT. This is the Activity-Based Lesson Planning School of Thought.
If these two schools of thought are properly understood, they complement each other wonderfully. Otherwise, they conflict, which gives rise to a sense of frustration for JTEs and ALTs. Take a gander and see what you think:
Content-Based Lesson Plans
Content-Based Lesson Plans (e.g., lessons based on the New Horizons Textbook) follow the traditional lesson plan format presented on the main lesson plan page.
In content-based lessons, language learning is structured around understanding particular passages in the text book. The indivisible unit of Content-Based Lesson Planning is one lesson.
Constructing a Content-Based Lesson
Content-based Lesson Plans that begins with warm-up at the beginning of the period and ends with consolidation at the end of the period.
Activity-Based Lesson Plans
Activity-Based Lesson Plans (i.e. lessons based on activities that aim to improve one of the following areas: Vocabulary, Dictation, Rhythm, Phonics, Listening, Speaking, Writing, or Reading) follow a different lesson plan format.
Activity-Based Lesson Plans include a section of Daily Work Activities at the beginning of class (i.e., activities that are performed every class period) and section of Main Activities, which vary daily. The indivisible unit of Activity-Based Lesson Planning is one these activities.
Constructing an Activity-Based Lesson
For each lesson, teachers decide which the areas listed in parentheses they wish to improve and they construct their lesson plans from combining a series of activities.
Three Levels of Consideration
Successful Activity-Based Lesson Planning has three main consideration.
- Managing the Classroom Environment. Choose activities that are go well together. Do this daily.
- Balancing the Course of Study. Monitor the needs of individual classes. On which of the areas do your students need to work? It is important to develop all skills in the Course of Study. Do this weekly.
- Targeting High School Entrance Requirements. This requires a keen awareness of required grammar and required vocabulary. Do this at least every term.
Conclusion
There is overlap in these teaching styles. You can use activities in Content-Based Lesson Plans and content in Activity-Based Lesson Plans.
The difference is that the forward motion of Content-Based Lesson Planning is defined by the curriculum set by the text book, whereas the forward motion of Activity-Based Lesson Planning is defined by teachers actively following the Course of Study.
Tips on Teaching With a Co-Teacher
- Take the initiative, be the change you wish to see in your teaching relationship with a co-teacher.
- Part of team teaching is accomodating different ways of doing things. Be aware of your co-teachers strengths and weaknesses. Play to their strengths, give them a hand in the areas of their weaknesses.
- Be aware of your own strengths and weaknesses. Tell your co-teacher what makes you most comfortable and able to teach in the classroom. Ask for advice on areas of weakness.
- Make eye contact with your co-teacher and watch for non-verbal cues.
- Leave a little bit of silent space after you finish making a point; your co-teacher might have something to add.
- Talk before hand about what role each teacher will play in each activity, as you become more accustomed to working together, the assumption of roles will become habitual, so make sure you set good habits from the beginning.
- Spend a little time after class, discussing what went well in class, and what could be improved.
- Get to know each other; if your co-teacher is always busy and never has time to get to know you, just keep trying! Sometimes teachers in Japan honestly have no unscheduled time available for months on end, so be understanding. Also, be patient, and in all likelihood, when your co-teacher does have free time, s/he will appreciate your constant invitations.
