Chapter 15 - How to Implement Team Teaching by William Allan Kritsonis, PhD See: www.natonalforumjournals.com - Global Website NATIONAL FORUM JOURNALS (Founded 1982)

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Chapter 15 – William Allan Kritsonis, PhD
How to Implement Team Teaching
Teaching ability varies from teacher to teacher. Some teachers have superior
lecturing skills, but they feel helpless when dealing one on one; others work effectively
with individuals but become intimidated in group situations. Because of the wide
differences in professional teaching talent, team teaching is one way teachers utilize
their finest teaching capabilities.
Switching from traditional methods of teaching to team teaching must be planned
slowly, carefully, and cautiously. In the developmental stages, the major concern is
motivating children toward independent study. Two teachers can successfully instruct
large groups ranging from 60 to 125 students; however, independent study will be more
flexible in smaller groups of 12 to 18 children. Small group instruction lends itself to the
exchange of ideas.
A planning meeting is essential when developing team instruction. If feasible,
plan to meet either in the morning before school begins or in the afternoon after school
ends: otherwise, schedule this planning session during teachers’ conference times. All
teachers involved must be present for the planning session and must communicate their
talents and strengths openly and sincerely in order to be properly integrated into the
team. A decision must be made to either appoint a team leader or to allow leadership to
grow from the professionals within the team. Team members with experience can use
their training to help those who are new to team teaching. Each teacher can contribute
by developing outlines for subject areas and by writing revisions, along with
volunteering innovative ideas. Remain sensitive to all teachers’ opinions and viewpoints.
Strive to ensure that teams are evenly balanced. Observing schools with effective team
teaching programs in operation can provide ideas and proven methods for achieving
success.
An initial approach to team-teaching is to place an experienced teacher with a
less experienced teacher. They could be assigned 60 children in a 90-minute class
period. Another approach would be to combine teachers and students for one particular

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subject, for example mathematics, allowing teachers with less experience to teach the
area they are best qualified in and allowing the more experienced teachers to teach
other math areas. Sometimes placing three teachers with 125 children yields effective
results. This entire class would be involved in small group, large group, and
individualized instruction in a rotating fashion. Another teaming technique would be to
have three teachers working with children, each instructing in the area he or she is best
qualified to perform successfully. Regardless of the approach used, team objectives
must be evaluated continuously in order to maintain education of high quality.
Individualized instruction places additional responsibility for learning directly onto
the shoulders of the student; therefore, assignments must be meaningful and
challenging. Activities must be well-planned with a balance between scheduled learning
activities and large and small group instruction. Students must be trained to take notes
quickly and effectively. Intermediate grade students must learn how to listen intelligently
and how to use classroom study time efficiently. Alert teachers working with children
must recognize individual differences in children, or they are doomed to failure. Well-
planned, differentiated, and balanced activities provide for individual differences in
children, as well as satisfy the personal needs and aspirations of the teachers on the
team.
Teacher planning time must be spent preparing, evaluating, gathering, and
perfecting various visual and instructional aids that will be suitable for each lecture and
learning activity. Keep in mind that guest speakers may be obtained from the present
staff, local community, and parents who have special abilities.
Team teaching is a proven alternative that stimulates, energizes, and promotes
teacher to teacher communication. Oftentimes, teacher burnout is eliminated because
teachers who are a part of a successful team program feel excited about their work.
Team teaching, even if well executed, may not be the answer to the continuous riddle of
how to improve classroom instruction for children at the elementary school level.
However, team teaching does create an environment that encourages improvement.
Teacher confidence is heightened. Teachers sense personal and professional achieve-

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ment, and they are ultimately satisfied with their jobs.
A Thought in Words
The School Master is abroad, and I trust him, armed with his primer, against the
solider in full military array. Brougham
Copyright © 2018 by William Allan Kritsonis
William Allan Kritsonis, PhD
Editor-in-Chief
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