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Post by gumby on Apr 8, 2008 18:45:51 GMT 8
What does everyone think make a good team teaching class? I'll start with a few suggestions:
Input from both teachers. A common goal Willingness to work off the strengths of each teacher
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Post by Otaku on Apr 8, 2008 21:40:14 GMT 8
We seem to be constantly bombarded by this question at every ALT conference we attend, eh? I used to think of new and creative ways to define a 'good TT class' but I think it all boils down to one word.
Respect.
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Post by junkdna on Apr 9, 2008 7:52:50 GMT 8
A pool of pirhana and rope.
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Post by dickflem on Apr 9, 2008 10:20:28 GMT 8
My supervisor (and head of English in my city) has a ground breaking approach which I think could revolutionise TT as we know it!
Yesterday he informed me that he had a 'vision' and he wants me to be part of it (woop, woop, woop).
He wants us to implement this new approch with all my 2nd year students in my base school this year (in every class).
Please allow me to describe his plan:
Visionary evolution of team teaching! By my supervisor.
Each class we take, we will divide into 2 groups.
One group will stay in their classroom with my supervisor.
The other half will come to an different classroom with me.
We will both teach our respective classes for 20 - 25mins.
Then, we swap and teach the other half for the remainder of the period.
Tah dah!
Comments and suggestions are desperately welcome!
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Post by Otaku on Apr 9, 2008 10:40:40 GMT 8
Comments: That isn't TT but rather TnT. LOL...I kill myself, sometimes! Man, I need to get a life...
BTW, how big is half the class?
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Post by dickflem on Apr 9, 2008 12:27:00 GMT 8
You literary jester.
You should be a stand up comedian. In a library.
Half class should be about 15 students.
I am concerned.
The teacher wants to 'improve their speaking and listening' whilst getting the ALT out of his way so he doesn't have to plan lessons or feel bad when students ask why the ALT's pronunciation of words is so different to his katakana heavy efforts.
The trouble with this is the students are fresh out of 1st year with absolutely no clue what i say to them half the time. If I speak to them only in English, they won't understand most of what I say.
I could try to go bi-lingual, but that is beyond the levels of my Japanese, and not why I was hired as an ALT.
This is shaping up to be worse than lunchtime silences.
Am I being too negative?
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Post by Otaku on Apr 9, 2008 12:35:46 GMT 8
Have to tried teaching them Phonics? I've tried to explain the 'BubbleBoy' phonics over at Englipedia in a way that is easily understood by everyone, including ALTs who think I should perform my slap-stick in a library. Also, there's another game called 'Talkopoly' I found on another site. It's a bulky file but it looks pretty solid. I'm wanting to add it to Englipedia, so if you use it, you might contact that owner of the game and ask if he would submit a copy to the site. www.fukuokajet.com/xoops/html/uploads/talkopoly.xls
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Post by dickflem on Apr 9, 2008 13:44:56 GMT 8
Yeah, I'm hoping that phonics will be an integrel part of each of my classes.
My supervisor wants my lessons to complement that content of the text book. However, I reckon I can adjust everything to speaking and listening based practice.
If all else fails I will make bi-lingual flash cards for basic classroom communication like "argh! stop hurting me!"
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Post by regi2 on Apr 9, 2008 13:53:23 GMT 8
I take it you know the classes already (xcept perhaps 1nen)? If so you should already know what to expect from certain kids and so on. Whats really important is setting up the first class. The first class will tell the students what to expect from your classes and what to expect from you as a solo teacher.
Were you able to ask the resaoning behind the classes being split up? It may be an idea to let your supervisor know your reasons of uncomfortability around the situation (maybe you have done so already).
I think basing around listening and speaking are great ideas, but be prepared for this not working. Something that has worked for me is making sure, from the start, that students know the rules. If they participate and behave then they get to do the interactive lessons; if they are little ***** then they get to do some writing activity (make it REALLy boring and done in total silence). You could even do a lesson of each so the kids get the idea.
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Post by dickflem on Apr 9, 2008 15:11:58 GMT 8
That's sound advice, thanks.
I do know the classes, vaguely. I only teach at the school once a week and even then I don't teach those classes every week.
I think I will start implementing a scorecard reward system, giving stamps for active participation and a good slap round the dome for messers.
My main concern is the language barrier. I hope i can make it so they can understand what we are doing.
I told my supervisor what i think but he doesn't give a flying **** at a rolling donut. Hence, why he doesn't want me in his classes. He says this is about spaeking and listening, well why can't we do that together in the same class? If we're spending the same amount of time with each half class???
Is this not the kind of thing you want for a sentaku class?
I thing the majority of the lessons will be spent with me trying to explain to the students what we are trying to do.
My longterm concerns are that he worked out over the year, the students will accrue approx. 15 hours of class time with me.
If it doesn't work, he will blame my teaching (and maybe rightly so), but also, that will take time away from the students where they could've been learning effectively.
If it does work and the students are communicating better at the end of the year, then he might suggest to other teachers (who don't like working with an ALT) if they want to do the same.
If the students were 3rd year, I'd be less concerned, but these little ones are fresh out of 1st year and they get this thrown on them?
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