FOUR PATTERNS OF TEAM TEACHING IN THE CLASSROOM – A COMPARATIVE SUMMARY
Teaching Pattern / Role of JTE / Role of ALT / Duties of JTE / Duties of ALT / Good / BadPATTERN A
ALT is “Guest” / Secondary Role
(helper) / Primary Role
(Leader) / -help in class discussion
-role play with ALT
-encourage students to listen and participate
-help slower learners
-translator / -lead model reading, vocab. review and grammar
-lead conversation
-direct games and activities
-role-play with JTE
-explain new material / -English becomes the focus
-communicative activities
-ALT gains respect as English language and culture teacher / -ALT is “guest” in the classroom
-ALT-centered
-JTE loses control of class
-JTE = translator
-lesson is “special” and doesn’t help JTE get through the text
PATTERN B
Business as Usual / Primary Role
(Leader) / Secondary Role
(helper) / -lead explanations
-directing activities
-teach grammar points
-translate new material / -model reading
-Vocab. pronunciation guide
-role-play grammar with JTE
-encourage students
-help slow and bad students / -JTE can tailor lesson to abilities of class
-JTE can keep on track
-similar to routine class procedure / -T.R.S. (Tape Recorder Syndrome)
-ALT not fully utilized
-lack of free-communication
-Neither JTE nor ALT has incentive to create fun lessons
PATTERN C
Complementary / Distinct Japanese
Role / Distinct English
Role / -focus on grammar, translation, and composition only
-direct book work, writing exercises and explanations / -focus on speaking and listening exercises only
-direct all model reading, vocabulary and grammar practice / -students benefit from each teacher’s strengths
-clearly defined roles
-More speaking and writing excercises than Pattern B / -team teaching motivation is low
-roles are too strictly defined
-activity focus is too narrow –students become bored
PATTERN D
Interchangeable / Equal Duties with ALT (Co-leading all roles) / Equal Duties with JTE (Co-leading all roles) / -interact with ALT in all aspects of class
-interchangeable roles
-display competence in all communicative areas
-equal responsibilities / -co-teach with JTE in all areas
-functional in all areas
-spontaneous role playing with JTE
-equal responsibility / -teachers are equals
-spontaneous reaction and free interaction
-students gain from having two fully functional teachers / -highly unrealistic
-requires good relationship
-demands high level of communicative ability and confidence
-planning time is essential
Pattern A: The class is focused on English Communication, either as an extension of or alternative to the textbook. The class is led by the ALT, with the JTE supporting the ALT in role-playing demonstrations and to explain/translate key points. The JTE also is in charge of keeping discipline and interest levels high. Sometimes “global education” and (good) elementary school lessons look like this. The benefits are that “Living English” and communication become the focus, not grammar and written work. The cons are that the JTE often becomes a translator, and the ALT becomes seen as a “class guest” who provides an alternative to text-focused classes. There is usually little teamwork happening.
Pattern B: The class is focused on the textbook, with a familiar pattern of Greetings—Wam-up—Vocab.—Reading Practice—Grammar Lesson—Busy work. This class can basically be run with or without an ALT. As such, the ALT is “plugged in,” perhaps running a warm up, modeling choral pronunciation in reading and vocabulary, role-playing with the JTE, and helping with slow or misbehaving students. While the ALT can do the familiar textbook-based class in interesting ways, they often feel like replacements for the CD. The ALT easily becomes bored because they are not fully used, and often have little incentive to create fun lessons. There is also a big lack of communicative English.
Pattern C: The class can be focused on the textbook, certain grammar points, conversational English or English in global education. The roles of the ALT and JTE are distinct, but complement each other. At designated points in the lesson, the ALT and JTE will switch roles. The JTE is in charge of grammar, translation and writing composition, while the ALT is in charge of speaking, reading and listening exercises and examples. The benefits are that both teachers are fairly equal, have definite roles in the classroom, and can plan lessons independently of each other. Students also benefit because the teachers are utilizing their strengths. The cons are that roles become too rigid, the lessons become uneven, or the students become bored from too narrowly focused activities. Also, there is very little teamwork here, so it is easy for things to go wrong.
Pattern D: The JTE and ALT are equals, with equal responsibility in the classroom. The class can be focused on either the textbook or English Communication based lessons, because both teachers are competent at teaching all aspects of English. Mixing textbook grammar and oral communication, role-playing skits with writing worksheets requires a lot of planning, trust, and work on timing. Both teachers have to be able to lead any exercise or explanation at any time. Pattern D requires high Japanese/English competence.
Planning
Pattern A and B usually require significant planning by just one of the team teachers. Whoever takes on the primary role is usually the sole planner. Sole planners usually “plug in” their partner when it’s necessary or useful.
Pattern C requires significant planning by both team teachers, though because there is very little interaction between the teachers, they do not have to plan together.
Pattern D requires a lot of planning by both team teachers, especially role-playing, lesson timing and transition times.
Mis-uses of the ALT
l The Human Reading Machine – ALT is in class ONLY to pronounce words in vocab., reading and grammar exercises for the students to repeat.
l The ALT is a Foreign Guest – The ALT is perceived as a guest, and not as an active member of the teaching team.
l Dumping the Class on the ALT with no Notice – These are classes where the text is usually not used because it after test time or before holiday, and so the ALT is told to plan the entire class, either with a vague idea of what to do, or none at all.
Mis-uses of the JTE
l The ALTs Translator –The JTE’s main role is to act as translator for the ALT
l The Grammar Machine – The JTE is only there to explain grammar, then takes the backstage for the activity.