您正在看的高中一年级是:Team Teaching Tips for Foreign Language Teachers。 ty of other subject areas. It is a pedagogical approach rapidly gaining in popularity.

　　Successful team teaching has the potential to benefit all concerned. Teachers stand to gain in terms of their professional development. Team teaching provides teachers with a partner to help them set objectives, make plans, implement lessons and evaluate the results. They have someone from whom they can draw inspiration and who can provide them with constructive feedback on their teaching. Students benefit from the increased quality of the lessons and a lower student to teacher ratio.

　　Unfortunately, most teachers destined to work together do so with little training in how to team teach. For example, in Japan most training is done by observation of team teaching lessons with little analysis of the strategies/techniques employed by the team, often leaving Japanese Teachers of English nervous about team teaching.

　　Horwich explains that this lack of training can lead to friction between team teachers and unsuccessful lessons (par. 18). Browne and Evans similarly explain that: "Unfortunately, the implementation of team teaching to date often seems haphazard and lacking in clear objectives. Assistant Language Teachers (ALTs), Japanese Teachers of English (JTEs) and students seem to have different eXPectations about the purpose of team taught lessons, with the result often being unsuccessful lessons" (17).

　　Many teachers refuse to team teach because in a sense, teachers are by definition 'solitary creatures' reluctant to share the limelight or 'be observed' by a colleague. However, in a successful team you should not feel judged or upstaged by your partner. Furthermore, in some situations teachers may not have been given a choice to work together and may not see the benefits of team teaching, or worse, not respect or get along well with their assigned partner.

　　Horwich, in a survey of 141 Japanese Teachers of English in Ibaraki Prefecture (Japan) in 1999, found that only 56% were "satisfied with their team teaching" (par. 12). Since using two teachers in the same classroom simultaneously is a relatively new educational phenomenon, it is not easy to find practical advice from senior teachers or professional publications.

　　Many articles written about team teaching merely provide lesson plans that demonstrate which teacher will speak on what topic or lead a particular activity (Wiltshier and Honma 1999). Others discuss the philosophy and history of team teaching eXPloring the cultural background and the challenges faced by team teachers from different countries (Shimaoka and Yashiro; Ministry of Education, Science, Sports and Culture 1994). Unfortunately, few articles offer practical step-by-step guidelines to establishing a successful team, perhaps because there is a fear that following a prescriptive formula might in fact restrict the team and cause them to fall into strict use of fossilized patterns (Smith 87).

　　In the Classroom: Team Teaching Tips

　　The Golden Rule: Never take anything for granted; eXPlicitly discuss everything.

　　"When eXPectations are unclear or vastly different, this essential rapport quickly breaks down" (Horwich par.15).

　　Clear communication on the part of both members of the teaching team is essential to the success of the relationship and the realisation of your teaching objectives. Communication is perhaps rendered more difficult for teams made up of teachers from different cultural backgrounds which value radically different communication styles (Kobayashi 168). Nonetheless, it is essential that you do your utmost to keep this in mind and endeavour to respect and understand one another.

　　Talking things through at every stage will help you define your individual roles within the team. This is essential in developing a better understanding of one another's teaching philosophy along with the personal and cultural factors that have shaped it and affect its practical applications. Honest discussion also clears up any potential misunderstandings before they have the chance to hamper the flow of a lesson