您正在看的高中一年级是:Team Teaching Tips for Foreign Language Teachers。 een activities smooth. EXPlicit discussion of what is to be done next in the classroom is extremely disruptive to the flow of the lesson and gives off the impression that you are ill prepared to teach the class.

　　Ideally, both teachers will share in giving directions, taking the initiative to move on to the next activity, and in adapting or curtailing an activity that is not working. Remember to have mutually agreed upon back-up activities, so that you will be able to work together in guiding the class from an unsuccessful activity to the back-up plan.

　　Classroom Management

　　Each teacher has a different threshold of tolerance for student misbehaviour. Before your students become disruptive, you'll both need to establish a set of guidelines and agree on what type of behaviour is not acceptable in your class, and consequences for students who disrupt the class. Without a common consensus as team teachers on what is permissible and what is unacceptable, you'll invariably find yourselves in disagreement and have potentially inconsistent reactions by teachers to student misbehaviour in the class.

　　To prevent this before it occurs, sit down together and make a list of what constitutes unacceptable classroom behaviour by students (a list of class rules). Next, you'll need to determine what consequences you can implement should these rules be broken. Lastly, you'll have to develop a 'warning' procedure that teachers will give to students (for example, three 'warnings' lead to one 'consequence'). You will have to check what types of consequences are acceptable with other department members, possibly your Parent Teachers Association and of course the Principal and Vice-Principal(s).

　　It is particularly important in discussing the implementation of consequences for the team teachers to do so in complete agreement and support of each other in front of students. Some students may attempt the 'divide and conquer' strategy, making requests of the teacher who is perceived as 'softer' than the other. The gender of teachers will most likely also play a factor here, particularly if students view the male teacher as an 'enforcer', while the female teacher is perceived as the 'softer' of the team teaching pair. Both genders must emit confidence and enforce consequences where necessary.

　　In the case of NNSLT and NSAs, an open and frank discussion of the roles that each teacher will play is particularly important. NSAs are, in every case, considered 'junior' to their NNSLT counter-parts. It should remain the primary responsibility of the NNSLT to initiate warnings and follow-up on consequences.

　　There are also considerable cultural differences in classroom management between NNSLTs and NSAs that require explicit discussion. Many NSAs find themselves in the frustrating position of being the sole 'enforcer' in the classroom simply because the NNSLT and NSA have not discussed what kind of behaviour is unacceptable. As a JTE states: "Every year, I have to eXPlain this is not the school where you were taught. This is a school in a different country with students very different from the high school where you graduated" (quoted in Horwich par. 20).

　　Lesson and Student Evaluation

　　The first consideration when it comes to evaluation is that it should be meaningful and fair. Too often, teachers create tests or assignments with little regard to practical time restrictions or pedagogical considerations (not matching the test to material covered in class or making a test or assignment simply to fill the grading book).

　　Having two teachers makes evaluation, both in and out of class, much easier.

　　Once you have a one-year plan for student evaluation, you can determine how your in-class evaluation will work. Some teachers like to assign participation grades, or make notes of which students answered questions. While Teacher A asks a student to answer a question Teacher B records the student participation in a grading book.

　　Outside of class, having two teachers clearly reduces the correcting workload. At many schools, there is only one NSA and many NNSLTs. Consequently, without adequate inter-departmental management of the NSA’s correcting workload, they can easily become overburdened.

　　Here are a few other key points about eva