Working in a Team
My Bio
Name: Mr. / Girgis
Position : Education Researcher
E-Mail:
girgishanna027@gmail.com
My Blog Links
https://mrgirgis.blogspot.com/
Working in a Team
I am able to able to
work in a team.
I am Mr. / Girgis. As a teacher of English,
I am able to able to work in a team.
I like collaborative work very muck.
Team teaching involves a group of
instructors working purposefully,
regularly, and cooperatively to help a
group of students of any age
learn.
Teachers together set goals for a course,
design a syllabus,
prepare individual
lesson plans, teach students, and evaluate
the
results. They share insights, argue
with one another, and perhaps even
challenge students to decide
which approach is better.
In my leading work, I use collaborative
work as it has a lot of advantages as it
is shown in my topic below:
High Functioning Teacher Teamwork
It is becoming more popular for teachers
to work in teams. Proponents of
teacher
collaboration believe that teachers working
together have a
positive impact on each
other and contribute naturally to school
improvement. Specific types of teacher
collaboration include working together in
teams, sharing responsibilities, providing
feedback and building trust.
“Well-functioning leadership and teaching
teams are essential to the continuous
improvement of teaching and learning.
Effective teams strengthen leadership,
improve teaching and learning, nurture
relationships, increase job satisfaction,
and provide a means for mentoring and
supporting new teachers and administrators”
Types of collaborative work
Teams can be single-discipline, interdisciplinary,
or
school-within-a-school teams that meet with
a common set of students
over an extended
period of time. New teachers may be paired
with veteran teachers. Innovations are encouraged,
and modifications in class size, location, and time
are permitted. Different personalities, voices,
values, and approaches spark interest, keep
attention, and prevent boredom.
Knowing and Doing Gap
Educational leaders know that quality teams of
teachers working productively together have the
highest probability of supporting significant and
sustained student learning, but there is a difference
between knowing and doing. Doing requires action
to change our behavior, creating habits to produce
positive outcomes.
Interaction
The team-teaching approach allows for more
interaction between teachers
and students.
Faculty evaluate students on their achievement
of the
learning goals; students evaluate faculty
members on their teaching
proficiency. Emphasis
is on student and faculty growth, balancing
initiative
and shared responsibility, specialization and
broadening
horizons, the clear and interesting
presentation of content and student
development,
democratic participation and common expectations,
and
cognitive, affective, and behavioral outcomes.
This combination of
analysis, synthesis, critical
thinking, and practical applications can
be done on
all levels of education, from kindergarten
through graduate
school.
Team of Teams –
Tight Loose Culture
High performing self-directed teacher teams
exhibit mutual respect and trust. They clearly
understand and support the organizational
mission, vision and values as they have had
a strong voice in their creation. Functioning
with passion and purpose, these teams
determine their destiny, though are accountable
to commonly determined outcomes.
They are well connected to the leadership or
steering team and other horizontal and vertical teams.
This permits independence, creativity,
and job satisfaction. High performing teams are
tightly connected to the mission, vision and values,
though have flexibility (loose) in how they
achieve their goals.
Advantages:
Working in teams spreads responsibility, encourages
creativity, deepens
friendships, and builds community
among teachers.
Teachers complement
one another. They share
insights, propose new approaches, and challenge
assumptions. They learn new perspectives
and insights, techniques and
values from
watching one another.
Students enter into conversations
between
them as they debate, disagree with premises or
conclusions,
raise new questions, and point
out consequences.
Contrasting viewpoints
encourage more active
class participation and independent thinking from
students, especially if there is team balance
for gender, race, culture,
and age. Team teaching
is particularly effective with older and under-prepared
students when it moves beyond communicating
facts to tap
into their life experience.
What about our work plans?
Working as a team, teachers model respect for
differences, interdependence, and conflict-resolution
skills. Team members together
set the course goals
and content, select common materials such as texts
and films, and develop tests and final examinations
for all students.
They set the sequence of topics and
supplemental materials. They also
give their own
interpretations of the materials and use their own
teaching styles. The greater the agreement on
common objectives and
interests, the more likely
that teaching will be interdependent and
coordinated.
The teams answer the questions:
What is it we want our students to learn (the what)?
What evidence-based instructional strategies
will we use (the how)?
How will we know if they are learning
(assessment)?
How will we respond when they aren’t learning
(intervention)?
How will we respond when they are learning
(enrichment)?
Developing a culture of quality collaboration
focused on high performing teams is evolutionary,
and can produce revolutionary outcomes through
adhering to the science of continuous improvement
and action research.
Collaborating in lectures, debates, conferences,
lessons plans, curriculum design and analysis,
using various teaching strategies, identifying
learners' needs, model lessons presentation
and workshops.
Teaching periods can be scheduled side by
side or consecutively.
For
example, teachers of two similar classes
may team up during the same or
adjacent
periods so that each teacher may focus on that
phase of the
course that he or she can best
handle. Students can sometimes meet all
together,
sometimes in small groups supervised by individual
teachers or
teaching assistants, or they can work
singly or together on projects in
the library, laboratory,
or fieldwork. Teachers can be at different
sites,
linked by video-conferencing, satellites, or the
Internet.
I’m motivated by working with my team to solve
complex coding issues and guarantee improved
teachers' satisfaction. I have always found
myself interested in helping teachers and senior t
eachers who have troubles managing their time,
classroom, plans, curriculum and the
critical thinking skills.
Being an effective collaborator means not only
being able to work with others, but also being
able to learn from, share with, and express
oneself to them. Most importantly, an openness
to collaboration and sharing creative ideas means
that children communicate with each
other more in class.
It is also essential to collaborate effectively.
It is now normal for us to be able to communicate
immediately with people around the world,
and because of this we may work and study
with people with very diverse backgrounds.
The modern workplace is becoming increasingly
global. Technology has afforded businesses
the capability of building global teams, producing
a more educated, skilled, and engaged
workforce. As technology continues to advance,
the need for a highly effective collaborative
workforce will too.
Teamwork improves the quality of teaching as
various experts approach
the same topic from
different angles: theory and practice, past and
present, different genders or ethnic backgrounds.
Teacher strengths are
combined and weaknesses
are remedied. Poor teachers can be observed,
critiqued, and improved by the other team members
in a nonthreatening,
supportive context.
The evaluation done by a team of teachers will be
more insightful and balanced than the
Learners and group work:
Even with learners, Active learning encourages
co-operative learning.
Students who work in collaborative groups
appear more satisfied with their classes.
The teacher divides his learners into groups
according to their interests levels, habits
and desires. Each group must consist of
3 or 7 members.Each member has a
role to do. As a result, the group must
have a leader, a presenter, an organizer,
a dictator, a writer, an evaluator and a timer.
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