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 will answer the following 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 teachers 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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