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 Bad
PATTERN A Secondary Role Primary Role -help in class discussion -lead model reading, vocab. -English becomes the focus -ALT is “guest” in the classroom
ALT is “Guest” (helper) (Leader) -role play with ALT review and grammar -communicative activities -ALT-centered
-encourage students to -lead conversation -ALT gains respect as English -JTE loses control of class
listen and participate -direct games and activities language and culture teacher -JTE = translator
-help slower learners -role-play with JTE -lesson is “special” and doesn’t help
-translator -explain new material JTE get through the text
PATTERN B Primary Role Secondary -lead explanations -model reading -JTE can tailor lesson to -T.R.S. (Tape Recorder Syndrome)
Business as Usual (Leader) Role -directing activities -Vocab. pronunciation guide abilities of class -ALT not fully utilized
(helper) -teach grammar points -role-play grammar with JTE -JTE can keep on track -lack of free-communication
-translate new material -encourage students -similar to routine class -Neither JTE nor ALT has incentive to
-help slow and bad students procedure create fun lessons
PATTERN C Distinct Japanese Distinct English -focus on grammar, -focus on speaking and -students benefit from each -team teaching motivation is low
Complementary Role Role translation, and listening exercises only teacher’s strengths -roles are too strictly defined
composition only -direct all model reading, -clearly defined roles -activity focus is too narrow –students
-direct book work, writing vocabulary and grammar -More speaking and writing become bored
exercises and practice excercises than Pattern B
explanations
PATTERN D Equal Duties with Equal Duties -interact with ALT in all -co-teach with JTE in all -teachers are equals -highly unrealistic
Interchangeable ALT (Co-leading with JTE (Co- aspects of class areas -spontaneous reaction and free -requires good relationship
all roles) leading all -interchangeable roles -functional in all areas interaction -demands high level of communicative
roles) -display competence in all -spontaneous role playing -students gain from having two ability and confidence
communicative areas with JTE fully functional teachers -planning time is essential
-equal responsibilities -equal responsibility

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

 The Human Reading Machine – ALT is in class ONLY to pronounce words in vocab., reading and grammar exercises for the students to repeat.
 The ALT is a Foreign Guest – The ALT is perceived as a guest, and not as an active member of the teaching team.
 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
 The ALTs Translator –The JTE’s main role is to act as translator for the ALT
 The Grammar Machine – The JTE is only there to explain grammar, then takes the backstage for the activity.