Page 202 - DEDU505_TEACHER_EDUCATION_ENGLISH

Teacher Education

Notes • Second, the key work here is co-operation which forms the basis of team teaching. It
emphasizes co-operative group planning, group discussion and allocation of work Third,
where there are many members in a team, one of the teachers is ma& the coordinator. He
is assigned responsibilities like coordinating the activities of the team members, establishing
smoolh working relations in the team, etc.
• Fourth, there are highly organized teams with several levels of responsibility, including
team leaders, senior-teachers, teachers and visual-aids personnel all organised in an hierarchy
of formal responsibilities with prescribed status and roles.
Considering the present state of affairs in India, it is advisable to start with the fiist two types of
team teaching. With the introduction of the frrst type of team teaching, the teachers teaching at
the secondary level would be able to meet each other in groups and discuss their common
curricular problems and jointly plan, implement and evaluate certain portions of the curriculum.
The experiences so gained by the teachers can enable them to move to the second form of team
teaching. The third and fourth types of team teaching should be implemented only when the
teachers have auained professional competence to teach different category of students and the
adminisvation and organisation of the schools has become flexible enough to encourage
experimentation in pedagogy.
Merits of team teaching: The following are the merits of team teaching:
• It providm flexibility in grouping of students. For the purpose of instruction, the student.
may be grouped on the basis of group sizes - mall or large: ability, above average, average,
below average; achieve men^ interests and the medium of insauction opted by the students.
• It provides specialisation in teaching. For example, at the secondary or senior secondary
level teachers teaching a single subject, like English, may develop specializations within the
subject and may acquire specialisation in teaching of grammer. prose, poetry, drama,
composition, etc,, leading to improvement in instruction.
• It improves the supervisory arrangements in teaching within teaching teams. Greater
responsibility is given to the members of the team for transaction of the cumculum and
supervision of the work within the team by those who are considered to be experts and can
provide leadership.
• It makes possible effective utilization of instructional media, like tapes, slides, video
programmes, etc.
• Depending on the objectives, it provides the teachers opportunities to use a variety of
instructional procedures and methods.
Demerits of team teaching: There is no demerit of team teaching as such. Its only demerit seems
to be that it may disturb the rigidity of time-table in which the schools are working at present.
Besides, it may affect the present arrangement of holding the individual teacher accountable for
the achievement of his students in the public examination.
Success of teanh teaching actually depends upon those talented, specialist, responsible and
committed teachers and persons who are prepared to take up leadership roles.

22.3.3 Lecture-based Teaching Skills
In lecture method, the teacher talks most of the time. Acquiring mastery of skills and components
of the lecture can help improve the teacher's performance. One of the most important skills in
this context is modulation of voice/voice variation. This skill has several dimensions viz., speed,
pitch. volume, intonation, etc., of the voice. To bring about a better understanding, these
components, have been explained as follows:
• Speed refers to the rate of vibrations of voice cords during speech.
• Volume refers to the degree of loudness of the speech.
• Intonation refers to the rise and fall of voice in speech caused by variation in pitch. The
meanings of concepts, terms, ideas, etc., are provided not only by words and grammatical
constructions but also by intonation patterns employed by the teacher.

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