By Len Wittrock, Educational Consultant, PADI Americas. 2006 Undersea Journal
Team teaching, isn’t that something you do when you have a huge class or when you’re new? Many PADI Pros share in this sentiment until they learn the benefits associated with team teaching. When I first started teaching, I was required to team teach my first two courses with a more experienced instructor to help me “learn the ropes” more quickly. I’m glad that policy was in place because it introduced me to the advantages of team teaching, not only as a new instructor learning the ropes, but also as a way of capitalizing on instructors’ individual strengths and experiences to enhance student learning. Needless to say, I continued to team teach whenever possible even though the dive center no longer required me too.
A few of the benefits and considerations associated with team teaching include:
· Approaches to team teaching
· Preserving integrity in the class; and
· Capitalizing on different teaching styles and/or philosophies
Approaches to Team Teaching
A common problem students have is trying to balance time for diving along with everything else going on in their lives. This is true for instructional staff as well. Many instructors are amazed by how much time they regain when team teaching as apposed to teaching independently, with and without assistants. The instructors I’ve spoken with about team teaching all agree that class preparation, administrative work and pool time go much faster and more smoothly when they have another instructor with whom they can share the workload. That said, there are different ways to approach or set up your program to best maximize your time.
The first approach is called segmenting. In this approach, depending on how the course is structured, instructors teach the knowledge development portion of the class on rotating days. This allows instructors to teach large portions of the course without having to present for the entire course. It also gives them the opportunity to teach those knowledge development sessions with which they are more comfortable or about which they are more passionate. This approach can also be carried into confined and open water sessions as well.
Segmenting also allows instructors to conduct more than one class at a time, freeing time for other classes. Or, should one instructor become ill or otherwise be unable to make the scheduled class or pool session, having another instructor on hand to step in prevents students from having to reschedule a class or pool session. Since the students are already acquainted with the alternate instructor, this type of hand-off goes a lot more smoothly.
A second approach to team teaching is the tag-team method. In this approach each instructor is present for the entire course. As with segmenting, each instructor has the opportunity to facilitate areas of the course in which they have the most interest or experience. From the participants’ point of view, tag-team teaching is appealing because it provides variety and allows students to learn from their instructors’ differing experiences and perspectives.
One possible consideration with this approach is to pair male and female instructors. One of the biggest advantages of this is that, according to the many students and instructors I have asked, students prefer to go to an instructor of the same gender with some questions.
One male and female instructional team I spoke with recently told me the majority of their classes are mixed and that the women, in many cases (though not all), prefer talking to and getting advice from the female instructor and vice versa for the male students. Not surprising considering PADI's market research tells us women and men often have very different reasons for learning to dive or for continuing education. Having a male and female instructional team on hand from whom the students can seek guidance may, in some cases, help ensure a more positive experience for participants and staff in mixed gender classes.
The third and last approach I’ll discuss is the A/B approach. As with tag-team teaching, both instructors are present to facilitate the entire course at the same time. However, with this method, the class is divided into two groups. This approach is ideal if the class is large. Or is limited in space in the classroom or pool. By dividing the class into to two groups, it is easier to maximize pool and class time. Simply schedule group A in the classroom and group B in the pool during the same time period, switching groups when each session is complete. Doing this ensures classes stay on schedule, allowing everyone to finish at the same time. Both groups can come together during the open water sessions, but remember to make sure ratios are within standards. A great way to do this is to use certified assistants. They add more flexibility, control and fun to classes.
Though this article deals mainly with scuba courses, a series of courses that work well with the above mentioned approach is Emergency First Response and DAN courses. These courses lend themselves well to team teaching, particularly during skills practice where dividing the class into two or more teams maximizes student time with mannequins and/or Automated External Defibrillator (AED) units.
Preserving Integrity
When I was a Divemaster working with a class as a certified assistant, it felt good to have students ask my opinion on all kinds of dive topics. The title “Divemaster” brought with it a certain amount of respect and credibility that made working with classes a very positive experience. Maintaining integrity, professionalism and credibility of all instructional staff is important for effective working relationships. During introductions, make sure everyone in the class is aware of the staff members’ roles, responsibilities, relevant back-ground and experience. In addition, be careful that one instructor doesn’t come off as or appear to be the lead or head instructor. This can quickly cause students to ignore one instructor or assistant and overwhelm the other(s).
Capitalizing on Different Teaching Styles and/or Philosophies
One of the first things you’ll want to do when team teaching is get together with the other instructor(s) to discuss how the course will be conducted. Be sure to talk teaching styles and individual philosophies or motivations for electing to teach certain sections of the course. It may simply be that one instructor is more passionate about a knowledge development session or confined or open water training dive than another. You may find that you have completely different approaches to a specific skill and knowing this in advance will ensure that students are shown that there’s more than one way to perform every skill. In addition, discuss how each instructor will promote continuing education. This is another area where you’ll want to have a consistent message. Be sure all instructional staff see eye-to-eye about different types of diving and specialties to ensure there are no conflicting view points. For example, one instructor may be a strong advocate against taking anything from the ocean except pictures, while another instructor is promoting Underwater Hunter. It’s important to respect these differing views and not argue or show dissent in front of your students regardless of personal feelings as this will destroy your credibility.
Other points for discussion prior to team teaching classes include how to assign buddy teams, fielding questions from students, number and duration of breaks during classes, keeping track of divers during confined and open water dives, tracking performance and keeping paperwork current, different skills techniques, etc. All this prior planning ensures students don’t get confused, especially if instructors use different techniques or prefer, for example, one method of mask clearing to another. Be sure students know that there is more than one way to meet a performance requirement, giving them more opportunities for learning.
Of even greater importance is how instructional staff communicates with each other during class. Students are watching closely and have a tendency to mimic their instructors. It’s important to set a good example because, in many ways, team teaching models the importance and fun of diving with a buddy. Don’t contradict another instructor or argue in front of a class.
While team teaching is not necessarily for everyone, or all situations, it can be very rewarding and a beneficial experience for those who choose to do it. Instructors, dive centers and students all benefit from the increased flexibility and differing teaching styles, approaches and experiences. Try it, you may find that you enjoy it more than teaching solo.
Team teaching, isn’t that something you do when you have a huge class or when you’re new? Many PADI Pros share in this sentiment until they learn the benefits associated with team teaching. When I first started teaching, I was required to team teach my first two courses with a more experienced instructor to help me “learn the ropes” more quickly. I’m glad that policy was in place because it introduced me to the advantages of team teaching, not only as a new instructor learning the ropes, but also as a way of capitalizing on instructors’ individual strengths and experiences to enhance student learning. Needless to say, I continued to team teach whenever possible even though the dive center no longer required me too.
A few of the benefits and considerations associated with team teaching include:
· Approaches to team teaching
· Preserving integrity in the class; and
· Capitalizing on different teaching styles and/or philosophies
Approaches to Team Teaching
A common problem students have is trying to balance time for diving along with everything else going on in their lives. This is true for instructional staff as well. Many instructors are amazed by how much time they regain when team teaching as apposed to teaching independently, with and without assistants. The instructors I’ve spoken with about team teaching all agree that class preparation, administrative work and pool time go much faster and more smoothly when they have another instructor with whom they can share the workload. That said, there are different ways to approach or set up your program to best maximize your time.
The first approach is called segmenting. In this approach, depending on how the course is structured, instructors teach the knowledge development portion of the class on rotating days. This allows instructors to teach large portions of the course without having to present for the entire course. It also gives them the opportunity to teach those knowledge development sessions with which they are more comfortable or about which they are more passionate. This approach can also be carried into confined and open water sessions as well.
Segmenting also allows instructors to conduct more than one class at a time, freeing time for other classes. Or, should one instructor become ill or otherwise be unable to make the scheduled class or pool session, having another instructor on hand to step in prevents students from having to reschedule a class or pool session. Since the students are already acquainted with the alternate instructor, this type of hand-off goes a lot more smoothly.
A second approach to team teaching is the tag-team method. In this approach each instructor is present for the entire course. As with segmenting, each instructor has the opportunity to facilitate areas of the course in which they have the most interest or experience. From the participants’ point of view, tag-team teaching is appealing because it provides variety and allows students to learn from their instructors’ differing experiences and perspectives.
One possible consideration with this approach is to pair male and female instructors. One of the biggest advantages of this is that, according to the many students and instructors I have asked, students prefer to go to an instructor of the same gender with some questions.
One male and female instructional team I spoke with recently told me the majority of their classes are mixed and that the women, in many cases (though not all), prefer talking to and getting advice from the female instructor and vice versa for the male students. Not surprising considering PADI's market research tells us women and men often have very different reasons for learning to dive or for continuing education. Having a male and female instructional team on hand from whom the students can seek guidance may, in some cases, help ensure a more positive experience for participants and staff in mixed gender classes.
The third and last approach I’ll discuss is the A/B approach. As with tag-team teaching, both instructors are present to facilitate the entire course at the same time. However, with this method, the class is divided into two groups. This approach is ideal if the class is large. Or is limited in space in the classroom or pool. By dividing the class into to two groups, it is easier to maximize pool and class time. Simply schedule group A in the classroom and group B in the pool during the same time period, switching groups when each session is complete. Doing this ensures classes stay on schedule, allowing everyone to finish at the same time. Both groups can come together during the open water sessions, but remember to make sure ratios are within standards. A great way to do this is to use certified assistants. They add more flexibility, control and fun to classes.
Though this article deals mainly with scuba courses, a series of courses that work well with the above mentioned approach is Emergency First Response and DAN courses. These courses lend themselves well to team teaching, particularly during skills practice where dividing the class into two or more teams maximizes student time with mannequins and/or Automated External Defibrillator (AED) units.
Preserving Integrity
When I was a Divemaster working with a class as a certified assistant, it felt good to have students ask my opinion on all kinds of dive topics. The title “Divemaster” brought with it a certain amount of respect and credibility that made working with classes a very positive experience. Maintaining integrity, professionalism and credibility of all instructional staff is important for effective working relationships. During introductions, make sure everyone in the class is aware of the staff members’ roles, responsibilities, relevant back-ground and experience. In addition, be careful that one instructor doesn’t come off as or appear to be the lead or head instructor. This can quickly cause students to ignore one instructor or assistant and overwhelm the other(s).
Capitalizing on Different Teaching Styles and/or Philosophies
One of the first things you’ll want to do when team teaching is get together with the other instructor(s) to discuss how the course will be conducted. Be sure to talk teaching styles and individual philosophies or motivations for electing to teach certain sections of the course. It may simply be that one instructor is more passionate about a knowledge development session or confined or open water training dive than another. You may find that you have completely different approaches to a specific skill and knowing this in advance will ensure that students are shown that there’s more than one way to perform every skill. In addition, discuss how each instructor will promote continuing education. This is another area where you’ll want to have a consistent message. Be sure all instructional staff see eye-to-eye about different types of diving and specialties to ensure there are no conflicting view points. For example, one instructor may be a strong advocate against taking anything from the ocean except pictures, while another instructor is promoting Underwater Hunter. It’s important to respect these differing views and not argue or show dissent in front of your students regardless of personal feelings as this will destroy your credibility.
Other points for discussion prior to team teaching classes include how to assign buddy teams, fielding questions from students, number and duration of breaks during classes, keeping track of divers during confined and open water dives, tracking performance and keeping paperwork current, different skills techniques, etc. All this prior planning ensures students don’t get confused, especially if instructors use different techniques or prefer, for example, one method of mask clearing to another. Be sure students know that there is more than one way to meet a performance requirement, giving them more opportunities for learning.
Of even greater importance is how instructional staff communicates with each other during class. Students are watching closely and have a tendency to mimic their instructors. It’s important to set a good example because, in many ways, team teaching models the importance and fun of diving with a buddy. Don’t contradict another instructor or argue in front of a class.
While team teaching is not necessarily for everyone, or all situations, it can be very rewarding and a beneficial experience for those who choose to do it. Instructors, dive centers and students all benefit from the increased flexibility and differing teaching styles, approaches and experiences. Try it, you may find that you enjoy it more than teaching solo.
