Teaching with graduate students is only one way of teaching collaboratively. Other types of collaboration can be considered, depending on the particular needs of the program. This digest discusses the major issues in collaborative teaching and describes a successful collaborative program that paired college faculty with area high school teachers to team-teach introductory French and Spanish courses at the Plattsburgh State University of New York. The process of working with other teachers is itself intellectually stimulating and promotes professional growth. Pedagogical exchanges facilitate coordination and lead to a more coherent teaching structure.
Learners benefit from the different teaching perspectives and styles.
Some students may respond better to one style than to another or may understand material better when presented using one technique as opposed to another. Establishing policies and guidelines for collaborative work is essential. However, constant interaction and communication are the real keys to success. Establishment of course objectives, using common syllabi and standardized testing procedures. Determination of meeting times to discuss pedagogical issues such as course pace, teaching techniques, instructional materials, and student performance and progress.