This is especially valuable for remedial work with weaker students while stronger students go on to more challenging work. Ideally, of course, there must be room for manoeuvre, for spontaneous changes in lesson plan and corresponding spontaneous switches in who is actually up-front. The members of the team need to be sensitive to what the other may see as suddenly necessary. At the same time care must be taken not to let unscheduled 'interruptions' or unexpected 'changes of direction' be anarchic. Support For team teaching to work successfully, there has to be a strong sense of support between the two members.
Teachers can give each other support at various points in a class.
Our colleague may well be able to help . . . It is important to be able to admit weaknesses of this kind both to students and to colleagues - and to go away and find out the answer for next lesson, if necessary. At the same time, the colleague must be tactful in providing help and do nothing to make the teacher up-front look foolish. This last point is one of the keys to making team-teaching work. No matter what a mess one of the teachers might make, the colleague should never intervene unless invited to.