Better Together: Teaching in a Team

As SUSS ECE students, we had many lecturers, mentors and professionals from the industry training us and shaping us to be forward-thinking, child-centric practitioners with a vision of a better educational space for young children. We thrived over discussions on child development and shared ideas for classroom management. We discussed ways to handle difficult situations involving parents and children with additional needs.

But we were not exactly taught how to work with other teachers, were we? And as more and more of us grow in seniority in our preschools, we become tasked to guide newer teachers - completely new terrain! While the recognition of our work is validating, it’s easy to become overwhelmed. How on earth do we navigate this? 

While we might not have all the answers, Xuan Ru and I have condensed our key takeaways from our experiences: first as teachers, then teachers leading newer staff. Our experiences with the early years (infant to toddlers) have given us lots of opportunities to reflect on our practices as team leaders. These are learning points that we have tried to implement in our practice (and are still trying to, everyday), and hope that you find them useful, too!

Building Chemistry with Your Team

Anyone in a service-oriented job has felt the rush of a shift where everyone knows what to do, the communication is smooth and each nitty-gritty task is being taken care of without a hitch. That kind of chemistry is thrilling, and takes intentional effort to build. 

Tip #1: Arrange for sit-down check-ins with your co-teachers 

Being on the same page about how to handle certain behaviours and situations, and discussing all the small details can help to build chemistry. Intentionally setting aside time each week to debrief and review the week helps to foster a channel of open communication. 

A great way to start is to discuss how each teacher would like routines and transitions to look. Then, list out the individual steps everyone on the team has to take to get there. Over time, these meetings will allow us to become more vulnerable to one another, allowing us to support our co-teachers further, and vice versa. 

Tip #2: Stick together through the good, bad and everything in between 

It’s important for us to be able to recognise when our co-teachers are on edge, or just about to lose it. That’s when we support them in taking over or managing the classroom. It’s about knowing when and how to meet each other’s needs, even when emotions are running high. The main message we want to convey to those working with us is, “I’ve got your back”. 

It’s also just as important to celebrate the good times! Checking in with one another, joking around, and acknowledging the small improvements helps everyone feel good. Teaching is an emotionally draining and taxing job - a small piece of encouragement goes a long way for anyone!

Learning to Draw Boundaries 

We are bound to meet and work with people who we don’t see eye-to-eye with. Sometimes, their practices in the classroom is a total “no” to us, especially when it threatens the psychological well-being or physical safety of the children. How do we say “that’s not right” or “you cannot do that” in a tactful and respectful way? 

Tip #3: Recognise that you are advocating for the children 

Focus on the effect that their actions have on the children, rather than what you personally approve or don’t approve of. Everyone has an ego, and it’s always difficult to accept that we aren’t doing things in the best way. When your advice is focused on how the children are impacted, rather than your own beliefs, it allows them to see the situation objectively. 

Tip #4: Be a role-model

It could be that your co-teachers do not have enough experience with that age-group, or it could be that they have had the most success (however they define it) with their methods. Sometimes, showing them alternative ways to manage behaviours and maintain classroom routines, while explaining your thought process, is enough for them to begin thinking of more child-centred practices. Some people need to see the results before trying it for themselves. 

Xuan Ru and I each have experiences where we slowed down routine care for the children and allowed them to participate actively, showing our assistant teachers that there is no need to rush the process. Over time, this allowed them to see that it was possible and a lovely experience for all involved. 

Empowering New Teachers

We all know how daunting being a new teacher is! They are just learning to catch on, but there are constantly a thousand things happening in the classroom at once. The biggest struggle we have experienced while working with new teachers is giving them the space to make their own mistakes and learn from them. 

Tip #5: Identify their needs/struggles and discuss how we can meet those needs 

Have regular check-ins with new teachers under formal or informal settings. During these conversations, we aim to celebrate their successes and navigate challenging situations. Acknowledging and celebrating their achievements boosts new teachers’ confidence. Understanding their challenges allows us to provide targeted support and mentoring to develop their professional growth. On some occasions, new teachers might just simply need a listening ear, to help them unload any emotional or mental burden. We want to create a safe space where the teachers working with us can figure out their own teaching and management style. 

Tip #6: Assess the space for hazards, and allow some risk 

Say the new teacher is struggling with classroom management during a story-time. It could be easier if we took over the class, got them settled and then handed the time back to the teacher to finish the story. But that would be taking away the opportunity for them to work on classroom management. However, if we don’t do that, what if the children get too rowdy? What if they start hitting each other? What if they run around the classroom and hurt themselves? 

This is when doing a logical analysis of the environment will help us - are there any major or minor hazards? Can we get rid of them so that the teacher can have the opportunity to work through the chaos on their own a little bit? What are the barriers that are making us feel like we need to step in? If there are two children who tend to get into conflict with one another, can we separate them so no incidents will happen while the teacher still carries out story-time? 

Everyone needs time to figure out their teaching styles, learn to assert themselves in a firm but friendly way, and build rapport with the children. As team leaders, we intentionally carve out these opportunities for them while making sure that everyone is safe. 

Equipping the Children 

What we found really helped us in the classroom was when the children carried out tasks themselves, even if they are in Playgroup and N1 classes. 

Tip #7: Involve the children in routines and tasks, eventually allowing them to be independent

The joy that lights up in the toddler’s eye when they put their own diaper on is invaluable. This scene doesn't just happen at the beginning of the school year in the Playgroup class. It is only possible when time and space is provided for the toddlers to go through the struggle and make mistakes to figure things out on their own. It is very much aligned with Erik Erikon’s second stage of psychosocial development, “Autonomy vs. Shame and Doubt”. The toddlers are building their sense of self and taking charge to find out what they are capable of. As teachers, we can hold a safe space for them to explore and create a positive sense of self.

When our children are more independent in the classroom, the emotional and mental load on all the teachers decreases drastically, allowing us to fully thrive, together!

Expressing Compassion 

We are fortunate at SUSS to have a solid 3-4 years to learn about best practices from around the world - but not everyone has the same background. It is crucial for us to be compassionate to the fact that we are expecting a lot from those working with us. As an old quote says: Dynasties change faster than people’s beliefs. We are expecting them to change a lot of their habits and practices, and this is not an easy task for anyone. 

We need to be able to give them - and ourselves - the grace that we cannot change things overnight, and that is okay. Everyday, a little bit of affirmative actions goes a long way. Acknowledging and validating their experiences with a simple, “I really appreciate what you’re doing, I know how difficult it is to…” can be what your co-teachers need to hear.

Most importantly, be compassionate to yourself! Don’t forget to check in internally and take breaks. It’s a long, long journey!

Xuan Ru and I have had such joy in watching the teachers around us grow and adjust to new settings. In hindsight, we realized that working with teachers is almost exactly the same process as working with children! We seek to understand each of their individual temperament and styles, and how we can cater to their needs - exactly like the art of teaching. It’s an interesting process of learning, growing and thriving with those who work with us. We wish you the very best in your teaching journey!