Chapter 3: Teacher Team Organization
The first step in organizing teachers in your team is described in CHAPTER ONE, that is to get them to “buy into” the program. You will have worked enough with your team to know what their interests and capabilities are. You will want to impart your enthusiasm for the program, especially when team members might be skeptical about participating. The team now becomes the Committee of Safety (Americans in the Revolutionary War and French and Indian War), the War Department (Americans in War of 1812 and Civil War), and the King’s Council (British in the American Revolutionary War and War of 1812).
Example: Your science teacher on the team is enthusiastic about the program but doubts if he can contribute, as a science teacher, to a program which has a strong historical military bias. In discussing the program with him, you discover that he has a strong interest in the development of medicines. Since your program covers the American Civil War, you explore the role that medicine played in treating battle casualties. You encourage him to seek ways of integrating his interest into the program.
Example: The English teacher has a strong bias against militarism and is not enthusiastic about the military aspects of the program. She has, however, been unable to establish a proper regimen of discipline in her classes and would welcome some means of attaining positive control of her students. You stress to her the responsibility aspects of the program and explain to her how she can use the school merit and demerit system to her advantage in her classroom.
Example: You have been teaching in the same school for several years now, and you know your team members well. You describe the program to them, and they are willing to participate. You then suggest the roles they may play based on their capabilities and interests. You allow them to state their desires and then evaluate their capabilities. One teacher has had reenactment experience, so you place her in charge of developing an historical period ambiance for the program.
The second step is to “teach” the teachers. There are many different ways to impart the necessary knowledge to the teachers in order to have a successful program. Adequate preparation is required, but you need to recognize that this program is to be conducted in addition to the teachers’ normal teaching duties and responsibilities, so you do not want to burden them excessively in the process of learning to immerse themselves in the program.
Example: The Living History Education Foundation (LHEF) holds seminars and field activities whereby an interested teacher can participate in a weekend historical activity as if living in a particular era. One such program is “Johnny Reb - Billy Yank,” which is conducted during a summer weekend. (See ANNEX B for example of program offered by the LHEF.) One of your teachers decides to spend a weekend as a Confederate soldier. He also knows he can gain degree course credits towards an advanced degree.
Example: Based on your program’s plan, you hold your own seminar to educate the team. You invite the team members to your abode to obtain sufficient background information to make them comfortable in participating. You make it an informal gathering, possibly showing an appropriate film or having a guest speaker. Because each teacher’s time is valuable, you insure that the meeting is properly put together to maximize attendance. Refreshments might be provided after the meeting. Note that these are information briefings, not like meetings you will have with the team throughout the year to measure progress and coordinate activities.
Within the purview of teaching the teachers, you should aim to improve their teaching qualifications as well. It becomes a dual track process where the teacher learns the content of the program but also improves his or her overall teaching qualifications. As of this writing, the College of New Rochelle (NY) and SUNY Plattsburgh (NY) offer credit for courses and seminars offered by the Living History Education Foundation. Monetary support is also available to supplement expenses through the Living History Education Foundation.
Now that you have your teaching team completely on board, thoroughly oriented, and qualified, it is time to assign them responsibilities and activities. You first ask them their preferences after listing the various tasks which will have to be executed. Then utilizing their interests, preferences, and strengths, you make your assignments.
Example: You are the team social studies teacher. The other members of your team are the English teacher, mathematics teacher, and physical sciences teacher. You will assume the directing role as this is your program. Possible other assignments are: the English teacher will supervise the disciplinary system, the mathematics teachers will oversee the expenditure and collection of program funds, and the physical sciences teacher will be the property manager. Their roles, however, will be principally providing guidance to participating students who will be assigned appropriate positions within the program’s structure.
Example: You are the program leader. One of your team teachers is hesitant to take on any specific responsibilities, which means that to insure his or her continued participation in the program, you have to adjust other team assignments. Rather than unnecessarily burdening other team members, you assume additional responsibilities and then look for a student participant who has a special talent for a particular role. A student who has strong math skills is made the regimental quartermaster in charge of keeping track of unit property, such as accounting for uniforms, thus negating the need for a property manager.
Example: Each of the team members enthusiastically exercises his/her responsibilities. One team member is overly exuberant and so ardent in discharging her responsibilities that she discourages the student participants engaged in activities she is charged with from taking a meaningful part in the program. The student regimental paymaster is shunted aside when attempting to account for and manage the unit’s payroll. You as program leader carefully explain to the team member that her role is primarily advisory and not to execute tasks which can be properly executed by the student participant. You want to find a balance which encourages student participation and responsibility but also ensures proper teacher oversight.
Example: During the course of the school year, one of your team members must leave the program. You have a couple of choices: either redistribute tasks and responsibilities among the other team members, or bring in another teacher to replace the departing one. If you decide to bring in another teacher, you must insure that the new team member is properly oriented and assigned appropriate responsibilities commensurate with his or her interest, background, and qualifications.
You have now determined the interests and qualifications of your teaching team with respect to the roles they will play in your program. You now assign them titles and responsibilities in the governments of the “countries” which are represented in the program.
Your teaching team will have a dual status, playing the same role in each of the program’s
“countries.”
Example: You will be studying the American Revolutionary War. You as the social studies teacher become the President of the Committee of Safety/British Prime Minister. You introduce the math teacher as American Committee Member for Finance/King’s Minister of the Treasury. The science teacher is the American Committee Member for Provisions/King’s
Minister of Supply. The English teacher becomes the American Committee Member for Public Affairs/King’s Privy Seal. The music teacher is the American Committee Member for Cultural Affairs/King’s Councilor for the Arts. The industrial arts teacher is the American Committee Member for Industry/King’s Councilor for Commercial Affairs.
Example: You will be doing the American Civil War. Both sides have War Departments and thus the positions have the same titles. You as the English teacher are the Secretary for War. The social studies teacher is the Assistant Secretary of War for Supply. The mathematics teacher is the Assistant Secretary of War for Personnel. The science teacher is the Assistant Secretary of War for Financial Affairs. The industrial arts teacher is the Assistant Secretary of War for Construction.
Example: You are doing the War of 1812. The American War Department personnel titles and positions are the same as for the American Civil War. The British personnel titles and positions are the same as for the American Revolutionary War. You, for example, would be the Secretary of War/Prime Minister.
Example: Your program will be the French and Indian War. The British and French kings both have similar cabinets. Thus, you are the Prime Minister for both countries.
Example: Your science teacher on the team is enthusiastic about the program but doubts if he can contribute, as a science teacher, to a program which has a strong historical military bias. In discussing the program with him, you discover that he has a strong interest in the development of medicines. Since your program covers the American Civil War, you explore the role that medicine played in treating battle casualties. You encourage him to seek ways of integrating his interest into the program.
Example: The English teacher has a strong bias against militarism and is not enthusiastic about the military aspects of the program. She has, however, been unable to establish a proper regimen of discipline in her classes and would welcome some means of attaining positive control of her students. You stress to her the responsibility aspects of the program and explain to her how she can use the school merit and demerit system to her advantage in her classroom.
Example: You have been teaching in the same school for several years now, and you know your team members well. You describe the program to them, and they are willing to participate. You then suggest the roles they may play based on their capabilities and interests. You allow them to state their desires and then evaluate their capabilities. One teacher has had reenactment experience, so you place her in charge of developing an historical period ambiance for the program.
The second step is to “teach” the teachers. There are many different ways to impart the necessary knowledge to the teachers in order to have a successful program. Adequate preparation is required, but you need to recognize that this program is to be conducted in addition to the teachers’ normal teaching duties and responsibilities, so you do not want to burden them excessively in the process of learning to immerse themselves in the program.
Example: The Living History Education Foundation (LHEF) holds seminars and field activities whereby an interested teacher can participate in a weekend historical activity as if living in a particular era. One such program is “Johnny Reb - Billy Yank,” which is conducted during a summer weekend. (See ANNEX B for example of program offered by the LHEF.) One of your teachers decides to spend a weekend as a Confederate soldier. He also knows he can gain degree course credits towards an advanced degree.
Example: Based on your program’s plan, you hold your own seminar to educate the team. You invite the team members to your abode to obtain sufficient background information to make them comfortable in participating. You make it an informal gathering, possibly showing an appropriate film or having a guest speaker. Because each teacher’s time is valuable, you insure that the meeting is properly put together to maximize attendance. Refreshments might be provided after the meeting. Note that these are information briefings, not like meetings you will have with the team throughout the year to measure progress and coordinate activities.
Within the purview of teaching the teachers, you should aim to improve their teaching qualifications as well. It becomes a dual track process where the teacher learns the content of the program but also improves his or her overall teaching qualifications. As of this writing, the College of New Rochelle (NY) and SUNY Plattsburgh (NY) offer credit for courses and seminars offered by the Living History Education Foundation. Monetary support is also available to supplement expenses through the Living History Education Foundation.
Now that you have your teaching team completely on board, thoroughly oriented, and qualified, it is time to assign them responsibilities and activities. You first ask them their preferences after listing the various tasks which will have to be executed. Then utilizing their interests, preferences, and strengths, you make your assignments.
Example: You are the team social studies teacher. The other members of your team are the English teacher, mathematics teacher, and physical sciences teacher. You will assume the directing role as this is your program. Possible other assignments are: the English teacher will supervise the disciplinary system, the mathematics teachers will oversee the expenditure and collection of program funds, and the physical sciences teacher will be the property manager. Their roles, however, will be principally providing guidance to participating students who will be assigned appropriate positions within the program’s structure.
Example: You are the program leader. One of your team teachers is hesitant to take on any specific responsibilities, which means that to insure his or her continued participation in the program, you have to adjust other team assignments. Rather than unnecessarily burdening other team members, you assume additional responsibilities and then look for a student participant who has a special talent for a particular role. A student who has strong math skills is made the regimental quartermaster in charge of keeping track of unit property, such as accounting for uniforms, thus negating the need for a property manager.
Example: Each of the team members enthusiastically exercises his/her responsibilities. One team member is overly exuberant and so ardent in discharging her responsibilities that she discourages the student participants engaged in activities she is charged with from taking a meaningful part in the program. The student regimental paymaster is shunted aside when attempting to account for and manage the unit’s payroll. You as program leader carefully explain to the team member that her role is primarily advisory and not to execute tasks which can be properly executed by the student participant. You want to find a balance which encourages student participation and responsibility but also ensures proper teacher oversight.
Example: During the course of the school year, one of your team members must leave the program. You have a couple of choices: either redistribute tasks and responsibilities among the other team members, or bring in another teacher to replace the departing one. If you decide to bring in another teacher, you must insure that the new team member is properly oriented and assigned appropriate responsibilities commensurate with his or her interest, background, and qualifications.
You have now determined the interests and qualifications of your teaching team with respect to the roles they will play in your program. You now assign them titles and responsibilities in the governments of the “countries” which are represented in the program.
Your teaching team will have a dual status, playing the same role in each of the program’s
“countries.”
Example: You will be studying the American Revolutionary War. You as the social studies teacher become the President of the Committee of Safety/British Prime Minister. You introduce the math teacher as American Committee Member for Finance/King’s Minister of the Treasury. The science teacher is the American Committee Member for Provisions/King’s
Minister of Supply. The English teacher becomes the American Committee Member for Public Affairs/King’s Privy Seal. The music teacher is the American Committee Member for Cultural Affairs/King’s Councilor for the Arts. The industrial arts teacher is the American Committee Member for Industry/King’s Councilor for Commercial Affairs.
Example: You will be doing the American Civil War. Both sides have War Departments and thus the positions have the same titles. You as the English teacher are the Secretary for War. The social studies teacher is the Assistant Secretary of War for Supply. The mathematics teacher is the Assistant Secretary of War for Personnel. The science teacher is the Assistant Secretary of War for Financial Affairs. The industrial arts teacher is the Assistant Secretary of War for Construction.
Example: You are doing the War of 1812. The American War Department personnel titles and positions are the same as for the American Civil War. The British personnel titles and positions are the same as for the American Revolutionary War. You, for example, would be the Secretary of War/Prime Minister.
Example: Your program will be the French and Indian War. The British and French kings both have similar cabinets. Thus, you are the Prime Minister for both countries.