Tag Archives: Tandem Teaching

Weird words/tandem teaching

Any of you who’ve used Snack Attack in class know that “vending machine” and “train station” are important words for the video. It’s true that a wiser teacher than I am could easily get around them, but in Russian, they’re pretty useful words anyway.

Enter my co-teacher for a class today. I sent her a little note asking whether she could work those words into our lesson, and otherwise didn’t have time to plan with her. I got a Special Person slide ready that would ask her how she gets to work, and included “train” on it, but other than that, was out of ideas. And the words were still not really part of that question, though I think I could have found out whether her town has a big train station, and whether she ever eats from the vending machines –

So what did she do? When I asked her how she was, she said right away that she was fine, but that Turin (she is teaching in Alaska from Italy) is in red-zone lockdown. All the restaurants and bars have to close by six o’clock. We were all appropriately horrified and interested, and she went on to say that some people don’t want to eat at home. The only place they can go for food after hours is the train station!! And guess what…her sushi-loving husband can get his treat out of a vending machine at the train station.

When I think of all the times that I have written critical words on the board and done personal questions around them, when I could have just asked a tandem-teacher to jump into story based on fact … oh, yeah. I’m not usually this lucky. I love teaching with Victoria!

A recent prediction said that the online “foreign” language business is going to grow by leaps and bounds in the next few years. I hope it’s true, and in that case, all of us need to find our tandem teaching partners and get ready for an explosion of opportunity and fun.

Tandem teaching

I always come away from my OLÉ! classes with a big grin on my face. OLÉ! stands for Opportunities in Lifelong Education (for Alaskans 50 and older). OLÉ! is the brainchild of a local wonder woman educator, and there are courses of every possible type: from economics to languages, from philosophy to physics of breathing. (I’m personally taking a class featuring eight Alaskan writers.) I get to teach Russian to a group of interested, educated adults who want to learn, without grades or curriculum requirements. Nirvana.

My students are the easiest group I could have. Even Zoom is not an issue. I get to practice new ideas on them, and that is where this semester’s classes started: with an experiment in tandem teaching.

My colleague and I were both part of a summer French class (on Zoom), in which she was an intermediate and I a rank beginner. I was stunned that she and I could both participate, that we both felt challenged, and that we both understood everything that went on. I asked her whether she’d be willing to co-teach the OLÉ! class, and she was eager to join me.

I wish that every language teacher could have the experience of tandem teaching. As one of the teachers who helped us practice said, having two brains makes everything easy. That uneasy feeling of being on the edge of a story cliff is relieved, because the teachers can talk about the development of the story, can throw ideas back and forth, and both can check the group’s understanding. The extra ingredient that was part of the French class — a third teacher, who provided translations of new words in the chat — is fulfilled by an advanced student. Chat is working beautifully in our class.

There may soon be a Russian tandem class available outside OLÉ!, but in the meantime, I would encourage pairs of language teachers who have classes at the same time, whether the groups are the same level or not, and whether the teachers are even in the same school or not, to experiment with tandem teaching. Ask a high-level student to chat out new structures, and restrict other student chat to important questions or responses about the story. You will love it. I promise.