Positive Sparks from Teacher-Student Interactions

　　Aside from “Research and Writing” and “Senior Integrative Colloquium,” I have also co-taught such courses as “The Worshipping Church,” “Ecclesiology,” “William Willimon on Worship, Ethics and Preaching” with other teachers in recent years. The easiest teaching arrangement of course is for each teacher to teach the topics in which they are specialized. However, there may be a lack of interaction among the teachers. Although students may acquire all the different expert knowledge from the various teachers in a single course, it may be difficult for them to see the whole picture. Therefore, greater thought should be devoted to the course design.

　　At the minimum, common interest is an essential starting point. All teachers who co-taught the three courses above have studied and conducted critical research on the related topics, or even published related academic articles. They have long accumulated a basic knowledge on the relevant topics; because of the opportunity to teach, they are able to deepen their understanding of the topics. Such a common interest among the teachers is also cultivated by their daily communication and sharing. Hence, their teaching is not a matter of merely parroting information.

　　As the starting point is common interest, some team-taught courses are electives, for examples, “Ecclesiology” and “William Willimon on Worship, Ethics and Preaching.” All three teachers who taught the latter course have a particular interest in some aspect of William H. Willimon’s thinking. But they are critical in taking his theories with reference to the church’s actual context, and do not accept all his theories without question. The requirements of teaching this course are not only that the teachers teach their own portion, but they should also attend the other co-teachers’ classes, as well as participate in classroom discussions. This way, not only can the teachers expand their knowledge, but they can also integrate all the various aspects of a subject with the students so as to obtain a thorough and comprehensive understanding, instead of some fragmentary information.

　　Strengthening the interaction between teachers and students is also a new attempt in our team teaching. This is primarily through students’ assigned reading and through questions posed by teachers. Guidance is of paramount importance in this case; otherwise, students tend to be left clueless and their direction lost. The teacher in charge would propose a few themes, point out what aspects required attention and those key points for thinking, so as to help students stay focused. All discussions should be relevant to the church experiences of the students themselves, so they can get to know how to apply what they learn pragmatically.

　　How to foster full interaction among teachers and students in the classroom can be a test to the teachers, as this demands a thorough understanding of the subject itself, the ability to understand students’ issues, as well as coping abilities, in order to stimulate and inspire students’ thinking. One teacher may just about handle it; two could complement each other; and three often creates positive sparks. What a pleasant learning experience.