Chapter 8: Teaching with a Colleague

The title to this chapter is fairly explanatory of the subject matter. Finkel explores the various facets to partnering with a colleague when facilitating a course. In many ways, this chapter represents perhaps the single greatest challenge of the various parameters that Finkel has established throughout the remainder of this book. The inclusion of another teacher would seemingly disrupt the delicate balances that he outlines in earlier chapters, essentially shifting the focus from a learner-led classroom climate back to the educators.

Finkel appears well aware of some of the perceived inconsistencies between these two propositions and goes to significant length to address this throughout chapter 8. He does this through establishing a set of conditions that must remain in place for a teaching partnership to remain compatible with his other principles. First, the two teachers must treat each other as intellectual equals. This must happen regardless of teaching experience or knowledge of the course material. Secondly, students must be invited to engage with the teachers as intellectual equals repeatedly throughout the course. Lastly, the same activities outlined throughout this book (i.e. learner-led discussions and seminars) must remain in place.

I have to admit, even after reading Finkel's well articulated arguments in support of this teaching style, I still have some serious reservations. Although Finkel shows that he is well aware of how much introducing a second instructor into a course can alter the balance of power in the classroom, I do not believe that he fully addresses how this can be mitigated. The central issue for me is the second condition I mentioned which is that students should be invited to engage with the instructors as intellectual equals. While I think this is a certainly novel approach to this issue, I think that far too many students would be reluctant to take that offer.

Finkel is aware of this as well, and points to the other elements of the course as opportunities for these learners to engage with and take ownership of their perspective on the course content. While I think this is certainly a valid way to engage these learners, I can help but feel somewhat concerned that these learners will still feel a degree of disconnect from the overall core of the class which has inevitably focused upon the differing perspective of the two teachers.

My experience with this sort of class structure is extremely limited. In fact, I have only taken one course that was shared between instructors. It was a college-level algebra class and it actually involved the a mid term switch of the two instructors. This was a planned switch and interestingly enough, was the only such course within the department to be shared by instructors. One of the instructors explained to the class that this was because they were the only two educators in the department who possessed instructional approaches that were similar enough for compatibility.

What, if any, are your experiences with courses led by more than one instructor? Did you experience anything similar to the classroom structure that Finkel describes? As an educator, have you ever shared a course with another instructor? If not, would you consider such a class structure?