Students in elementary schools who are still assigned to self-contained classrooms may be missing out on a better education. Self-contained classroom teachers aren’t always the best persons to teach all four key courses (literacy, social studies, math and science). Furthermore, teachers in self-contained courses are rarely confident in their ability to teach all four subjects. Schools should look for other ways to arrange their teachers that will benefit both teachers and students. 

Before the school begins to design a new model for its kids, the administration should look into all of the teachers’ credentials. Before assigning teaching responsibilities, the administration will be able to comply with all federal and state laws. Furthermore, the management should speak with teachers to see which subjects they are qualified to teach or would feel at ease teaching.

This data will provide administration with the necessary context to make an informed decision about which subjects to allocate to each teacher. When it comes to employing teachers, the same procedure should be followed. Knowing what teachers are competent to teach and what they are comfortable teaching will go a long way toward boosting student accomplishment.

With this strategy, schools can begin as early as second grade. It’s referred to as platooning or the departmentalized approach, and it’s comparable to what middle and high schools utilize. Students in this programme must switch courses every hour for a different subject and teacher. Each class would most likely walk to the next teacher, and each hour would have a new batch of kids. Teachers would exclusively instruct in their fields of competence. As a result, children would be taught by the best professors.

Some primary schools believe their students are not ready for that much activity, therefore they utilise a different strategy. Teachers become topic specialists in two areas, such as reading and social studies, and another teacher becomes the expert in math and science in this version. Every day, students would meet with the literacy and social studies teacher for two hours and the math and science instructor for two hours. Students could switch classrooms in both models, or they could stay in one class while the teacher switches classes. The logistics are left to the discretion of the schools.

Here’s an example of one of these schedules: The student might begin the day with one teacher for reading and writing, then move on to music, art, or physical education classes. After lunch, the kid would go to a math and science lesson before returning to the original social studies teacher. 

According to research, schools who adopt these methods find that kids learn more, teachers are more enthusiastic since they get to spend more time with the subjects they enjoy, and test scores improve. Schools that want to boost student achievement should look into these approaches for these reasons.

After the administration has completed their background research, they must select a model that best suits their institution. The goal is to have the most qualified teachers teach only the topics in which they are most knowledgeable, and to limit each teacher to only teaching two subjects. 

At last, teachers must become topic specialists in their areas as a result of the new common core standards in order to stay up with all of the essential changes. The recommendation is for each instructor to cover two curriculum areas. Traditional responsibilities as generalists in a variety of fields should be obsolete.