There are a number of roles I envision as an ECE teacher in collaborative or consultative model. First is acting as a facilitator in which I will develop a rich atmosphere and activities for connecting prior knowledge with new information, offering chances for collaborative activities, problem solving, and ideal learning tasks. Also I will help in structuring the classroom resources to give a diversity of perspectives and genres to utilize and developing from cultural facets from communities and students’ homes. Second, modelling by demonstration in order to share reasoning (Darnell, 2017) . As such, I will be in a position of sharing different relationships, rules, and roles in collaborative classroom. The experience I have using the collaborative approach were challenges of trying to control a class. This was because the class became noisier than the traditional classrooms. I considered the class to lack discipline and as well believed the student were not learning.
This model enables learners to make connections to situations and events in their world, and real-world objects. It also allows them to tap their different views and experiences (Orzolek, 2018) . Additionally, the confidence of the students is fostered through the learning tasks. On the other hand, working with this model can be challenging due to diversities among the learners. requires a lot of preparation time especially setting up class activities on a given event the teacher wants the students to learn (Turnbull, Turnbull, Erwin, Soodak & Shogren, 2015) . Also, this may cause a problem due to conflicting values.
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Collaborative team might run into difficulty in a scenario of personal responsibility for learning. This is a difficult case as learners are used to individual work grading. In collaborative learning, assigning individual scores is difficult (Turnbull, et al., 2015) . The collaborative team provide group grades, however most learners and parents are not comfortable with those.
However, the team can function effectively by causing individuals in a group task to be responsible for subtasks, the grades will be determined at individual and group level. Another way is to structure the class heterogeneously so that no case arises where “low” students are grouped together. Finally, is to respect the teachers and students be treated fairly (Turnbull, et al., 2015) .
References
Darnell, A. (2017). How Collaborative Teaching Benefits Teachers, Students, and Programs. International Symposium For Innovative Teaching And Learning . doi: 10.4148/2573-4911.1017
Orzolek, D. (2018). Collaborative Teaching: Lessons Learned. College Teaching , 1-6. doi: 10.1080/87567555.2018.1449096
Turnbull, A., Turnbull, H., Erwin, E., Soodak, L., & Shogren, K. (2015). Families, professionals, and exceptionality . Pearson.
