I want to be up-front with you: I like to work alone.
I have always preferred to go at it alone, and take all the work on myself. I currently teach classes at my school that no one else teaches on my campus. And I love it that way.
But this does not mean that I am not a part of a team. I work with others in my department when needed, I am a part of some teams and committees on my campus, as well as co-sponsoring our Student Council with some awesome fellow educators.
As much as I love to be a "lone wolf" educator, I am, in fact, always in need of my fellow teachers. (Maybe it is just because I have been reading Lord of the Rings, but I like to think of it as a Fellowship of Teachers.)
I learned this my first year of teaching, and wrote a blog called It Takes A Team to show how I felt then. With a tiny bit more experience, I have learned why those educators were able to teach me the value of a team- the power of strong teacher-teacher bonds. The culture that values their teachers collaborating is a successful one. And it usually involves these characteristics: Public Praise, Open Minds, and Mutual Respect.
Public Praise
I work with some amazing educators. And I make sure that my community and my classes know it.
Perhaps the most important characteristic of a collaborative culture is one built on positives. Teachers who brag on the accomplishments of their peers, who tell students they are jealous they get to learn with that teacher, and who tell other teachers how great their peers are are doing more than patting people on the back. They are laying a foundation of trust, openness, and respect.
This is especially important when students are complaining about other teachers. I realize students need to vent, but I always make sure to share the good about teachers. If a student is complaining about another teacher's workload or method of teaching, I try to point out that the difficulty they experience will be something they want to thank that teacher for later. I tell students about the amazing things going on in other classes, and tell them how great I think their teacher is.
And it can never be hollow or lacking in genuine feeling, because students know. So, I try to find the positives in every teacher on my campus. Its a mindset thing, but it helps to try to see the best, and hopefully it is something I model for my students.
The Reverse: Sadly, not all teachers praise their colleagues. I know of teachers who have actually questioned another teacher's methods in front of their students. This does nothing but undermine any respect that teacher has. Even if the teacher is making a mistake in my opinion, I work real hard to tell the student nothing other than, " I understand your frustration, but you really need to address it with them." If you have a concern about another educator- go to them, not your class. More on this later.
Open Minds
In my first year, I taught US History. I often lamented the fact that professional development RARELY directly addressed my content. As a first year, I needed that, and felt that it was a waste of my time.
Until I observed Stony Pryor.
He teaches AP Stat at my school, and is the girls's soccer coach. I had a Stat class in college and hated it, but I had heard good things and he seemed like a cool guy, so I semi-reluctantly went to observe a math class that had nothing to do with U.S. History.
And I got sucked in. The man teaches Statistics using stories. IN A MATH CLASS! Not word problem stories like we are used to, stories that are relevant to students. He engaged the students so well, the other observers and I were often seen catching ourselves before we shot our hand up in the air to ask questions.
Stony Pryor taught me two things that day: Statistics and how I need an open mind.
Social Studies can learn from Math, Math can learn from English who can learn from Science, who can learn from CATE, who can learn from Athletics, who can learn from Fine Arts, who can learn from Social Studies.
If you have an open mind.
I want to learn from other teachers- not just classroom management, but how they deliver their content, what technology they use, how do they interact with students. We can still learn from each others methods, no matter how long we have taught. And sometimes, we need to observe other teachers not just for new methods, but to take a chance to appreciate an excellent educator who inspires students- and teachers. (Go see Stony Pryor at College Station High School if you ever get a chance, seriously.)
The Reverse: It goes like this: "I really only need to learn from my own department/content area/methodology." You probably know a teacher that has this view. Look, there is nothing wrong with being comfortable with your department/content/method. But there is also nothing wrong with getting outside of them from time to time.
Mutual Respect
A campus that respects each other, even if they do not always agree, is healthy. A campus that respects the tested methods of the established teachers and the fresh perspectives of the new guys is healthy. Respect manifests in professionalism- we look at teaching as an ongoing, collaborative work where my success is not a threat to you and your success is something I take joy in. Because when you get better, I get better.
Even when you are not mandated, a mutual respect campus goes to each other for counsel, asks for input, and offers suggestions. Yes, respect manifests in professional criticism. This means a one-on-one discussion, not calling out in front of other teachers and NEVER in front of students.
Respect is so important because if there is no respect, it is hard to praise and have an open mind. I admit, I struggle here sometimes. When I do not feel I've been respected by a colleague, my natural response is to return the favor. But I am working on it- starting with finding at least one positive thing about each peer I work with- because if I can find one positive thing, I can find a lot more.
The Reverse: I mentioned early teachers calling out other teachers in front of students, but it is also confronting teachers in front of other teachers. The hall during passing period is no place for this, or for complaining about some activity the school is putting on or requiring of teachers. And if you have to confront another teacher: be kind, be honest, and think how you'd want to be confronted. And keep emotion out of it. For me, if something is bothering me, I give it three days. If I am still mad, I confront the person. If I am not, it probably wasn't worth it. (OK, there are times where the confrontation needs to happen sooner than three days- but if it can wait, let it.)
Why?
Why are teacher-teacher bonds so important?
Because students are aware. And they sometimes shape their opinions about teachers by how they read the relationship that teacher has with their "favorite" teacher. And as teachers, we are modeling for students what a professional environment looks like.
So, what does your school look like? Are you all getting along, or all fighting to get ahead?
As I said at the beginning, I LIKE to work alone.
But I NEED my fellowship of teachers.
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