SECTION C: RELATIONSHIPS WITH COLLEAGUES CAN BE TRICKY
- A student who does well in your class is constantly in trouble with one of the other
teachers.
When a student is failing one class or keeps getting referred to the dean by one teacher, it
can affect their performance in every subject. They miss class time because of hearings and
suspensions, may give up trying to learn, or disappear from school altogether. My first ac-
tion is to recommend to the student that he or she talk with the teacher about the problem.
If the student feels he or she cannot, or if the results of such a talk are unsatisfactory, I try to
mediate the dispute. I ask the student what he or she thinks the problem is and if he or she
would like me to speak with the other teacher to help find a solution. I try to be careful not
to blame the teacher, no matter how upset, or seemingly justified, the student is. There are
always multiple sides to a story and the student’s behavior in response to the teacher was
certainly counterproductive. Usually both student and colleague are glad to have the inter-
vention because it offers the possibility that the situation will improve. On occasion, we ar-
ranged for an especially upset and disruptive student to sit in my room and do work for the
other teacher, instead of attending the regular class. This gave both the student and teacher
time and space and allowed the conflict to defuse. In many middle schools, teachers who
have the same students meet as teams and this facilitates this kind of networking. I have had
colleagues who tell me to get lost. In these situations, I generally back off. However, in ex-
treme cases, I have raised the problem with department chairs or informed the dean that I
had another view of the problem. An additional reason for becoming involved, though a bit
self-serving, is that it helps me to develop a relationship with the student and with the rest of
the class. - Students complain to you about the way they are treated by another teacher or the
way that another teacher teaches.
This is a slightly different case from the previous one because the students have taken
the initiative. My initial response is that the students need to learn how to work with many
different kinds of people and that the first step is to talk with the teacher about the problem.
If the students feel they cannot, or if the results are unsatisfactory, I have a decision to make.
If it is a cooperative colleague that I am comfortable with, I will speak with them about the
problem, trying not to identify the specific student(s). If the colleague and I do not have a
good working relationship, I can speak with my supervisor or with the other teacher’s super-
visor about the student complaints. If there is a history of similar complaints and the stu-
dents are in danger of failing or exploding, I might go with students to their guidance coun-
selor and try to facilitate a transfer to another class. I have to confess, I have not always
handled this sensitive situation with sufficient diplomacy and I have made enemies. - Colleagues are openly and publicly talking about individuals or groups of students
in ways that you find unacceptable.
A lot of my friends recommend staying away from the teachers’ lounge in order to avoid
these kinds of confrontations. They find responding is useless at best, aggravating at worst.
Lois Weiner, whom I mentioned earlier, believes it is possible to maintain cordial relations
with all colleagues and suggests smoothing over potential conflicts. I was never willing or
able to follow her advice. Sometimes you must take a stand on an issue and cannot avoid
making enemies. When colleagues openly and publicly talk about individuals or groups of
students in ways that I find unacceptable, I acknowledge their right to their opinion but chal-
lenge what they have to say and their right to say it in an unprofessional manner. If they con-
CONCLUDING THOUGHTS FOR BOOK II 175