"No man is an island."  If John Donne were alive today he would have to copyright and register that infamous phrase.   What an incredible piece of wisdom that simple statement is.    It is too bad that the culture of teaching has chosen to ignore it for so long.  Teachers act like islands all the time! 

I suppose that the system can be blamed for part of it...after all we are set aside in seperate rooms with incredibly fragmented schedules.  We rarely, if ever, have time available with our colleagues to observe, to share, to just be collegial.  In fact, it often seems as if we are purposely seperated from the colleagues we most need to see.   On the days we are put together (conference days etc.) we are given "work" to do that has little or nothing to do with what really happens in the classroom.   If we are lucky enough to be in a district that allows us time to meet, we often do not have the skills necessary to work collaboratively (even though many of us claim to have cooperative classrooms)   Personal and professional attitudes, egos and prejudices get in the way.   The truth is that we teachers are victims of our own fears and insecurities.  I am not sure why that is, but I have some theories.  Many of us were very good students in school.  For over two decades we received accolades for our efforts.   We may have seen ourselves as seekers of information and explorers of unknown realms, but at some point, or in some hidden place, we were really praise-junkies.   We became very accustomed to our gold stars, smiley faces and A plusses.    We formed our self-identity around these rewards and let's face it, it feels good to be recognized, acknowledged and rewarded. 

What a shock to end up in the teaching world where few, if any are recognized, much less acknowledged or rewarded.    Especially at the secondary level.   (Elementary instruction, and to a degree middle school as well, brings with it a certain amount of love from the students. At the high school students work very very hard to remind us that, as adults, we are often a) the enemy and b) incredibly stupid.  It is hard on the ego.)  It is a slap in the face to realize that no one cares any more about all of your beautifully-written pieces and attractively-created projects. 

It is one way that the powers that be are able to pull us in to the numbers game.  We are hungry for recognition.  There is very little immediate gratification in many parts of the teaching profession.   We are like seed-planters for crops on a conveyor belt.  By the time the harvest takes place, those plants are far down the road and we are still in the same place, planting more seeds to send down the road.    It  may even explain why those powers that be are so enamored of the numbers game themselves.  If there is no immediate gratification in teaching, I can only imagine how little gratification of any kind there is in administration...and who are administrators if not former teachers?!!    Making little charts and charting gains fills a need, not only for the business model demanded by society, but also for the soul of the human being crying out for recognition.

This need to achieve recognition, and the physical set-up of the teaching day separates us from one another and encourages us to compete for the recognition of the students, the parents, the community and the administration.  (yes we do folks, it's an ugly truth, but it's the truth nonetheless)  In turn we have become selfish, refusing to share our ideas, our activities, our expertise with others in the profession.   Our fear, whether we are willing to admit it or not, is that someone else will steal our idea, our signature project, our personal schtick for themselves, and be more beloved than we are.  It's a very human reaction.    When we don't get enough of something our natural instinct is to hoard it.

We protect our materials, our papers, our lesson plans, our tests, our programs.  If we have created it ourselves, we often think that because we spent time and effort creating it, that we should be the only ones to reap the rewards.  A bad experience with a colleague can scar us for years.

I have had a few of those myself...a colleague who once took credit for every song, story and activity she taught that I had created and shared with her.  She actually told students that she had created every single thing herself.  Ouch.  I once went to a workshop, opened a packet by a presenter I had never met, saw a paper WRITTEN IN MY HANDWRITING, and she took credit for it.  Ouch.  I confess that I did not handle either situation very well.  I stomped.  I whined.  I complained to anyone who would listen.  For years actually. 

It made me so angry to think that someone else was getting credit for my work.  It took me a long time to realize that I was really angry because I wanted credit for my work....and wasn't really getting any.  I approached teaching with the same "over-achiever" attitude that earned me many many gold stars in my student days.  But no one was putting little stars on my papers.  I was hurt and resentful.  I still thought that it was my job to make someone happy and nobody was paying attention. 

Looking back, it was probably my need for approval that moved me to start sharing ideas with other teachers at workshops.  Encouraged by a wonderful colleague, I began to share ideas with other language teachers.  It brought me into contact with other teachers who wanted to share ideas.  Slowly I began to be part of a culture that gave credit to other teachers, that honored teachers for who they were and what they were sharing. 

It allowed me, in time, to begin to let go of my obsessively tight hold on ideas and materials.  It also allowed me to ask for, and to accept, help with TPRS ideas and skills.  The advent of listserves has completely changed me as a teacher and as a person.  I have come to believe that none of the ideas that I have are truly mine.  They are part of the universe and occasionally I am blessed enough to pull one into my own situation and utilize it. 

When I hoard ideas and keep them to myself they shrivel up, dry out and lose their power...for me and for my students.  When I share ideas they take on new life in the hands and hearts of other teachers and their students. 

When I publicly give other teachers credit for ideas and activities that I use, I find others doing the same.  When I ask other teachers for permission to use their materials, I find friends and allies in what used to be feel like enemy territory.  When I admit that I am overwhelmed and need help, I can usually find someone happy to support me.

It isn't always easy.  We teachers are well-trained and deeply-entrenched in the art of self-protection, material-hoarding and course-preservation.  Since we often don't get any positive feedback, we sometimes convince ourselves that we are the best in the business and function in lock-down mode.  I can understand that.  But when we can support each other, amazing things can happen.  I have seen it over and over again. 

You may be wondering what this has to do with Patty. (See title above)  Patty is my colleague.  She has been my mentor, friend and wise co-worker for over twenty years.  From the very beginning of our working relationship she has honored me and treated me as an equal.  She never let the district, parents or students turn us into competitors or adversaries.  She has always been there for me and she has taught me that sharing and balancing ideas and approaches is a blessed way to teach.  She has always given me the freedom to teach in the way that best suits me.  She gives me credit and is reluctant to take any herself.  She is generous, kind and shows me every day how to not get swept up in a current of gossip and negativity, yet not be an island.  We have 39 more weeks as colleagues.  I plan to cherish every one of them.  Thank you Patty.

with love,
Laurie
www.heartsforteaching.com
"Give and ye shall receive"  Luke 6:38