Navigating Office Dynamics: How Teachers Deal with Colleague Conflicts
As a teacher in the profession for over four years, transitioning from teaching adults to working with high school students has brought new challenges. Initially, I was impressed by the solidarity and mutual support among colleagues in a new environment. However, recent experiences have made me question whether the initial harmony was a honeymoon period.
The Honeymoon Period and Beyond
Upon first joining a school with students between 15 and 19, I was particularly struck by the emphasis placed by the director on maintaining a team spirit. It was clear that conflicts among staff must be avoided to protect the students' learning experience. My colleagues were indeed great people, and initial interactions were pleasant.
However, the honeymoon period seems to have ended. There are growing signs of jealousy and animosity among some colleagues, largely ignited by my popularity among the students. Reports of their frustration are often delivered with rolled eyes and disdain. Comments like, "Oh he/she LOVES their English class!" paint a picture of simmering envy.
The Workplace Environment: Jealousy and Competitive Dynamics
Jealousy in the workplace can manifest in various ways. For instance, a young student greeted me, and the teacher nearby subsequently mocked her response with a snuffed out, snobbish tone. Such behavior is disconcerting, especially when we consider that such actions can undermine trust and camaraderie.
My personal goal is to ensure my students learn and progress, not necessarily to be liked. In my experience, particularly in France, where positive feedback is not always encouraged, being liked can be seen as a sign of overly lenient teaching. This cultural context further complicates the dynamics.
Classroom Innovations and Director Feedback
According to my director, my innovative teaching methods, particularly the use of games to engage students, have been praised. However, the implications of such practices are complex. While I do assign challenging tasks to my students that they sometimes grumble about, the culture of innovation can sometimes lead to misunderstandings and competition.
For example, a student who had completed a significant project got a mid-semester transfer. To ensure he could still present his work and receive a fair grade, we conducted the presentation. Unfortunately, the only colleague who knew about this interference became agitated, demanding that the student leave immediately.
Counteracting Jealousy and Maintaining Humility
Despite my best efforts, some colleagues remain skeptical. My attempts to counterbalance jealousy by expressing humility and self-criticism have been ineffective. Such actions are often interpreted as indicating low self-esteem, which I clearly do not possess. Moreover, my background as an American from Los Angeles might add to the exoticism I face, often to my detriment.
Dealing with these challenges requires a balance between confidence and humility. Acknowledging my limits and working towards continuous improvement without succumbing to demands for excessive praise is essential. Furthermore, maintaining a professional demeanor and focusing on the students' needs are crucial strategies to navigate these dynamics.
Conclusion
The workplace environment for teachers is not always smooth sailing. Conflicts among colleagues can arise, but it is important to ensure these do not seep into the classroom. While I am concerned about the potential escalation of tensions, my primary focus remains on fostering a supportive and engaging learning environment for my students. By maintaining humility and focusing on educational objectives, I can mitigate the negative effects of jealousy and competitive dynamics.