HIT: Teacher Cooperation

[Susan Roscoe <SusanR50@AOL.COM>]

Hi everyone,
  You are such a great group! I really was feeling down when I posted my
question. Here I have your responses.


We have an "Outstanding Performance " award schoolwide at our school  It can
be given by any teacher to any class, group, or individual any time.  It
might be given for outstanding behavior in the hallway, good lunchroom
manners, etc. The principal reads them each day over the intercom at the end
of the day along with the afternoon announcements.

I have use this avenue to thank a group or class for "doing it right."  Even
without this schoolwide program at my last school, I would have the principal
announce it over the intercom when a class used good "media manners."

Margaret Beville
Nebo Elementary
Dallas, GA

 understand your frustration as we face these same problems in our
elementary schools. I have a couple of ideas, but they only work part of
the time.

When a class is in the library with a teacher who is less than
attentive, I will say things like, "Mrs. Brown, these students need help
finding ____. Would you help them while I help these other students?
Thank you." I say this from across the room so the teacher can't refuse
without looking really bad. I also have been known to call on the
teacher while I'm doing an activity with the kids. For example, "Well,
let's see what Mrs. Brown thinks about this!" Of course, I always say
these comments in a pleasant tone with a nice smile so the teacher
doesn't really know what I'm doing.

As to your problem of how to recognize the "good" teachers: I would
recognize all of the teachers - the good, the bad, the ugly. When I
recognize them I would accompany the recognition with a card or a small
speech. Example:  "I would like to invite all of the teachers to the
library on Wednesday afternoon for cookies and punch to recognize all
the ways that you collaborate with me. Whether it is working with your
classes while they are in the library, collaborating with me on lessons
that you are going to teach, or helping your students find the materials
they need, you enable me to do my job more successfully."

Maybe the deadbeats will feel guilty. I don't know. I am queen of tacky
sometimes; maybe this will work. Just remember to use a blinding smile
and act like everyone wants to work as hard as you do and most people
won't know what you're up to.

Good luck.

Vicki

Vicki Walker
Director of Instructional Media K-12
MSD of Southwest Allen County
5120 Homestead Road
Fort Wayne, IN  46804
219-431-2300 Phone
219-431-2400 Fax
vwalker2@fortwayne.infi.net


I have not done this yet but am thinking of doing it. How about writing a
brief note to the principal with a copy sent to the teacher describing to
the principal the joint teaching unit which was done between you and
another teacher? Highlighting their cooperative effort seems to be one of
the best rewards you can give a teacher! Another possiblity would be to
highlight some of these efforts in a monthly newsletter which goes to
both the faculty and the administration. This will let the other teachers
see what they could be doing. Some of them won't take the hint but others
might be tempted to join the bandwagon!

Melanie Byers
Media Specialist
Linconshire Elementary
Hagerstown, MD
mbyers@umd5.umd.edu



The collaborative effort is essential. Some librarians insist upon a
plan from the teacher, before they book the library.  Each time a
teacher signs up for the library, I make it a point to talk to them to
make sure what research stategy and other physical set up they may
want.  I do not insist upon so much time in advance, but gently let them
know that I also need to play for the success of their students on the
specific project.  I followed an extremely forceful librarian (4 years
ago) and am still working on getting all teachers to use the library)
They led the program and must be there for the dicipline.  I am
partially paid by Title 1 funds and there I rationalize that those
students need more attention than the norm.  One focus could be
discussing with the teacher that you will take the lower end student and
give them extra guidance, but that the other students should answer to
(her/him)  cooperative spirit!!  Remember that the teacher is
responsible for the discipline, you the research.  Hope this flowing
opinion helps in some way.I have lots of ideas, just use me.       Let
me know how the new philosophy works.

Catherine McClelland
Catherine L. Zane Junior High
2155 S Street
Eureka, CA  95501
cmcclell@inreach.com

How about an "example of the month" in a media newsletter -- a little
article telling about a project or report that  so-and-so's class completed
recently, and telling how you and the teacher and the students all worked
together to accomplish this.  Of course, this would only have a hope of
working if your teachers read newsletters.  Around here, the teachers who
are great to work with in the media center are the ones who read -- but I
understand from friends that in some schools there is so much emphasis on
school newsletters that nearly everyone does read them!

Gail Faughn, Media Specialist
Astoria Park Elementary School
2465 Atlas Road
Tallahassee, Florida 32303
(850) 488-4673
lm_net@m10.astoria-park.leon.k12.fl.us




One small thing I did when I was an elementary school librarian was to
give "Quiet Class Awards" to classes that behaved well in the library.  I
thought I was motivating the students, but it did serve to motivate some
teachers, too.  Classes taped their awards to the wall outside their
classroom, so it was obvious who'd been naughty and who'd been nice.
   I certainly encountered those "present in body only" teachers, plus a few
who felt the bad behavior of their class was beyond their control.
   I think the long-term solution has to come from administrators.  A
principal who spends some time in the library might see a need to chat with
a teacher on performing assigned duties.  I sometimes dream that proper use
of library resources and support for the library program would be made part
of teacher evaluations.

I was delighted to read that someone else was experiencing the same
problems. I have been a media specialist in Orleans Parish for 18 years.
I have worked on all levels, and teachers are the same. I am in a high
school now, and to those teachers who are most cooperative; I send
magazines (my personal ones) for classroom use; I invite them to send
small groups; when I get freeebies, I send those items to them; I plan
special activities for their class with rewards; I tell the students that
because their teacher is most cooperative, I do something special for
them; and every chance I get, I tell those uncooperative teachers,
indiretly, while in the lounge or when they pass me in the hall, what a
wonderful teaching experience I had with that cooperative teacher's
class. Also, I tell the administration which teachers have utilized the
media cen

I use a form - Teacher's Request To Use The Media Center - to keep record
of all those teachers using the MC. I maintain a flexible schedule. I
also maintain a log of my daily activites - who visited, what skill was
taught, etc.

I am new on LM_NET. Please stay in touch, and if I can be of any
assistance to you, please e-mail.

                        Arlene Jones

I have "zone out teachers" too. I do my best passive agressive bit to get
them involved by saying (loudly) thinks like Will you help this student
find a book while I help this one? Sometimes it works.
Guusje

                           Guusje Moore
                 Librarian, Housman Elementary School
                           Houston, Texas
                          guusje@tenet.edu


  Although I am not an expert on the subject, I have noticed in my two
schools that some teachers are much more positively disposed to the school
library than others. The attitudes which the teachers convey to their
classes(overtly) affects their students' academic and behavioral performances
in my library.

     Like, I said, I am not an expert on the subject, and I am a pretty new
librarian, however, I would concentrate on enhancing the positive
relationships with the teachers with which your positive relations already
exist. No matter how excellent a librarian you are, you will never get
everyone to like you or to cooperate with you. Therefore, I would concentrate
on the few positive relationships which you have and even work harder to
improve them. On my job, I have some very supportive teachers, and I work
with a few teachers whom I would love to scream at sometimes. We all wish
that we can change others, but unfortunately life is not that simple. Good
luck to you.

   Amy Kravitz
   Old Bridge, N.J.
    K-5 Librarian
    hwy18a@aol.com
I
I wish I could help... perhaps I can just commiserate!  The
teachers in my building do not have to stay with their
classes... I can't IMAGINE what they would do if they did!
(Actually, I CAN imagine, since I was the District Computer
Teacher for 8 years and they had to remain for the lessons.
Of course, they didn't... they corrected papers, went to get
coffee, went to the rest rooms...)  Now they just dump the
class at the door and usually meet them halfway back to the
room.  They couldn't care less whatever has just taken place
in the library... even 'tho they (reluctantly... and not all
of them) let me know what subjects are being taught for the
 month.  It's very discouraging!  I feel as if they believe
that I only exist to babysit their kids 30 minutes each week
so that they can have a BREAK!  Not a good feeling, as you
know.

Please let the rest of us know if you receive any helpful
hints!

Lynn Willard
Rochester, NY


One thing I did was start submitting news of the "projects" accomplished in
the LMC to the school newspaper (elementary).  The pressure for the PR for
the cooperative classes helped bring the other teachers in line.  Doesn't
mean you are slighting anyone just reporting the happenings.  Sometimes we
have even called in the newspaper to cover a guest speaker arranged to
coincide with an LMC unit.  Make sure those are dynamite and get some
well-deserved publicity.


This is such a common problem.  We have decided to really go with the
teachers who "get it" in terms of collaboration.  We also really work with
new teachers on staff who seem to appreciate all the help they can get.  We
talk about information literacy all of the time with anyone who will
listen.  Old habits are hard to break with "seasoned" teachers.
I think teachers are also uncomfortable with their role when they come with
their class.  I seek their guidance with students with behavior problems
and also ask questions of teachers that are relevant to their curriculum.
For example:  "What are you studying in science?"  as I introduce the Dewey
Decimal system.  If I note an ongoing unit of instruction from lounge talk,
hall displays, etc.  I offer whatever services I have as time allows on my
moderately flexible schedule.

It takes 5-7 years to effect change!  Keep working at it.  The impact on
student achievement is worth it.


Mary Lee Crowe
Elementary Library Media Specialist
Burlington Community School District
marcrowe@interl.net


Hi Susan - I am faced with the similar attitude by the majority of the
teaching staff here and I do provide the prep time for the teachers.
This is what happened to me only last Tuesday when a bunch of fifth
graders came in looking for information on marine life and animals.  It
didn't take a rocket scientist to figure out a report was due in this
class, but instead of addressing how to find information to the whole
class I was doing it on a one to one basis.  When I approached to teacher
to suggest that she let me know about her report requirements in advance
so I can teach the entire class at once she misunderstood my point and
solved to problem but not allowing the kids to come to the library during
recess or non scheduled library times.  GRRRR!  For the teachers who do
let me know what's going on in their classrooms I order books which
support their projects and show them the books when they come in.  I also
give them free books from book fair.  I  provide a preview party when
the new book order for the year comes in.  Although I invite all staff,
only those few special teachers actually come. It's frustrating to say
the least, but most of the staff here are close to retirment and I'm
hoping the newer generation replacing them will see the value in working
closely with the library.  Hope this is helpful -

Maryellen Paull
Librarian
Woodriver Elementary
Fairbanks, Alaska
maryelle@muskox.alaska.edu



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Dear Susan -

It sounds like some of those teachers need to be slighted!  May a little
bit?  Anyway, it sounds to me like you are doing about all that you can,
by encouraging and working with the cooperative teachers and surviving
with the others.  I think I would be inclined to not worry about
slighting anyone and enjoy and have good experiences with the "good"
ones and hope the others will want to have some good experiences, too,
and maybe they will catch on.  Is there any way you could display or
otherwise brag about projects some of the classes have done and build up
what you are doing?  That is not tearing down anyone else, but it might
provide some incentive to some others.

Good luck.

Joan Peterson
Box Elder High School
Brigham City, Utah
peterson@brigham.net

It's a tough situation which probably we are all in, in some way or another.
The standard advice is to work with those teachers that are willing and
just let the others be, the idea being that those stubborn teachers will see
the success you are having with the other teachers - so will the principal.
Just do what you can do, do the best job you can, and phooey to the others!

                     Marla Hall   mailto:marla.j.hall@uwrf.edu
                 Malone Elementary School, Prescott Wisconsin
        School homepage:  http://www.pressenter.com/~malone/



Hi Susan. I have volunteers manning my circ desk. I have made it clear
that this fixed schedule of checking out books is their (the teacher's)
time to use as they see fit. As library media specialist my time is
devoted to teaching. I work on a flexible scheduling time. I am
often not in the library when they are coming because I make myself
unavailable so that they will see that they own the time they come with
their classes. My first year I chose teachers who I knew would be
willing to co-teach. We set up literature groups, research projects,
etc. When this got around the school, everyone wanted me to help.
Sometimes I can be found in the computer lab, library, classrooms.
HOWEVER, with that all said, I have classes where the teacher sits and
does nothing, as you described. I identify those classes and schedule
myself in the library or I ask my assistant principal who is a great s
support to me to stroll in. This note has not explained how I prepare
my students in the very beginnning of the year. I would be glad
to give you more info. Joan

Joan Bennert                                     Library Media Specialist
22 Stormy Brook Rd.                              Silver Hill School
Falmouth, Maine 04102                            675 Washington St.
                                                 Haverhill,MA  01832

Do you have a newsletter.  It sometimes work to write up innovative way
teachers are using the library.  It puts a little pressure on the others.


Lynn McCree, Librarian
Martin Junior High
Austin, Texas
mccree1@juno.com

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