The Politics of Teaching “The social order is a sacred right which serves as a basis for all other rights. And as it is not a natural right, it must be one founded on covenants” -Rousseau

Cultures of Teaching  Through culture codes teachers learn how power & status are both distributed and achieved  Usually learn these codes by observing & gauging the reactions of students, colleagues, administrators, etc.  Use biography (teaching philosophy)

Culture Conflict  Can resist & change codes as experience increases & discover which codes are working against goals as a teacher  How is the leadership and culture codes in your school? -Supportive? Empowering? or -Top down management/controlling *if you have conflict between your codes and w/ school codes-keep it away from the students

Politics of a Profession  Dress… What is appropriate?  Suitable topics of conversation?  Acceptable classroom practices?  Importance of interaction w/ peers?  Value of in-service activities?  Perspectives for guiding decision- making?  (Lawson, 1989)

Confidentiality  Maintain trust with your students Don’t break this rule it will come back to haunt you!  Collaborate with colleagues only if you know you can trust them to maintain that confidentiality

Classroom Politics  Establishing Order Quickly establish routines that regulate daily life in the classroom  Entering & exiting the classroom  Securing equipment  Starting & stopping activities (ATTN. GETTER)  Forming groups *Lack of workable routines finds novice teachers burdened with heavy classroom demands that are ultimately crushing *Look to colleagues for help here…

Class Management  Primary classroom responsibility  Success or failure in early years resides here  Greatest level of success and recognition a teacher can expect comes from management skills  Establish yourself as the authority figure (“Don’t smile until X-mas”)

Catch-22  Controlling & disciplining students does not bring teachers much personal satisfaction Not the reason you became a teacher Forging meaningful relationships is much more rewarding Teachers measure success in terms of student success, not student compliance with rules and obedience of teacher demands

What Role Will You Play?  Instructor  Counselor  Social Worker  Friend  Surrogate Parent  Spiritual Advisor  Legal Advisor  Role Model

Bottom-Line  Priority of management in the political mix of the classroom have the potential side effect of marginalizing subject matter  Classroom responsibilities may have less to do with teaching and more to do with keeping students controlled Especially in the public schools

School Politics  Skillfully undertake duties in the institution!  Committee work Establish yourself as a respected, influential school member  Select these carefully-only where you can actually offer something  Be seen in school functions Gives great visibility you cannot get in a normal daily course of duties

Staff Members  Staff members transmit subtle and not-so-subtle messages that convey the importance of the teacher in the political dynamics of the school Treat them well They are the “eyes and ears of the school”

Uncaring Colleagues (Burnout)  Finding effective and mutually satisfying ways to work with (or around) these kinds of colleagues is an important consideration  Characterization of collegial relationships as “supportive but independent” is consistent in the research findings (Zeichner, Tabachnick, & Densmore 1987)

Value of PE Subject Matter  The way teachers perceive their subjects and convey those perceptions influence how others perceive the subjects…  Are your PE programs marginalized? Students pick up on these neglected elements and act accordingly Uphill battle to convey significance of PE Well taught programs by dedicated & talented teachers find appreciation by students, school, and community- & do exist!

Teacher/Coach Role Conflict  Coaching a team is full time job by itself!  Places considerable stress: Personal relationships Family & friends  Consider time demands and strain! Pressures to win Pressures to produce successful athletes PE instruction usually suffers as result