Battling the Green-Eyed
Monster of (Teacher) Jealousy
A MiddleWeb Listserv conversation
Brenda introduced a topic that prompted some interesting and productive
dialogue on MiddleWeb Listserv p; jealousy and envy.
O! Beware, my lord, of jealousy;
It is the green-eyed monster, which doth mock
The meat it feeds on
-- Othello, William Shakespeare
While I was at the NMSA convention I had a conversation with a principal
about one of his teachers who showed exemplary abilities in the classroom.
Unfortunately her strengths were a threat to her colleagues and consequently
she had to be very quiet about any successes or breakthroughs. The principal
stated what a shame it was that she wasn't recognized in her own environment
when she had so much to offer her peers. I thought of this conversation
when I saw "Innovative
Teachers Hindered by the Green-Eyed Monster", published in the
Harvard Education Letter (July/August 2000).
There are many really innovative teachers on this List. Can you relate to
this problem? Do you feel unappreciated or unrecognized in your own school?
Do you need to downplay your expertise or teaching practices in order to
fit into your staff?
-Brenda
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This story, shared by Linda, demonstrated how jealousy can interfere
with the healthy affirmation of employees.
Some years ago when my daughter was in the 6th grade, another student
responded to a radio station that was encouraging school students to submit
names of school employees who had been especially helpful, kind or should
be honored etc. One student submitted the name of one of the school janitors.
He was subsequently reprimanded and punished by the principal "because
he would make the other janitors feel bad."
Linda
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Chris, who's a principal, responded to Linda's story.
How strange.....I thought principals would be looking for examples of
good things to share. I would think that pointing out all the good things
happening would make it OK to do more good things. You know, define the
cultural values of doing good as a way of changing the culture.
-Chris
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Deb Bambino explained the difficulties that accompany professional recognition.
It is a sad, but true fact that many teachers pull away from you when
you are recognized for your work. I have received a fair amount of recognition
and have enjoyed the monetary benefits to my classroom, but regretted the
chill from some colleagues. (One award came with a $500.00 stipend and I
purchased a video camera, in another case, I received extra computers) It
always seemed like folks only looked at the extra supplies or materials
without considering the extra work that went with them.
On the other side, I did a lot of soul searching to make sure I wasn't thinking
of my class, first and foremost, and neglecting the general good. It's an
ongoing struggle because once you're recognized you do get offered more
opportunities to grow.
-Deb
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Deborah Bova shared her own experience with the "Green-eyed Monster".
Thank you for the tip on the Green-eyed monster. Even to admit that
professional jealousy is lurking about the edges of one's career is a "showing
offing" thought where I come from these days. Thanks for the tip. It
was most clarifying.
My name is forbidden in certain classrooms at the high school where I teach.
I have been removed from my English classroom and I have been told that
I am too creative and too intelligent. Can a teacher be too intelligent?
-Deborah
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Trish replied to Deborah's posting.
Teachers should support one another, which is not being done here. It
seems to me as if this is a form of harrassment, which should be taken up
with your local union. As a building rep. in our school I would defend any
teacher that this happened to. The only time I feel a teacher could be "too
intelligent" would be when they could not explain the information in
a way that a student might understand it. In other words, talking over their
heads.
There was a teacher in Middle School who taught 7th grade biology. Students
would come to the public library where I was a reference librarian to do
research. Much of what he wanted researched was in Latin, a subject familiar
to biology but not a language taught in the school. This teacher was brilliant
but could not teach to the level he was given. The frustration on the faces
of the students (never mind my own) saddened me. This is what I mean when
I say teaching over their heads.
-Trish
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Chris agreed that intelligence and quality teaching do not necessarily
go hand in hand.
I would echo Trish here. While I have, at times, been amazed at the
anti-intellectual attitudes of some educators, being intelligent, intellectual,
or creative does not necessarily mean that one would be a good teacher.
A good teacher would enable all students to understand and appreciate what
there is to learn from an intelligent, creative, intellectual, and caring
person.
-Chris
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Myrna emphasized the importance of trying to be part of a teaching team
even if it means resisting public praise.
I learned a negative lesson from my mother-in-law (who was loved by
parents and students but alienated from her colleagues) that working with
peers and being part of a team of teachers would enable me to be both a
resource to others and to achieve excellence in the classroom. As a result
for years I resisted accepting any public praise, awards, etc. My job satisfaction
really came from working with others to transfer what was happening in 'my
small room' to a bigger arena. Even now as an administrator I teach a course
to be part of the teaching team that is creating the school program.
- Myrna
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Marsha's told MiddleWeb readers about her own painful encounter with
professional jealousy.
I have been thinking about what I should write on this topic for a couple
of days. You see, I have seen the Green Eyed Monster face to face. And it's
ugly. Not just for one year, but for several. And last year, I think it
pretty much traumatized me and I'm still working at getting over it.
I guess it's my own fault to some extent. I believe in the philosophy of
let's all pull together, pool our resources, and together we can do better
than we can alone. So I share anything and everything. I know that I'm passionate
and forget to be sensitive to other teachers' reluctance to change and adopt
new ideas. I know that I just got wrapped up in the enthusiasm of the moment
of brainstorming. Sometimes that's a fatal fault.
You open yourself up to attack and I found myself sitting alone in my classroom
crying at plan time. Crying. Can you imagine anything dumber than being
crying over the mean and hateful things people say to you? Didn't I learn
the lessons way back in junior high school? I guess I just didn't get that
the other teachers really didn't want me to share, they didn't want me to
be a part of their planning process; they wanted me to stop.
I never have done anything with the intent to make others look bad. I worked
to the level that I did because it's what I set out for me, myself and I
-- no one else. I wanted to make it better for my students. And I wanted
to make myself better. It was never about "showing up" the other
teachers. I never even considered them in my equation until they inserted
themselves there.
I found myself heading up several school-wide efforts -- accreditation (trying
to make these dumb standardized assessments becoming something meaningful
and not just paper exercises in bureaucracy), advisement, technology. Probably
because I would invest the time and also because I cared. That really makes
people mad because then your ideas on how to implement stuff create "work"
for them.
I figured if we were told to do something, we should try and do it to the
best of our ability. That really hacks some of our teachers off. Their attitude
was to procrastinate, do as little as possible, and wait for the policies
to change. I just didn't agree. I taught staff development classes at night.
I found it so rewarding to work with teachers who wanted to learn more and
improve. That really made these same teachers angrier because a larger group
of teachers throughout our district were of a similar mind as I was.
Then I decided to go for National Board Certification. The process humbles
you. It makes you feel like two cents waiting on change. You question everything
you've ever done. You push yourself to improve. tweaking and refining. And
that really makes the Green Eyed Monster angry because now you're doing
even more things that they don't want to do. And in their eyes you are making
them look even worse when it wasn't about them at all.
So in the end, the Green Eyed Monster chased me out of my building and my
classroom. I know, I know. I let them have power over me. But I couldn't
hang in there any longer. It was too lonely and too hard. I hated that I
cried about work and knew I had to change jobs. So I transferred to the
district office where I work now. (I have a wonderful job, an unbelievable
boss, and fantastic colleagues. It's a dream job, so it's not a bad thing.)
And now I hated the way I've let the teachers who just want to be mediocre
prevail and that I didn't have enough courage to continue. But I just didn't.
Oh how I miss teaching. I miss the kids. But not more than enduring the
jealousy and ostracizing that I encountered. And lots of my friends have
me in on a regular basis to "guest" teach their kids. So I'm in
the classroom with kids several times a week. And I go back to my old building
where the kids greet me, and share what they're doing with me.
I know that when I build my reserves back up, I'll go back to the kids-
somewhere. But believe me, I will be cautious. But I can't go back until
I figured out how to be energetic and passionate without alienating others.
Do you think there are stealth technology for teachers like me out there?
Like I said, I have seen the green eyed monster and he won the day. Good
thing that there are other days to come. And that's also why I thank God
for this list. The people I've "met" kept me going and I knew
I wasn't crazy for what I thought or believed. Brenda, once again, you've
hit upon a topic that's near and dear to my heart. And I hope if any of
you encounter this, you can count on me for support and shelter.
-Marsha
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Chris suggested that it might be the role of the principal to point out
the good done among his/her staff.
Perhaps it is the leaders' role to take on the green-eyed monster and
recognize the good that people do. Then the monster can blame the leaders.
After all, isn't everything else the leaders' fault? One tip would be to
recognize lots of folks so the monster is outnumbered or at least confused
as to who it should go after!
-Chris
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Ellen responded to Chris' posting and stated her belief that the Green-eyed
Monster is alive and well in most places where teachers are trying to achieve
professional excellence.
Ah, but there's the problem. Any time someone in our building gets special
recognition from the principal or an outside "leader," the rest
of the staff gets green with envy. It is difficult to celebrate, share,
and learn from our collective successes because the "haters" (I
love this word the kids use...SO appropriate!) spend their time trying to
pull us down.
Jealousy?-yes. Embarrassment, because they aren't doing what they should
be doing and would rather tear others down than build themselves and their
skills up? Absolutely!
You're not alone, Brenda.
-Ellen
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Chris agreed that affirmation from the principal does feed envy.
Yep, that's a problem. The only way I can think of dealing with it is
to keep doing it until they get tired of being envious and start wondering
what they can do to get some recognition like "everyone else".
I've been trying it this year. This is just a reminder to keep trying! Thanks!
-Chris
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Deborah recognized many similarities between Marsha's experiences and
her own.
If I did not know better, I would say you are me, or rather your experiences
are mine. I have the mirror image of what you have experienced, except the
job that I was offered at the head shed, involved me retiring at the end
of the year. The fact that I stayed home with my kids for 13 years and am
short on years makes no difference. When I said I would miss the kids I
was accused of being codependent on children. I am the only teacher with
the order that I can only have three books in my room.
I am actually thinking of charter or Edison schools as an option. I appreciate
your sharing. I am a teacher with a file three inches thick of good letters,
grants, fellowships, awards, and national recognition. I also have two letters
of reprimand in less than six months. I am scared, depressed, and still
a good teacher. .. but how long can a person take this stuff.
Thanks for listening.
-Deborah
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Ellen observed that there exists a very different motivation for those
that want to do well for the sake of the children and those who want to
do well for the sake of the applause.
You really have hit the nail on the head. Teaching can be such a lonely
business, especially when you are passionate about what you do and those
around you are not. Like you, I thank God for this list and the conscious
effort of everyone here to improve their practice "for kids".
And that's the problem with the "haters." They assume your motivation
is the same as theirs; they are not in it for the kids, so they assume you
are doing everything you are for personal glory and pats on the back. They
think we are the annoying kid (like Hermione!) who constantly has their
hand up, trying to show off to the rest of the class. They don't understand
our point of view.
To be fair, I REALLY don't understand their point of view. Why, why, why
would you be in this profession if you didn't want to affect the learning
and emotional lives of children? Even doing the minimum, this job is difficult
and stressful, the hardest thing I have ever done. Why would you put yourself
through all of this if you weren't passionate about working with children
and seeing them develop as learners?
Yes, it's hurtful sometimes to deal with these people, but I take comfort
in knowing I am doing what's best for kids, and my conscience is clear at
the end of the day. I know you miss your kids, but maybe you are doing something
just as important? You are impacting many, many teachers and their many,
many students. I am so happy you have found a place where your enthusiasm
and talents are appreciated.
-Ellen
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Deborah agreed with Ellen.
I agree. I love to see the veil drop, to see the vague stares turn to
sparkles as I explain that punctuation is an invention of man, that kids
are living, breathing language machines, and that they use very complex
sentence structures and learned language by doing. When I tell them to raise
their hands if their mothers hung over the crib with a grammar book parroting,
"No verbs, honey, no verbs. We are still doing nouns," no one
raises a hand. They laugh about it. Then I teach them to listen for the
punctuation marks, to raise their hands when they hear pauses in my dictated
sentences or questions. They begin to connect that inflection, gestures,
facial grimaces, and body language indicate punctuation.
Once kids understand the purpose and the fact that their grimaces, inflections,
gestures, etc. indicate that they know punctuation, as they speak, they
can do oral dictation and practice punctuation patterns. They actually use
it as they write and edit. But it is all because they understand where it
came from, an invention of man... not natural like speech. For that matter,
just knowing that it is an invention of man, writing, allows kids to understand
history p; and prehistory --before writing. In everything that we teach
kids, we must make connections that are valid for kids.
So if I have to stand on the chair wearing orthopedic shoes and recite "to
be or not to be" to teach the verb "to be" I will do it.
If I do not turn on my creative juices and approach my students as human
beings with a great capacity to learn, they will not learn. I raise the
bar, and the kids reach it and exceed. It is a terrific high as a teacher
when that happens. Isn't teaching the greatest
-Deborah
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Michelle reflected on her own experience of being someone who pushed
the status quo and insightfully observed that motivation to resist change
and improvement may be connected to self-esteem.
Dear Ellen, Brenda, et al,
Thank you to Brenda for posting this insightful topic, and thank you, Ellen
and Marsha, for your heartfelt honesty. I'll have to say that each strikes
a chord with me too. When I started my career I was a high school teacher
(doing MS stuff with kids), I learned very quickly that I was pushing the
status quo in a school that honored status quo. There were a few of us who
truly wanted change, but let's face it, many people went into education
because it was perceived as a "safe" business where one could
go into their room and teach. My husband calls that a "government job."
So, when we challenge that belief to working and pushing and expecting ourselves
to do more and expect more of our children and the lessons we teach them,
that makes people feel uncomfortable. In my first job, that bothered me,
and honestly, when I became a principal, I vowed to myself that I would
create a school for children where EVERYONE believed in continuous learning
and everyone devalued status quo. The year I left, we had almost accomplished
it, but not without strife...some teachers left (the ones who like status
quo) and some still vowed to make my life miserable.
Then, I went to a session at NMSA on "Dealing
with the Difficult Teacher" by Todd Whitaker, and he said that
to deal with the "haters" as Ellen calls them, we should ignore
them and focus our energies on the teachers who are trying to make a difference
for children. We should make sure they are happy, because these teacher
leaders are the ones that will make a difference in our schools, FOR CHILDREN.
So, I did that...and I was much happier; my good teachers felt supported;
and my others didn't like me very much anymore, but our school continued
to grow.
The other side of this is the personal side. I learned when I was sixteen
years old and found out that I was Valedictorian of my class that as long
as I pushed myself to excel that others would take pot shots at me along
the way. (According the "them," I was Valedictorian because my
mother was a teacher). And, I also learned that if they are talking about
me, they will let someone else rest. If they talk about me when I'm successful,
then I've pushed their beliefs, and that is a good thing!
Even this year, while I have received a lot of support from our Board of
Education and our district-level personnel, I don't make any kind of deal
about being [national] Principal of the Year. It's just not worth it, and
the people who need to know that do. It is hard to be a prophet in your
own land. Even Jesus Christ himself couldn't do it!
Regarding the praise, I learned to do this for the teacher in front of his
or her students. Students are jealous, and in some small way, they think
they had something to do with it. That's seemed to work well for many things
at BCMS.
Well, that's my take. People will be jealous. People will do what they need
to do in order to feel better about themselves. However, it is still my
job to push their thinking, to expect them to be better, and to expect myself
to be the best I can be...for the children.
All the best,
-Michelle
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Melba shared her experiences with the "monster" as a staff
developer.
I didn't think I had seen the green eyed monster until I started reading
the posts about it. I guess I have bumped into him this year. So that's
what that was all about! I guess it was good that I was too dense to take
it that way.
Anyway, the story has a good "ending". Most of the teachers whom
I have taught with for the last 12 years and have known me as a classroom
teacher have truly accepted me as their staff developer. I know there is
one yet to conquer, but no one can change that person. Actually, she is
really an excellent teacher so even if she doesn't want any advice from
me, I know that if she observes, hears or learns something from me, if she
can use it and if it helps the students, she will use it.
So I guess we're OK on my campus. We still have some that are having a difficult
time changing their teaching strategies even though they still have a very
high failure rate. That is up to management; I continue to give them ideas
and suggestions. What hurts me is that those are my last years' students
who earned A's and B's in Algebra Prep with me. I know they learned the
material and if I could just get these math teachers to put their foot down
and refuse to accept failing grades, my students will come through. What
is the key to lighting a fire under them? Does anyone have any suggestions?
I like Chris Toy's idea about praising other teachers. We started doing
that in our faculty meetings and I began a weekly Kudos list, post it and
send it to the faculty over the intranet. The teachers look forward to it.
In fact, one teacher shared something with me and told me she expected a
Kudos by the end of the week. I LOVE IT!
-Melba
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Chris returned to his previous thoughts concerning how leaders have an
important role in slaying the Green-eyed Monster".
As I'm reading this thread it seems to me that it's up to the leader(s)
to slay the green eyed monster by asking everyone to share what is working
well for him or her. After all, if we can't do it for ourselves, how can
we expect our students to strive for excellence? And, aren't all teachers
leaders/facilitators in their classrooms? Did someone once say, "Don't
be concerned that the children aren't listening to us, be very concerned
that they are watching us."
-Chris
EDITOR'S NOTE: Chris's comment spun this discussion in a new direction.
To follow the "spin," go to our chat entitled:
Sharing Effective Practices in Schools
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