1. Title of Conflict: An English Teacher Feud
2. Dates of Mediation Sessions:
Started April 25 - April 28
3. Description of the Disputants:
Stacy, an English teacher is upset because Lucille, another English teacher,
interrupts her at department meetings and is not receptive to Stacey’s
questions. Lucille is upset because Stacy is not keeping the focus
of the meeting in mind when she speaks. Also Kenneth, former student
of Lucille’s, is struggling in Stacey’s class.
4. A summary of the First Disputant’s story:
Stacey spends too much time discussing personal matters in the faculty meeting.
This makes the meetings go longer and takes away from the time Lucille could
spend with her family. Lucille is also concerned that Stacey is not
reaching all of her students, especially Kenneth.
5. Clarifying Questions that were asked:
Mediator thanked Lucille for her side and let Stacey tell her side.
6. A summary of the Second Disputant’s story:
Stacey does not feel that questions about teaching strategies are personal
matters. They are issues that all teachers go through, and she is seeking
time to share with other teachers. She wants to become a better teacher
to her students. Stacey has sought Lucille out for help with Kenneth
and has been unsuccessful.
7. Clarifying Questions that were asked:
Stacey is actively seeking out help from experienced teachers. She
has felt put off when she asked Lucille and has had to resort to bringing
up issues at English Department meetings. Lucille said that she does
want to mentor Stacey. Question to both participants: What sort
of responsibility can you take for letting this situation get carried away?
8. A listing of all solutions offered: Stacy must need extra time to
talk and share -
Possible meeting after school to discuss relevant English teaching issues.
Stacey, can you save classroom management ideas, and personal student issues
for another time instead of English Department meetings? .
From Lucille: I am going to have to set aside time to work with you. Maybe
we can meet at a time when we both have breaks.
Lucille has offered to meet with Stacey on either Mondays, Wednesdays, and
Fridays at 11:00 and or each day at 1:30.
Stacey will one of these times work for you??
Lucille has agreed to talk to Kenneth and let him know that Stacey is a friend
and she is keeping up with his progress. Lucille will also share with
Stacey any special insights that she has on how to approach Kenneth.
9. A statement of the Resolution Package - who agreed to do what and
when.
There is an assigned meeting time on Monday at 11:00 for the two teachers
to share ideas and bounce around solutions. This designated meeting
will keep Stacey from using English Department meetings to ask questions
that do not pertain to the whole department. Secondly, Lucille will
talk to Kenneth about Stacey and help them create a bond so Kenneth will
feel more comfortable in seeking help from Stacey. An added bonus was
that the two teachers decided to invite other teachers to create a larger
support group.
10. A Narrative Critique of the Mediation. Please include What went
smoothly, What was a problem, and How it could have been improved.
The mediation was very smooth overall. both teachers were willing to
make compromises. The turning point of the mediation was when Lucille
took responsibility for her actions. Once the first teacher stepped
forward to accept responsibility and apologize for her actions affecting
the other, the second teacher accepted responsibility. I knew this
to be true in life, but it was very interesting to watch it unfold in mediation.
The only problem or potential problem was at the beginning one teacher had
a harder time letting go of past actions. She was taking personal offense
at what was said and how things were said. I replied with trying to
redirect her. I stated that I understood what she had said, but was asking
her to move on to possible solutions to the problem, “Stacey I think that
we understand where you are coming from. At this point in the mediation I
am asking you what you could do to diffuse the situation or any responsibility
or compromise you can make. Can you save classroom management ideas, and
personal student issues for another time instead of English Department meetings?”
This redirection worked and the mediation continued to a very successful
end. I was very happy when the two teachers decided to open up the
support group to more teachers. This not only helps the teachers, but
also makes the school stronger. In relation to the mediation process
as a whole, I prefer the synchronous format to the asynchronous. You
really experience the rapid feedback of the dispute with the synchronous.
However, the advantage of the asynchronous mediation is disputants have a
while to format their replies. Therefore, I believe that some of their
anger dissipates and pushes the mediation along to a quicker resolution.
11. A listing of the mediation conversation log pasted in from TappedIn
or the Online Discussion Board:
ID was 241
Mediator: Laura Hlinka
Details: "An English Teacher Feud: A heated conversation
in the hallway between 2 teachers. Stacy: ""I’ve had it! You interrupted
me four times during the staff meeting when I was trying to explain my views.
Why can’t you wait until I’m finished? You’re not being very polite!"" Lucille:
""Well, if you’d just say something important, and not drag it out all period,
I’d keep quiet! Also, you mainly seem to be talking about yourself and not
contributing anything relevant to the discussion. To be an English teacher
who is supposed to know better, you sure can’t stay on a topic very well.""
Stacy: ""You’re a fine one to be talking…"" The assistant principal overheard
this conversation as Lucille and Stacy walked down the corridor from the
English Dept meeting. He could tell that they were getting upset with each
other, and he knew that this type of dialogue from them was a frequent happening.
He feared that it would spread to others in the department and he wanted
it to be resolved. He called them to his office and suggested that he contact
a Union mediator to help them. Both were rather unhappy about their conflict
and agreed to meet with a mediator on the following Tuesday during their
planning period."
Replies: 20
Reply from:Hlinka, Laura
04/25, 19:02 Stacy: Glenda Lucille:
Tammy Mediator:Laura Thank you both for agreeing to meet. By agreeing to
meet it says that you are willing to come to a compromise. As a mediator
my role is to facilitate, in an unbiased manner, until the resolution of
the conflict. Also by agreeing to meet you have agreed to abide by the rules
of mediation: Do not interrupt, No name calling or put
downs, Be honest, Agree to solve the problem. Lucille your
name has been chosen out of a hat to start sharing information. Lucille could
you please state what happened, why it is a conflict and how you feel about
it. After Lucille's turn Stacy you will have your turn to clarify any other
information.
Reply from:Lucille
04/26, 19:48 (Laura and Glenda I am
not a mean person, but, I am trying to play the role of this seemingly disagreeable
Lucille, please forgive...) OK, first of all, yes, I'd be so glad to get
this over with! This has been a very frustrating time for me here in the
English Department recently. In the 12 years I've been here, when we have
our faculty meetings, we get straight to business, discuss and solve our
problems, and then we can go home. It seems that lately our meetings are
going on forever because faculty members are spending, what is in my opinion,
too much time discussing personal matters. I have kids at home and a family
life that I feel I am missing because of the time it takes us to get out
of faculty meetings. My other challenge is that even though Stacy is a lovely,
friendly, and energetic teacher, I am so afraid that she is not reaching
all of her students in the ways they need in order to be successful. Stacy,
I am sorry to be so blunt but Kenneth is struggling in your class...he did
so well last year and it is difficult for me to see him going down hill so
quickly. Those issues are my main concerns. I am, however, also concerned
about the lack of respect the tenured staff receives from the new teachers.
We are here to help, to give guidance and whenever I try to help Stacy out,
her defensiveness pushes me away and I get angry. I want to help but feel
that I need to stay away from her because our interactions almost always
turn ugly. I end up saying things I regret later.
Reply from:Hlinka, Laura
04/26, 23:23 Ok Lucille - Stacy - do
you have any clarifying questions? Please state them now and then please
state your side of the conflict.
Reply from:stacey
04/27, 09:44 I would also like to see
this problem end. I love teaching, and I love this job. I'm trying so hard
to do well, and it's been so hard to get help from Lucille. It's almost as
though she wants to sabotage me. I'm sorry to say it but it's almost like
she's afraid I might be successful, and that seems to bother her. I think
I have some new ideas, and I don't see why I can't share them like anyone
else. I think it's important to be involved with your school, and I certainly
do respect our tenured staff. I like to listen to other people, and I don't
resent them when they talk at meetings. I think that helps me learn and makes
the school run more smoothly because the staff shares ideas. We aren't discussing
personal matters. Lucille hasn't always been very helpful to me as a mentor,
and though she sometimes give me suggestions, she often acts hostile towards
me. This is very frustrating as a new teacher because I need to have someone
I can trust that I can turn to for advice. And this problem with Kenneth
really has me upset. He has the ability, but he's not doing very well in
my class, and when I went to Lucille for her input, she wasn't willing to
help out at all. I know she had him in class last year, and I just wanted
to know what he was like then. She probably knows him better than I do because
she is friends with his mother. I wonder if that's why he did so well. I
don't like getting into arguments because I really do enjoy the staff here.
I just don't understand Lucille's attitude towards me, and I want to find
out the reason for it. Is it something I said or did that might have been
misunderstood?
Reply from:Hlinka, Laura
04/27, 11:17 This is what I hear from
Lucille: English department meetings are not the place for classroom discussion
but for issues that affect the whole department. Also she has a concern for
a specific student who is struggling in Stacey's class. This is what I hear
from Stacey: She is seeking out help for classroom activities and suggestions
for reaching students with challenges. She is doing this at department meetings
because she feels she has been unsuccessful approaching teachers especially
Lucille at other times. I would like you both to reflect on these statements
and list any clarifying questions you have with any responsibility you can
take personally in the conflict. I believe that this is a resolvable conflict
especially looking at the fact that both of you are dedicated educators.
We would not be here if you weren’t.
Reply from:Hlinka, Laura
04/27, 11:17 This is what I hear from
Lucille: English department meetings are not the place for classroom discussion
but for issues that affect the whole department. Also she has a concern for
a specific student who is struggling in Stacey's class. This is what I hear
from Stacey: She is seeking out help for classroom activities and suggestions
for reaching students with challenges. She is doing this at department meetings
because she feels she has been unsuccessful approaching teachers especially
Lucille at other times. I would like you both to reflect on these statements
and list any clarifying questions you have with any responsibility you can
take personally in the conflict. I believe that this is a resolvable conflict
especially looking at the fact that both of you are dedicated educators.
We would not be here if you weren’t.
Reply from:Stacey
04/27, 11:39 I really want to work this
out with Lucille, but I just don't understand why she has a problem with
me. I work hard, I do my best, and try to get advice from Lucille as my mentor,
as well. I wonder why she is so offended when I contribute to staff meetings.
Aren't my ideas good enough? This is starting to make me feel like what I
have to say is not worthwhile. I understand that she has to go home, but
aren't the meetings important to her, too? And with regard to Kenneth, I'm
very concerned about him, and when I go to Lucille, she gets defensive. Aren't
we supposed to collaborate with each other? I think she is concerned about
her students, too, but why does she refuse to work with me here? I know I'm
only in my second year here, but I've always wanted to be a teacher and I'm
not feeling very welcome here. I just don't know what else to do!
Reply from:Lucille
04/27, 13:11 Stacy, I think I am just
so overworked now that when I am approached in the hallway or at a time when
I'm not expecting you, I am probably impatient. I am going to have to set
aside time to work with you. Maybe we can meet at a time when we both have
breaks. Maybe then, I'd be more open to your questions. This is probably
why I am wanting to get home after our meetings as well. I've just got so
much on my plate and don't want to get behind. At the same time, however,
I am trying to give constructive feedback to help you in your classroom and
it seems that my statements offend you as a new teacher. How can I say things
so that you'll know that what I am offering is meant to help, not hurt? I
really want this problem between us to be solved.
Reply from:Hlinka, Laura
04/27, 13:12 Stacey I think that we
understand where you are coming from. At this point in the mediation I am
asking you what you could do to diffuse the situation or any responsibility
or compromise you can make. Can you save classroom management ideas, and
personal student issues for another time instead of English Department meetings?
Reply from:Hlinka, laura
04/27, 16:14 Thanks Lucille. I think
that this helps. To summarize I heard that Stacey is a young teacher
actively seeking support for classroom issues. She has made attempts
to speak with Lucille which resulted in hurt feelings. Lucille has
asked Stacey not to use the English Department meetings for personal classroom
issues. She has given an apology for giving rushed and hurried responses
to Stacey. She has offered to meet with Stacey on either Mondays, Wednesdays,
and Fridays at 11:00 and or each day at 1:30. Stacey will one of these
times work for you?? In regards to Kenneth, both teachers are dedicated to
education. I am hoping that with a more personal relationship with
Kenneth Stacey will be able to make the same progress as Lucille did. Lucille
has agreed to talk to Kenneth and let him know that Stacey is a friend and
she is keeping up with his progress. Lucille will also share with Stacey
any special insights that she has on how to approach Kenneth. Stacey
does this work for you? Are you able to meet at any one of those times?
We next need to decide how soon we can speak to Kenneth and start the
meetings.
Reply from:Hlinka, laura
04/27, 15:38 Thanks Lucille. I think
that this helps. To summarize I heard that Stacey is a young teacher actively
seeking support for classroom issues. She has made attempts to speak with
Lucille which resulted in hurt feelings. Lucille has asked Stacey not to
use the English Department meetings for personal classroom issues. She has
given an apology for giving rushed and hurried responses to Stacey. She has
offered to meet with Stacey on either Mondays, Wednesdays, and Fridays at
11:00 and or each day at 1:30. Stacey will one of these times work for you??
In regards to Kenneth, both teachers are dedicated to education. I am hoping
that with a more personal relationship with Kenneth Stacey will be able to
make the same progress as Lucille did. Lucille has agreed to talk to Kenneth
and let him know that Stacey is a friend and she is keeping up with his progress.
Lucille will also share with Stacey any special insights that she has on
how to approach Kenneth. Stacey does this work for you? Are you able to meet
at any one of those times? We next need to decide how soon we can speak to
Kenneth and start the first meeting.
Reply from:Laura, Hlinka
04/27, 13:32 Lucille - Thank you for
taking a first step in taking responsibility. We are on our way. Stacy and
Lucille is it possible with your schedules to meet at a separate time to
discuss teaching strategies?
Reply from:stacey
04/27, 13:48 Lucille, I don't have children
of my own to go home to, and I understand that you do, so I certainly don't
want to prevent you from getting to them. I really want to be a good teacher,
and I know that means that I have to show I'm willing to be involved in my
building as well as with my students, so that's why I try and give input
at staff meetings. I have a great deal of admiration for veteran teachers
like yourself who have the experience behind you that is so helpful to those
of us who are newer. I really want to hear what you have to say, and I would
be happy to schedule any time with you to talk about problems. I just feel
as though you don't want anything to do with me or anything I have to say,
and it is such an uncomfortable feeling. I want to be accepted like anyone
else, and I could really use your help.
Reply from:Hlinka, laura
04/27, 14:20 Thank you Stacey. I heard
you say that you would be willing to discuss issues and approach Lucille
at a different time other than department times. This will make the department
meetings go much quicker. Since Lucille has already said that she would meet
with you also and her schedule is much tighter, Lucille would you please
take the first step in listing some times for a meeting between you and Stacey.
I think that this part of the mediation is moving very nicely. I still have
concerns that we have not talked about Kenneth's progress. I do think that
some of the concerns will come out when you two start meeting on a regular
basis, but I would like to see some progress made here. I know that Kenneth
is the son of a good friend of yours Lucille, so maybe your insights on him
will help Stacey make a connection with him also. Is it possible that part
of the reason Kenneth succeeded in your class last year was because of your
closer connection with him? Could you take the time to introduce Kenneth
to Stacey? Sometimes it just takes a second to let a student know that Stacey
is a friend too and he needs to try in her class also.
Reply from:Lucille
04/27, 15:09 OK, I never really thought
about letting Kenneth know that Stacey and I know each other. That could
maybe help. I'll admit that Kenneth has known me since he was a toddler.
In his elementary school, he was teased quite a bit for being nerdy and didn't
want to act like he was smart. Now I think it's catching up with him. It
is probably that he trusts me enough to admit he doesn't understand something
in class. He did always approach me after the other kids left the room. Maybe
if he knows that Stacey is a friend, he'll be more comfortable with her.
He did need extra help quite a bit and at times, I'd have to miss my prep
times to provide him with the help. As for my free time, I have a study hall
on Mondays, Wednesdays, and Fridays at 11:00 and then a prep each day at
1:30. Would either of these times work? Gosh, just getting all of this out
in the open feels so much better.
Reply from:Hlinka, Laura
04/27, 16:22 Thanks Lucille. I think
that this helps. To summarize I heard that Stacey is a young teacher
actively seeking support for classroom issues. She has made attempts
to speak with Lucille which resulted in hurt feelings. Lucille has
asked Stacey not to use the English Department meetings for personal classroom
issues. She has given an apology for giving rushed and hurried responses
to Stacey. She has offered to meet with Stacey on either Mondays, Wednesdays,
and Fridays at 11:00 and or each day at 1:30. Stacey will one of these
times work for you?? In regards to Kenneth, both teachers are dedicated to
education. I am hoping that with a more personal relationship with
Kenneth Stacey will be able to make the same progress as Lucille did. Lucille
has agreed to talk to Kenneth and let him know that Stacey is a friend and
she is keeping up with his progress. Lucille will also share with Stacey
any special insights that she has on how to approach Kenneth. Stacey
does this work for you? Are you able to meet at any one of those times?
We next need to decide how soon we can speak to Kenneth and start the
meetings.
Reply from:stacey
04/27, 16:32 (I'll just adjust my schedule
so that I have a "convenient \" prep time! :) ) I would really like to have
Lucille's help with Kenneth, and I have my prep time on Mondays at 11:00.
I could meet then - how about this Monday? I'd really like to find a strategy
that would be effective with Kenneth. I feel he's so much brighter than he
is showing me now. Thank you. I have respect for Lucille and her experience
and I would appreciate her expertise as a mentor, but maybe if Lucille's
schedule is too tight right now, the department could assign me another mentor
so she doesn't feel so stressed. Would that help, Lucille? I feel we have
really gotten off on the wrong foot, and maybe we would be able to relate
more if you didn't have the added pressure of having a mentee, especially
one that has so many questions!
Reply from:Lucille
04/27, 19:56 Oh, it's ok. I really don't
mind. I think we got off on the wrong foot as well and I'd like to start
over. I would love to meet on Mondays. And we can invite other teachers into
our group too. It could be like a mini support group for all of us. Some
of us old ladies run out of ideas, too. Whatdya think?
Reply from:stacey
04/27, 20:26 Thanks, Lucille. I'm glad
we can start over, too. I would love a support group. It would certainly
help me feel more comfortable. I have lots of ideas and everything, but I
really want to be sure I'm doing everything I can to be a good teacher. So,
Monday morning, then? And about Kenneth.....
Reply from:Hlinka, laura
04/27, 20:40 Congratulations on a successful
mediation. You both have a lot to offer to your classes. I am happy to see
Lucille's expertise recognized and appreciated, and Stacey's eagerness channeled.
I think that you will learn a lot from each other. Inviting more people into
the share session is a good idea. If Lucille's schedule does get too heavy
(which does not sound like it will) for meeting once a week, there will be
others available for Stacey to conference with. Secondly, you both have Kenneth's
best interest at heart. What a lucky student. Since you were brought to mediation
by the assistant principal, I will give her a brief summary of our solutions
and let her know how nice it was to work with both of you. Thank you for
such a rational and professional mediation. I wish both of you the best of
luck.
