Josue Gabriel Hernandez

Critique of “If you Don't Feed the Teachers They Eat the Students!”

Dr. Hertel

8 March 2018
 Neila A. Connors’ “If You Don't Feed the Teachers, They Eat the Students!”, starts a

guide for teachers and administrators by describing the type of audience that should continue

reading and moving forward to a personal self assessment. This instructional pedagogical guide

helps administrators figure out the flaws in the system and culture they have established in their

schools. Connors stresses the fact that these “rules” are purely based on observations and not

research-based, theoretically driven, or focused on studies. In order to address this book properly

it must be first stated that observations may not always be interpreted as what it is. In other

words, I agree with the authors intent to reflect on what she has seen in schools, however

creating the rules based on these interpretations of observations may in fact be a stretch in some

areas of analysis. Regardless, Connors offers readers with the sense that running a school has

basic to-do lists on an everyday basis.

Subtitled as “Are your Teachers Hungry”, Connors makes the claim that teachers go

through a period of thirst and hunger for great leadership. She addresses these hunger pangs

through a “yes/no” method on a survey. From assessing low teacher absentee rate, to asking

wether you avoid embarrassing a staff member in front of peers, parents, and or students,

Connors insightful directions attest to the kind of leader and analyzer she is. When evaluating her

top 50 indicators of a good leader, the reader is presented with the choices that correlate with

effective leadership. The first few indicators were a low teacher absentee rate, encouragement of

teachers to do what is best for the profession, and open communication between teachers and

administrators to produce trust as a response to open, concise, and direct discussion.

A statement that resonated with me was the simple act of responding “Thank you for your

winning efforts” any time a teacher’s work or effort should be recognized. Teachers definitely
need to be thanked on a regular and consistent basis. The well adjusted teacher is one who,

according to Connors, works diligently and exhibits authority while being considerate of his or

her surroundings in education. Becoming a well adjusted teacher is a skill that takes time, effort,

and will power to become. Connors states that these teachers process the skill to handle stress,

practice good health, think logically, and have fun all while keeping and demonstrating to

students the desire to be successful.

Though these tasks are all things many readers can agree upon, one realization that may

throw some readers off, is the need for change in education. Society changes and the need to

grow and learn also prompts change or a change in perception. Regardless of the type of change

needed, many of the strategies revolve around the belief that administrators should not forget

how to be teachers and students. For example, administrators should not forget, or at least take

into consideration, that teachers have taught for the whole day in their weekly staff meetings.

This is an important reminder because teachers could quickly and quite easily feel unheard and

unappreciated for the efforts they make. Many times, “icebreakers” or “snacks”, as Connors

suggests having in meetings, are not offered. Other times meetings go for longer periods of time

while teachers are being talked/read to and completely disregarded in active participation of staff

discussion. The most important point is that meetings should only be held when necessary. This

point however brings about some implications. As the teacher is well aware of, meetings are

usually predetermined and happen at least once a week. Because it is the norm for meetings to

be, lets say, every Wednesday in the cafeteria, teachers start to see meetings as a mandate instead

of purposeful reunion where key and vital information is made known to the school staff. In

addition, if food is prepared for teachers to refuel and reenergize, then staff might as well start
viewing the meetings as an opportunity to get free food rather then hear what administration has

to say regarding any school related procedure, practice. or update. Due to these reasons, meetings

should be exactly what they are meant to be, nothing more or less. This will lead the staff to

develop trust, care, and respect for one another while avoiding conflicts and misconceptions.

Most of the issues, that are not outlined in the book, come back around to the issues and

consequences of miscommunication. Because this is a guide and resembles a “how-to” book, the

word communication kept showing up consistently. Communication is the key to success in

schools. Connors suggests that an informed faculty is an included faculty. I happen to agree with

the point that feedback is power. Communication goes both ways, between the administration to

teachers and vice versa. Staff needs to know ground rules and boundaries while administration

should be considerate of the teachers need to be uplifted, encouraged, and motivated to speak

their mind when opportunity arises.

The most striking quality about this book is the claim that if administrators “can’t stand

the heat, [they need to] get out of the kitchen”. This assertion, I can infer, comes from the

experience of observing teachers not achieving and or failing students time after time again.

Connors believes that some teachers are overwhelmed or stressed and if that becomes their long

carried burden, then teachers need to change their mind, behavior, or profession. What a

revelation! Most business leaders focus on improvement in order to reach success or

improvement. While Connors, on the other hand demands that low performing teachers take one

for the team and quit their jobs. Conflicting enough, she then identifies the stress causing factors

in education as a way of stating the relentless should focus on identifying weaknesses in their

practice.
 Lastly, I appreciate the insightful commentary of indulging overworked teachers on a fat

free dessert. Conveniently defined as, defining experiences structured to support, encourage, and

reward teacher’s spirit, Connors outlines things that administrators can do to bring forth

recognition and praise. One of the strategies, intrinsically appealed to me as I though about

becoming a principal for the day. I think that respect for administrators may increase if a teacher

where to fill the shoes of an administrator one day while the principal stepped in and took over

that teachers class. Along with the other 149 things that someone can do to improve the

organization, productivity, and emotional appeal of schools, Connors brings forth an uplifting

message of hope and encouragement for all teachers and staff. She reminds the reader that some

may have the administrative qualities needed to run a school; and even though she is not one of

them, Connors may not realize not many people employ or attempt to show these qualities. She

knows what is expected but what the reader may not understand is the reason why she does not

take the risk to immerse in educational leadership. This reason weakens her arguments, going as

far as contradicting themselves, but still offering an inspirational model for how schools should

look like and operate on a daily basis.

Reference:

Connors, N. A. (2010). If you dont feed the teachers, they eat the students!: a guide to

success for administrators and teachers. Nashville, TN: Incentive Publications.