This paper examines teachers' practical theories of teaching and ways in which individual teachers participate in a social solidarity, based on Richard Rorty's idea of solidarity as clinging to one's own ethnocentrism to understand differences between right and wrong, good and bad. Social solidarity is seen as holding people together, defining them as a group, and honoring one's own ethnocentrism as a starting place for social criticism and the establishment of pluralism. Practical theories of teaching are theories constructed from confronting the practical problems of the act of teaching and from the solidarity of practitioners. Practical theories of teaching call upon a teacher's solidarity to solve practical problems. When teachers select media that "work" in classroom instruction, they are, in effect, making a connection between the solidarity of students, their own solidarity, and their customized practical theories of teaching. By choosing media consistent with these three factors, effective classroom management may follow. Therefore, media and classroom management are examples of the interaction between a teacher's solidarity and practical theories of teaching. (Contains 19 references.) (JDD)