Adapting to change

When we attempt to do things better in our teaching we may inadvertently clash with the expectations of the learners we teach. Depending on the nature of the changes that we attempt to implement, learners may be expected to undergo radical changes in their beliefs and values about teaching and learning. Cranton (1992) describes an overall framework for understanding the process learners go through as they move towards one such radical change, the shift to self-directed learning. Both teachers and learners may identify with this framework as they implement or experience change in teaching and learning.

Initially, curiosity may be displayed. Learners ask questions and comment on their expectations. Some learners will react immediately, rejecting the process while others skip the curious stage and immediately display evidence of disorientation and confusion.

A variety of behaviours are evidenced in the stage of disorientation and confusion. The teacher’s credibility can be questioned. Anxiety and fear of failure can be expressed. Learners might demand that teachers tell them what they need to know. Meetings and discussions with peers and colleagues might be held to discuss the situation. Learners could feel cheated.

In order to cope with their confusion, some learners start to test the boundaries of what is and is not allowed. Learners will miss sessions or arrive late. They will do nothing or they will suggest trivial learning projects. They will consult the teacher. They will try to manipulate the teacher into the role of 'expert'. They will ask for more feedback and for more structure. Teachers themselves can feel like giving up at this stage.

Some learners will move from confusion directly to withdrawal and some will test boundaries before withdrawing. Many will not experience this stage. Typical behaviours include lack of participation in discussions and group activities, physically withdrawing from the group, aggressive outbursts and body language, and facial expressions that indicate withdrawal and resentment, and not engaging with others in social interaction outside of the sessions. This is a difficult time for teachers who generally want to meet learners’ needs and to make everyone happy. Often the learners themselves are trying to reorient themselves to the new situation.

Once sure that there are no hidden agendas and that they are sure of the boundaries, learners begin to explore and reflect on their learning experience. They may bring in relevant material they have discovered. They may start to apply new ideas to their work and start discussing ideas with their peers and teacher. While conflict may still remain, the learning experience starts to become more satisfying for both learner and teacher.

Learners begin to meet each other socially, arrive at class together and make plans for meeting outside of the class. This turning to others leads to discussion and sharing of ideas and projects that can become quite intense and animated. Teachers find themselves with offices crowded with learners talking as much to each other as to them. Learners are keen to discuss their ideas.

Renewed interest and excitement emerges. Learners are actively engaged in what they are reading, writing and doing. They energetically defend their approach to their learning. The learner’s interaction with their peers is collegial and the teacher is seen as a mentor.

As the learning activities are worked through and projects developed, learners reorientate themselves, incorporating their new learning experience into their set of educational experiences and resolving issues that led to the disorientation and confusion of earlier stages. This leads the learner back to a state of equilibrium and some become advocates of the new learning experience.

Perhaps we need to be more patient with ourselves and our students as we adapt to change.