The five stages of PD for teachers
It’s unavoidable. When you first start working as an ELT teacher, you’re given some kind of training and the truth is that it’s so well delivered that you blindly follow everything you’ve been told to do. After a while, though, you realise that the things that you’ve been told to do are not as wonderful as you were originally told, or maybe you get a new job and you have a different kind of training. All is fine if you’re an open-minded person willing to experiment with different things and taking into account that you have already studied at least a tad about teaching and learning. But what if you’re talking about professional development with someone who is not willing to change, or who counters every little thing you say simply by saying, “You’re wrong! I’ve never done that and my lessons work perfectly fine,” but these people aren’t exactly listening to your point. I’ve once heard that teachers’ egos are enormous, and to a certain extent I agree with that – and teachers who are not in the ELT world have already stated the same thing. Anyway, when being told about professional development, I can’t help but wonder the stages these people go through. It might be something like the 5 stages of death, I suppose. Let’s see if I got this right, shall we?
Stage 1 – Denial
“Listen, what you’re saying is a whole bunch of non-sense” or “if this were true, I’d have heard it by now.” These are some common utterances you’ll hear from teachers who have a vast 3-month experience in the classroom and who believe they already know what it takes to be a teacher. Another characteristic of teachers in this stage is that they refuse to listen to any new idea and call it just a fad.
Stage 2 – Anger
At this stage, these teachers start realising that they’ve been mistaken and can’t help but think they’ve been fooled by those who initially trained them. It’s quite common for them to blame their practices on their trainer and say that their trainer wasn’t good enough, and sometimes ridicule them (a big no-no guys, seriously). Another possible characteristic is being angry at the fact that what they had been doing for ages will have to be changed somehow. “Why did they have to write a new edition of Headway when the old one worked so beautifully? These #&$(@ just want to make us by a new edition because of the money… and now I’ll have to redesign all my activities” is likely to be heard from these teachers.
Stage 3 – Bargaining
This is when those teachers start, well, bargaining. They might even concede there are certain things they need to improve, but they’ll expect you to acknowledge that they aren’t wrong. They will usually say, “All right, I’ll try this new thing you have told me to, but you’ll see it won’t work” or “if I try this and it doesn’t work in class, will you then let me teach in my old ways without bothering me?”
Stage 4 – Depression
This usually happens when they realise their new teaching practices are actually helping their learners and they come to terms with the fact they’ll have to start studying a bit more, and reflecting a lot more on their practices. Some of these teachers feel guilty about so many things they could have done to help their students for so many years but they didn’t. This stage might also show itself after a teacher has been made redundant by someone who actually embraces continuing PD and is keen on sharing and experimenting new ideas in the classroom. It’s now that those teachers finally see they had stopped in time and need to do something about it.
Stage 5 – Acceptance
Now your trainees are ready to receive your input. It’s now the trainer’s responsibility to make sure those who have reached this stage actually see it pays off to learn new things and that these things will help them in their professional career. If the trainer does nothing, then we might end up with a teacher simply becoming more resistant to the idea of PD.
In case you still haven’t seen the video “The 5 stages of a giraffe’s death”, it was an inspiration to this post. What I’ve been thinking is that we sometimes have got to accept that what we so deeply believe in may as well be wrong, and simply trying to adapt it might just postpone the fact that we will have to deal with the problem sooner or later. I don’t think there’s a right way for us to teach, but there may be certain things which we need to radically change in our teaching. If you don’t accept a revolution is necessary, your old practices will always get in the way.