Application of 5 stages of change - Mentorship Learning Community 2021-22

Application of 5 stages of Change Ho Chung Wai (KCCKC) Lee Chun Ting (KCCKC)

Introduction

Get to know about the 5 stages of change!

Everyone must have encountered changing.

How can we adapt better and help our students with their changes?

Stages

Stage 1: Precontemplation

Stage 2: Contemplation

In this stage, students are not aware of the need to change. They may be reluctant to receive any opinions or thoughts on negative consequences on their behaviour.

When they show awareness towards changes, we can show the biggest encouragement and guide them stepwise. Knowing the reason for the change is crucial so that they can develop an aim for the change.

Followed by pre-contemplation is the contemplation stage. Although no exact actions are taken, students are aware of the seriousness in changing and would seek help from different parties. Teachers may help by evaluating the pros and cons with students.

There is chances that they would go back to the pre-contemplation stage if they are not determined enough.

Stage 3: Preparation After exploring the pros and cons of changing, students start to find ways to do so. Sometimes, it involves new knowledge and skills to help with the change. Teachers are welcomed to test the methods with them until they find the best way to change. They would gain more confidence after various attempts and stick with the best way.

Stage 4: Action After trials of errors and success, real actions are taken at this stage. Teachers can boost students on their confidence and rewarding from the changes. The progress shown can again reinforce their actions. The rewards are the motivation in sustaining. Thus, if the actions bring little effect or take much effort for a slight changing, they may go back to the preparation stage. Find out a better method to bring a higher degree of changes.

Last stage Stage 5: Maintenance

Coming to last stage of changes, when the method is useful, students need to keep the actions for a consistent period. Teachers shall provide the fullest support and encouragement to sustain the actions. After some time, feedback on the mechanisms can revise on the usefulness.

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Peter's Case Peter is a F. 6 student. He is unsatisfied with his result in HKDSE, and is wondering if it is worhwhile for him to re-take the exam in the next year. He wants to be a doctor, but he just barely passed the exam.

Peter is in the stage of contemplation. He realized that he did not work hard in the previous year, and is willing to change.

However, when talking to him, we found out that he has set a too challenging target, and did not have exact plan to achieve his goal.

Role of teacher: 1. Listener and a facilitator => Help student to be clear about his thought => Encourage student develop a executive plan 2. Information giver => Help student to gain essential information 3. Mentor => Keep track on student's progress => Give feedbacks

Peter's Case We have met several times with Peter to discuss about his case. In the first meeting, we asked him to explain why he want to retake the HKDSE exam, and to talk about what he want to achieve in the next year.

Then, we encourage Peter to find the relevant information (e.g. admission score, DSE cutoff, etc.). We also guide him to think about what subjects and to what extent he would like to improve to achieve his target. After serious evaluation, he refined his target as being admitted to the subject of Gerontology or Pharmacy. To achieve his goal, he wish to have improved grades in 4 subjects.

Finally, we encourage him to start revising the week we had the meeting, starting from Biology and Mathematics. And we would meet again to evaluate the progress at later August.

In the meantime, we also constantly procide help on his studies (e.g. sharing of study method, answering questions about the subject, etc.)

Peter's Case Peter's story is still going on, and we look forward to his success in the coming year...