The Process of Transition

According to John Fisher (2012), individuals progress through nine sequential  phases of learning in the process of transition. As my teaching journey is one of colossal personal transition, I thought this model worthy of reflection:

 Complacency 

I have intentionally started with the final phase of transition, as this is from where I feel my journey began. 

Prior to undertaking the PGdipE, I had a rather comfortable, flexible and relatively well paid job, whereas I worked 9 -5 and my home life was my own. However, the role provided extremely limited opportunities for career progression and consequently I adopted a laid back approach to work. I thought I was doing a good enough (better than some) job, and so coasted through the day with ease: I was well within my comfort zone, as were many fellow colleagues. However, this was not enough; I had ambition, motivation, determination, and potential: so I sought a new challenge which refreshingly turned out to be teaching!! 

Anxiety 

I remember this feeling well, which according to Fisher (2012) is unique as individuals often do not recognise the process of transition. Over the summer months my future was uncertain and seemingly in the hands of others: although I could imagine, my prospects were by no means a given. I was awaiting decisions from organisations which were outside of my control; namely UCAS, SFE and HMRC. My main anxieties were related to either gaining a place on the teacher training course, or securing funding so as to make my studies a realistic option, given I would no longer be able to work. Once these issues were resolved my anxieties became concerned with my level of expertise, time management skills, and being accepted in to a new team. 

Happiness

To a certain degree I feel I am maybe still operating within this phase. I remain excited by my future; I feel I am taking control of both my own life and my families destiny: the future is bright. My hopes, rather than my expectations, are high. According to Fisher (2012), the rest of the transition curve can be virtually flattened if this phase is managed correctly: I can but hope!

Fear 

A question I was asked in class recently "Is the private you and the teacher you, the same person?" reminded me of a conversation I had with a student a few weeks ago. During a 1:1 tutorial the student noticed and commented on my local dialect. I was a little taken a back as I consciously attempt to curb this in class so as to be a positive role model and more fitting of what I perceive a H.E teacher to be. However, evidently during the conversation I had shown my true self. Upon reflection, I realised this to be a consequence of my comfort and confidence in my ability. Admittedly, I remain fearful  of saying the wrong thing or giving incorrect information, and consequently adopt a diplomatic approach to communications with both students and colleagues. Is the the real me? Maybe not at home, but possibly the real professional  me?!

Threat

A phase I do not feel has proven consequential or particularly worth of remark. As aforementioned, although I am aware that my values are changing, I consider the transformation a move out of the dark and into the light. I am solely focused on my family and our future;  I can overcome potential threats with their support. 

Guilt

I have several examples of times at which I have felt guilt over the course of my teaching. However, one particular occurrence plagued me for days; an unprofessional remark I made to a colleague. Although the comment seemingly went unnoticed, submerged in the moment, I thought I had over stepped the boundary. I was ashamed in myself for having made the remark and hoped my colleague did not think less of me as a consequence. Although such guilty feelings are an every day occurrence as a student teacher, I realise that these are all part of the learning process. I am able to accept and move on from these feelings, and therefore have not as yet submerged into depression. This is where my journey halts...........