I wonder if we are starting out, do we need to be so "rigourous" and "successful" all the time? Because sometimes when we try out new things, they do not always work, and as a result, we feel disheartened and give up all together.
What I think teachers need to do, is to be willing to try and take calculated risks. Start small, gain the confidence needed with one or two tools, see the benefits of using those tools AND helping the students to see them too, try bigger things.
What do you think?
If we expect teachers to embrace change in a pressured environment (grades of students matter) and unreasonable timeframe (to cover syllabus given insufficient time), it is not an unexpected outcome that teachers are resistant to proposed changes.
As Richard had mentioned, starting small and allowing teachers to gain confidence is a good way forward. But do bear in mind that teachers are at the frontline of education, in direct contact with students. If the school management and the education ministry does not provide adequate support (shorten working hours, less classes to teach, focus on holistic rather than academic, etc.), then there is little chance any progress can be made.
I would like to add this to Richard's and Leo's responses -- part of the risk-taking involves giving students more authority in their own learning. If students are to be more in charge of their own learning they need the authority to do so. This can be very daunting to many teachers (including myself) because it means that we give up some of our own authority.
Agree with all of you, but one interesting fact is that many a times administrations are reluctant to bring the change but have to give in to the pressure generated by the demands and requirements of the students and teachers. PBA have become so popular among students and teachers that admin. is unable to deny their requests.