Simply presenting information that displays clearly any discrepancy between a teacher's ideal and actual classroom performance does not, in itself, promise constructive change. This is true in part because teachers confronted with such discrepancies often experience anxiety. Teachers who wish to change often find it difficult to behave differently in the classroom for a variety of reasons. This paper discusses some psychological reactions that can be expected by teachers when they are confronted with information about their own classroom behavior. It also suggests some actions that a facilitator might take to help a teacher focus energies on self-improvement. (Author)