Teachers' Adaptation: 'Reading' and 'Flexing' to Students

Abstract

Teachers ’ adaptation to students is the heart of the teaching-learning process, yet it remains poorly under-stood. It refers to the moment-to-moment shifts in teacher behavior in response to an individual student, a group of students, or an entire class, as well as shifts over a longer period of time. Such adaptation has been called spontan-eous, intuitive, implicit, or interactive. Teacher adapta-tion varies enormously: some teachers change their approaches to suit their students more readily than other teachers; some adapt more effectively than others; and some adapt to students in relation to immediate circum-stances, while others adapt in relation to long-term development. Whatever the label and whatever the variety or form, teacher adaptation is occurring constant-ly, i.e., a conservative estimate would suggest 100 occur-

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