Simply presenting teachers with information about discrepancies between their ideal and their actual classroom performances does not, in itself, lead to constructive change. In part, this is because teachers confronted with such discrepancies experience dissonance which often gives rise to anxiety. This paper discusses the psychological processes that can be expected to occur when teachers are confronted with information about their own classroom behavior, and suggests some actions that a facilitator might take to focus teachers' energies on self-improvement. (Author)