罗杰斯(1995)认为，传播过程包括时间、社会制度、创新和传播四个关键原则。这些原则都是在这个变化过程中调整的。此外，根据基于创新的采用者类别，变化涉及创新者、早期采用者、初始多数采用者、后期采用者和落后采用者。学校的校长首先采取了变革。第一个任务是满足老师的期望。大多数教师认为，贫困儿童或少数民族儿童没有获得适当的学习能力。为了将关于这一变化的消极讨论转化为积极的讨论，引入了气候观察者的过程，通过监控来反对消极的评论或刻板的评论，增加对每个孩子学习能力的积极讨论的关注(Sundeen et al .， 2000)。老师们注意到孩子们的沮丧程度并不是他们想要的。另一些人则认为，尽管这不是故意的，但肯定会积累一些负面影响。
大多数的监控都是非正式的和幽默的，但是一些教师认为这是谈话基调的积极变化，更多的关注每个学生的成就即兴发挥。对于这一变化，老师们总是抱着消极的态度，他们很沮丧，因为学生们不能学习，他们被迫接受一个新的项目。教师在情感上已经习惯了他们的传统项目，并且很长一段时间以来一直在以相同的模式教学(Stadelmann-Steffen et al .， 2013)。然而，由于这个新的项目，他们的个人经验开始衰退，他们不明白为什么不称职的学生分配在他们的肩膀上。从导师的角度来看，出现了相当大的阻力。他们在项目开始时投入了大量的会议，并解决了项目中的几个问题。
According to Rogers, (1995), diffusion process involves 4 key principles inclusive of time, social system, innovation and communication. Each of these principles were regulated within this change process. Furthermore, as per innovation based adopter category, the change involved innovators, early adopters, initial majority, late majority and laggards. The adoption of change first took place by the principal of the school. The first task was in addressing the teacher expectations. Most teachers were of the belief that poor children or those in minority did not given the ability of learning properly. For converting the negative talks on this change into positive ones, the process of climate watcher was introduced through monitoring in opposition to negative comments or stereotypical ones and increase focus over positive discussions on every child’s ability of learning (Sundeen et al, 2000). Teachers did note that the frustration level on the children is not something they intend towards. Others depicted that even though it is not intentional, it is certainly accumulating several negative influences.
Most of the monitoring that took place was of informal nature and humorous nature but several members in the faculty visualized it as positive change in the tone of the talks with more focus over achievement improvisation of every student involved.Regarding this change, the teachers were always of a negative perspective and were frustrated that for the inability of the student’s to learn, they are being forced to adopt a new program. Teachers emotionally were used to their traditional program and have been teaching over the same pattern since a long time (Stadelmann-Steffen et al, 2013). However due to this new program, there individual experiences started fading and they did not understand the reasons why incompetence of students is allocated over their shoulders.Considerable resistance came forward from the tutor’s perspective. They indulged in conducting a lot of meetings at the start and addressed several issues with the program.