This unit demonstrated to me the extent of research and dedication put into modern-day teacher practices. The article by McIlrath & Huitt presented various models employed in the process. Interestingly, Proctor’s Model seen in the article was one of the most notable parts of the unit. The model suggests crucial indicators of student progress, seen in teacher and student behavior (McIlrath & Huitt, 1995). One of such indicators is the School’s Social Climate, the importance of which is rarely stressed in practice but remains to be inseparable from the discussion of education. According to Proctor, a self-fulfilling prophecy might be an institutional phenomenon, and a school’s culture can affect students’ academic success. Achievement test results may vary depending on the attitudes, standards, and values of a teaching faculty and staff. Proctor’s methodology is mainly influenced by a social paradigm rather than a teacher-student one-on-one connection.
Gage and Berliner’s Model was also necessary for consideration of classroom activities. The model suggests that the quality instructions are given by the teacher, starting from objectives and ending with an evaluation (Gage and Berliner, 1992). The teacher’s understanding of the qualities of the pupils and how to best encourage them forms the foundation of instruction, which links objectives and assessments. The teacher reintroduces the content and restarts the procedure if the assessments show that the expected outcomes have not been attained. Student motivation falls under the category of classroom management. Moreover, Huitt’s considerations with regard to education should be emphasized in every classroom. Huitt (1995) suggests that the progress of society implies the development and change in skills and knowledge necessary for the learners. This model became a gold standard in modern-day learning, especially within higher educational facilities, and is constantly used worldwide.
Gage, N., & Berliner, D. (1992). Educational psychology (5th ed.), Houghton Mifflin Company
Huitt, W. (1995). A systems framework of the teaching/learning process. Educational Psychology Interactive. Valdosta State University. Web.
McIlrath, D., & Huitt, W. (1995). The teaching-learning process: A discussion of models. Educational Psychology Interactive. Valdosta State University. Web.