The study only showed correlations between variables and not cause-effect relationships. This research approach reduced effective teaching to a list of behaviors. If a teacher mechanically performed these behaviors in class, then supposedly the students would learn. In class we examined the Student-Teacher Evaluation Form used at the University of Texas at Austin. Note that the emphasis of the evaluation is on the teacher , not the students .
Students learn better from each other than from the teacher.
An English teacher might ask her students to write a letter to a newspaper editor to determine if the students can write a persuasive paper. Today's researchers recognize the complexity of teaching. Teaching is no longer seen as the teacher acting out a set of predetermined behaviors. The teaching-learning process requires the teacher to utilize a variety of instructional strategies depending on the unique classroom situation. The goal is for all students to learn.