A standardized program of instruction usually demands common syllabi, texts, and tests. Since teaching under this type of program is seen as stimulus (or cause) and learning as response (or effect), much stress is placed on the effectiveness of the classroom teacher. This effectiveness is usually gauged by the technical skills of the instructor to meet the demands of common syllabi, texts, and tests. And yet, in applying other than the administration matters most approach to teaching (e.g., the student matters most approach or the content matters most approach), the developmental teacher seeking to teach critical thinking will be at odds with the standardized educational goals and practices of the administration.