The Process Education Model(R) (PEM) is an adaptation of the Process Communication Model, developed by clinical psychologist Taibi Kahler, Ph. D. The model draws its theoretical underpinnings from Transactional Analysis. It posits that individuals interact in different ways depending on their personality characteristics. These characteristics include their perceptions, psychological needs (motivators), communication channels, and predictable patterns of distress.
The PEM specifically deals with classroom interactions between teachers and students. Previous research (Bailey, 1998; Cicicelli, 2013; Donlan, 2009; Gilbert, 2012; Wallin, 1992) has shown that students whose extrinsic learning preferences are likely to perform more poorly in classrooms, especially where their teachers are highly intrinsic in their orientations. Students who are more intrinsic, hence most like their teachers, perform significantly better. The PEM suggests how to recognize the differences and how to "shift" to connect with students more effectively.
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