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Aspects of Teaching and Learning Styles

Table of Contents

Introduction
Discussion
Conclusion
References

Introduction

According to Grasha (1995), teaching means a particular approach to teaching students, in connection with which five teaching styles are distinguished: expert, formal authority, facilitator, delegator, and personal model. The most effective style, in my opinion, is the facilitator. This is because it is necessary for students to create a situation in which they can independently come to the right decision or answer. Since the teacher will help students to activate their thought process and think about the solution by asking questions, as a result, learning outcomes can be significantly higher than those of other teaching styles.

Discussion

The least successful style of education is the teacher as an official authority. This style is aimed at setting specific standards according to which students should act (Vaughn & Baker, 2001). It is likely that such an approach will help to establish order in work and teach students a straightforward way of doing things. Still, the big drawback of this style is that strict frameworks and standards can limit students thinking and imagination, which will lead to a decrease in the quality of education. It will be easier and more effective for some students to do the work in accordance with their understanding and ideas, but pre-established ways of doing things and standards will limit the actions of students.

The most successful learning style is competitive, in which students compete. This learning style is the most effective because students are motivated to become better than others, and this plays a significant role in their desire to develop and achieve results (Hoffmann, & Liporace, 2020). In addition, this style is focused on future work since there is a high probability that a child in an adult state will face competition at work or in business. This approach will help children to understand what competitiveness is and how to fight rivals correctly.

The least successful learning style is avoidant since such students are closed to receiving new information, are unable to communicate, and are not interested in self-development. This teaching style does not give an opportunity to develop and get an education since the student does not strive for this. It is often more comfortable for such students to sit quietly in class and go home without receiving the large share of information that other students receive. In this case, teachers need to find an approach to such children to help them open up, interest them in new educational material, and unlock their desire to learn and receive information.

When a teacher works with an expert style that transmits information, and a student belongs to a reluctant type, problems such as low learning outcomes and a lack of interest in perceiving information may arise. The solution to this issue is for the teacher to create a situation in which such a student will be comfortable receiving information and communicating not only with the teachers themselves but also with other students. In addition, it is imperative to inspire such scholars to work actively in the classroom, for example, if students manifest themselves and their knowledge in the lessons or tests, they will not receive homework.

Conclusion

Teachers whose style is formal authority may have several obstacles to successful work with calm students. Often, reluctant children have their own approach to learning, while the formal authority of the teacher sets certain standards and requires them to act in a specific way. The problem is that the student will not be able to work following the requirements of the teacher, and the effectiveness of such training will be low.

References

Grasha, A. (1995). Teaching with style: The integration of teaching and learning styles in the classroom. Toward the Best in the Academy, 7(5), 1-6.

Hoffmann, A. F., & Liporace, M. F. (2020). GrashaRiechmann student learning style scales: an Argentinian version. Journal of Applied Research in Higher Education, 13(1), 242-257. Web.

Vaughn, L., & Baker, R. (2001). Teaching in the medical setting: Balancing teaching styles, learning styles and teaching methods. Medical Teacher, 23(6), 610-612. Web.

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