Teaching Styles

Seminar
Friday, November 18, 2016
Engr. M. Usman Sardar
Engr. Ishfaq Ahmad
Mr. Tahir Alam

Dr. Muhammad Ibrahim Khalid

Professor

Department of Electrical Engineering

Riphah International University, Lahore Campus

Sequence of Seminar presentation

Teaching styles
- Expert Style of Teaching
- Formal Authority Style of Teaching
- Personal Model Style of Teaching
- Facilitator Style of Teaching
- Delegator Style of Teaching

Method Associated with Each Style of Teaching

- Cluster-1
- Cluster-2
- Cluster-3
- Cluster-4

Factors Associated with Selecting a Style of Teaching

Mean Teaching Style Rating for Faculty Rank and Course Level
Conclusion
References

Expert Style of Teaching

Teaching
Style

Description

Advantage

Possess knowledge and expertise

that students need.

Expert

Strives to maintain status as an

expert among students by
displaying detailed knowledge and
by challenging students to enhance
their competence.

Concerned with transmitting

information and insuring that
students are well prepared.

Disadvantage

If overused, the display

of Knowledge can be
intimidating
to
inexperienced students.
The information,
knowledge
and
skills
such
individual possess.

May not always show

the underlying thought
processes that produced
answers.

Formal Authority Style of Teaching

Teaching
Style

Description

Advantage

Disadvantage

The focus on clear

expectations and
acceptable way of
doing things.

A strong investment in
this style can lead to
rigid, standardized ways
of managing students
and their concerns.

Possess status among the

students because of knowledge
and as a role of faculty member.

Formal
Authority

Concerned
with
providing
positive and negative feed back,
establishing
learning
goals,
expectations and rules of conduct
for students.
Concerned with the correct,
acceptable and standard ways to
do things.

Personal Model Style of Teaching

Teaching
Style

Description

Advantage

Believes in teaching by the The

hand
personal example and establishes nature
of
a prototype for how to think and approach.
behave.
Personal
Model
Oversees, guides and directs by
showing how to do things and
encouraging students to observe
and then to emulate the
instructor's approach.

Disadvantage

on
the Some teachers may
believe their approach is
the best way, leading
some students to feel
inadequate
if
they
cannot live up to such
An emphasis on expectation
and
direct observation standards.
and following a
role model.

Facilitator Style of Teaching

Teaching
Style

Facilitator

Description
Emphasizes the personal nature
of
the
teacher-student
interactions.
Guides students by asking
questions, exploring options,
suggesting
alternatives
and
encouraging them to develop
criteria to make informed choices.
Overall goal is to develop in
students,
the
capacity
of
independent
actions
and
responsibility.
Works with students on projects
in a consultative fashion and
provides much support and
encouragement.

Advantage

Disadvantage

Style is often time

consuming and can be
ineffective when a more
direct
approach
is
needed.

The
personal
flexibility , the
focus on student's
needs and goals,
and the willingness
to explore the
options
and
alternative courses
of
actions
to Can make the students
achieve them.
uncomfortable if it is not
used in a positive and
affirming manner.

Delegator Style of Teaching

Teaching
Style

Description

Concerned
with
developing
students capacity to function
autonomously.

Delegator

Advantage

Disadvantage

May misread students

readiness
for
Contributes
to independent work.
Students work independently on students perceiving
projects or as a part of themselves
as
independent
autonomous teams.
learners.
Some students may
become anxious when
The teacher is available at the
given autonomy.
quest of students as a resource
person.

Method Associated with Each Style of Teaching

Cluster-1

Cluster-2

Primary Styles:
Expert/Formal Authority
Secondary Styles:
Personal Model/Facilitator/Delegator

Primary Styles:
Expert/Personal Model/Formal Authority
Secondary Styles:
Facilitator/Delegator

Lectures

Demonstrating ways of thinking/doing things

Term Papers

Coaching/Guiding students

Tutorials

Illustrating Alternatives

Guest Presentation

Sharing personal view points

Video/Audio Presentation of Content

Sharing thought process involved in obtaining

Guest Speakers

answers

Teacher-centered class decisions

Using personal examples to illustrate the content

Strict standards/requirements

points

Grades/Test emphasized

Having students emulate the teachers examples.

Method Associated with Each Style of Teaching

Cluster-3

Cluster-4

Primary Styles:
Expert/Facilitator/Personal Model
Secondary Styles:
Formal Authority/Delegator

Primary Styles:
Expert/Facilitator/Delegator
Secondary Styles:
Formal Authority/Personal Model

Small group discussions

Student-designed group projects

Laboratory projects

Independent study

Instructor-designed group projects

Independent research projects

Student teacher of the day

Position papers

Self-discovery activities

Student Journals

Learning pairs/debates

Modular instruction

Case studies

Self-discovery learning projects

Role pays or simulations

Contract teaching

Problem based learning

Cooperative learning activities

Practicum/Guided reading

Factors Associated with Selecting a Style of Teaching

1. Capability of students to handle course commands. Capability determined by students:
Knowledge of course contents
Ability to take initiative/responsibility
Emotional Maturity
Motivation and Ability
2. Need for Teacher to directly control classroom tasks. Control maintained by how instructor:
Organizes course and defines what must be learned
Specifies performance levels for students
Maintains control over classrooms
Closely monitor student progress
3. Willingness of teacher to build and maintain relationship. Interest indicate by how much
teacher:
Encourages two-way communication
Listen Carefully to students
Assist with resolving conflicts
Provide positive feedback and encouragement
Stresses good interpersonal communication skills
Is concerned with building rapport
Shows students how to work together.

Mean Teaching Style Rating for Faculty Rank and Course Level
Rank

Instructor (n=23)
Assistant Prof. (n=193)
Associate Prof. (n=258)
Professor (n=286)

Expert

Formal
Authority

Personal Facilitator Delegator

Model

3.90
4.29
4.35

4.51
4.93
4.84

5.16
5.29
5.22
5.25

5.17
5.02
4.93
4.85

3.92
3.68
3.80
3.70

4.39
4.33

5.02
4.93

5.24
5.32
5.17

4.72
5.08

3.50
3.87

Level of Course
Fresh-Soph (n=365)
Junior-Senior (n=260)
Graduate (n=130)
Where n is the no. of classrooms in
that group.
a is the difference in mean ratings
on this teaching style were significant.
b is the variation in mean rating s on
this teaching style were significant.

Conclusion

Our investigation of teaching style suggest that a verity of style must blend together in the
classrooms.

The teacher styles must be introduced gradually in the course.

The expert, formal authority, personal model, facilitator and delegator styles appears to
be prevalent aspects of how faculty present themselves in the class rooms. They are not
isolated qualities that affects few teachers.

These styles also contribute to a teachers ability to assume as a role of motivator and
performer.

It is quite apparent that in so many different ways- teaching in the classroom appears to
be a matter of style.

References

Grasha, Anthony F. "A matter of style: The teacher as expert, formal authority, personal
model, facilitator, and delegator." College teaching 42.4 (1994): 142-149.

Grasha, Anthony F. "Learning styles: The journey from Greenwich Observatory (1796) to the
college classroom (1984)." Improving College and University Teaching 32.1 (1984): 46-53.

Lowman, Joseph. "Mastering the techniques of teaching." (1995).

Sand, J. "Student perceptions of teach ing styles: Their relationship to course out
comes." Unpublished senior thesis. Univer sity of Cincinnati(1994).