What is Your Teaching Style?

5 Effective
Teaching Methods for Your Classroom
Posted January 5, 2013 by Eric Gill in Teaching StrategiesUpdated July 5, 2016

Teachers! What is your teaching style?

No two teachers are alike, and any teacher with classroom teaching experience will agree that their style of
teaching is uniquely their own. An effective teaching style engages students in the learning process and helps
them develop critical thinking skills. Traditional teaching styles have evolved with the advent of differentiated
instruction, prompting teachers to adjust their styles toward students learning needs.

What are the different styles of teaching?

The following list of teaching styles highlights the five main strategies teachers use in the classroom, as well as
the benefits and potential pitfalls of each respective teaching method.

Authority, or lecture style

The authority model is teacher-centered and frequently entails lengthy lecture sessions or one-way
presentations. Students are expected to take notes or absorb information.

Pros: This style is acceptable for certain higher-education disciplines and auditorium settings with
large groups of students. The pure lecture style is most suitable for subjects like history that
necessitate memorization of key facts, dates, names, etc.

Cons: It is a questionable model for teaching children because there is little or no interaction with the
teacher.

Demonstrator, or coach style

The demonstrator retains the formal authority role while allowing teachers to demonstrate their expertise by
showing students what they need to know.

Pros: This style gives teachers opportunities to incorporate a variety of formats including lectures,
multimedia presentations and demonstrations.

Cons: Although its well-suited for teaching mathematics, music, physical education, arts and crafts, it
is difficult to accommodate students individual needs in larger classrooms.

Facilitator, or activity style

Facilitators promote self-learning and help students develop critical thinking skills and retain knowledge that
leads to self-actualization.

Pros: This style trains students to ask questions and helps develop skills to find answers and solutions
through exploration; it is ideal for teaching science and similar subjects.

Cons: Challenges teacher to interact with students and prompt them toward discovery rather than
lecturing facts and testing knowledge through memorization.

Delegator, or group style

The delegator style is best-suited for curriculum that requires lab activities, such as chemistry and biology, or
subjects that warrant peer feedback, like debate and creative writing.

Pros: Guided discovery and inquiry-based learning places the teacher in an observer role that inspires
students by working in tandem toward common goals.

Cons: Considered a modern style of teaching, it is sometimes criticized as newfangled and geared
toward teacher as consultant rather than the traditional authority figure.

Hybrid, or blended style

Hybrid, or blended style, follows an integrated approach to teaching that blends the teachers personality and
interests with students needs and curriculum-appropriate methods.

Pros: Achieves the inclusive approach of combining teaching style clusters and enables teachers to
tailor their styles to student needs and appropriate subject matter.

Cons: Hybrid style runs the risk of trying to be too many things to all students, prompting teachers to
spread themselves too thin and dilute learning.

Because teachers have styles that reflect their distinct personalities and curriculum from math and science to
English and history its crucial that they remain focused on their teaching objectives and avoid trying to be all
things to all students.

What you need to know about your teaching style

Although it is not the teachers job to entertain students, it is vital to engage them in the learning process.
Selecting a style that addresses the needs of diverse students at different learning levels begins with a personal
inventory a self-evaluation of the teachers strengths and weaknesses. As they develop their teaching
styles and integrate them with effective classroom management skills, teachers will learn what works best for
their personalities and curriculum.
Our guide encapsulates todays different teaching styles and helps teachers identify the style thats right for
them and their students. Browse through the article or use these links to jump to your desired destination.

What is a teaching style inventory, and how have teaching styles evolved?

What teaching method is best for todays students?

How does classroom diversity influence teachers?

Emergence of the teaching style inventory

How have teaching styles evolved? This is a question teachers are asked, and frequently ask themselves, as
they embark on their careers, and occasionally pause along the way to reflect on job performance. To
understand the differences in teaching styles, its helpful to know where the modern concept of classifying
teaching methods originated.
The late Anthony F. Grasha, a noted professor of psychology at the University of Cincinnati, is credited with
developing the classic five teaching styles. A follower of psychiatrist Carl Jung, Grasha began studying the
dynamics of the relationship between teachers and learning in college classrooms. His groundbreaking book,

Teaching with Style, was written both as a guide for teachers and as a tool to help colleagues, administrators
and students systematically evaluate an instructors effectiveness in the classroom.
Grasha understood that schools must use a consistent, formal approach in evaluating a teachers classroom
performance. He recognized that any system designed to help teachers improve their instructional skills
requires a simple classification system. He developed a teaching style inventory that has since been adopted
and modified by followers.

Expert: Similar to a coach, experts share knowledge, demonstrate their expertise, advise students and
provide feedback to improve understanding and promote learning.

Formal authority: Authoritative teachers incorporate the traditional lecture format and share many of
the same characteristics as experts, but with less student interaction.

Personal model: Incorporates blended teaching styles that match the best techniques with the
appropriate learning scenarios and students in an adaptive format.

Facilitator: Designs participatory learning activities and manages classroom projects while providing
information and offering feedback to facilitate critical thinking.

Delegator: Organizes group learning, observes students, provides consultation, and promotes
interaction between groups and among individuals to achieve learning objectives.

Although he developed specific teaching styles, Grasha warned against boxing teachers into a single category.
Instead, he advocated that teachers play multiple roles in the classroom. He believed most teachers possess
some combination of all or most of the classic teaching styles.

How does differentiated instruction impact teaching styles?

Carol Ann Tomlinson, a professor at the University of Virginia, is an early advocate of differentiated instruction
and a pioneer in the development of learning-based teaching styles. If Grasha laid the groundwork for 20thcentury teachers to adopt styles tailored to match their personalities and strengths, Tomlinson has advanced
this theme into the 21st century by focusing on differentiated instruction.
In the simplest terms, differentiated instruction means keeping all students in mind when developing lesson
plans and workbook exercises, lectures and interactive learning. These student-focused differences necessitate
instructional styles that embrace diverse classrooms for students at all learning levels and from various
backgrounds without compromising the teachers strengths.

What teaching style is best for todays students?

Whether youre a first-year teacher eager to put into practice all of the pedagogical techniques you learned in
college, or a classroom veteran examining differentiated instruction and new learning methodologies, consider
that not all students respond well to one particular style. Although teaching styles have been categorized into
five groups, todays ideal teaching style is not an either/or proposition but more of a hybrid approach that blends
the best of everything a teacher has to offer.
Here is a recap from the list of teaching methods described earlier.

Authority, or lecture style: This traditional, formal approach to teaching is sometimes referred to as
the sage on the stage.

Demonstrator, or coach style: This style retains the formal authority role while allowing teachers to
demonstrate their expertise by showing students what they need to learn.

Facilitator, or activity style: This approach encourages teachers to function as advisors who help
students learn by doing.

Developer, or group style: This style allows teachers to guide students in a group setting to
accomplish tasks and learn what works or doesnt.

Hybrid, or blended style: This approach incorporates different aspects of the various styles and gives
teachers flexibility to tailor a personal style thats right for their coursework and students.

The traditional advice that teachers not overreach with a cluster of all-encompassing teaching styles might
seem to conflict with todays emphasis on student-centered classrooms. Theoretically, the more teachers
emphasize student-centric learning the harder it is to develop a well-focused style based on their personal
attributes, strengths and goals.
In short, modern methods of teaching require different types of teachers from the analyst/organizer to the
negotiator/consultant. Here are some other factors to consider as teachers determine the best teaching method
for their students.
Empty vessel: Critics of the sage on the stage lecture style point to the empty vessel theory, which
assumes a students mind is essentially empty and needs to be filled by the expert teacher. Critics of this
traditional approach to teaching insist this teaching style is outmoded and needs to be updated for the diverse
21st-century classroom.

Active vs. passive: Proponents of the traditional lecture approach believe that an overemphasis on grouporiented participatory teaching styles, like facilitator and delegator, favor gifted and competitive students over
passive children with varied learning abilities, thereby exacerbating the challenges of meeting the needs of all
learners.
Knowledge vs. information: Knowledge implies a complete understanding, or full comprehension, of a
particular subject. A blend of teaching styles that incorporate facilitator, delegator, demonstrator, and lecturer
techniques helps the broadest range of students acquire in-depth knowledge and mastery of a given subject.
This stands in contrast to passive learning, which typically entails memorizing facts, or information, with the
short-term objective of scoring well on tests.
Interactive classrooms: Laptops and tablets, videoconferencing and podcasts in classrooms play a vital role
in todays teaching styles. With technology in mind, it is imperative that teachers assess their students
knowledge while they are learning. The alternative is to wait for test results, only to discover knowledge gaps
that should have been detected during the active learning phase.
Constructivist teaching methods: Contemporary teaching styles tend to be group focused and inquiry driven.
Constructivist teaching methods embrace subsets of alternative teaching styles, including modeling, coaching,
and test preparation through rubrics scaffolding. All of these are designed to promote student participation and
necessitate a hybrid approach to teaching. One criticism of the constructivist approach is it caters to
extroverted, group-oriented students, who tend to dominate and benefit from these teaching methods more than
introverts; however, this assumes introverts arent learning by observing.
Student-centric learning does not have to come at the expense of an instructors preferred teaching method.
However, differentiated instruction demands that teachers finesse their style to accommodate the diverse needs
of 21st-century classrooms.

The sage on the stage meets the tiger mom

The objective of blending teaching styles to leverage the teachers strengths while meeting the demands of
diverse students has become increasingly difficult, as parents take a decidedly proactive role in child-learning
techniques.
The traditional authoritative/expert, or sage on the stage lecture style, has come under attack by some
parents and contemporary educational leaders who emphasize that a more diverse approach to teaching
is necessary to engage students. This is compounded by the rise of tiger moms, a term made popular by
parents devoted to improving the quality of education with laser-precision focus on A-list schools and a highly
competitive job market.

Age of the proactive parent

Regardless of what style a teacher adopts, its important for teachers to develop positive attitudes, set goals
and establish high expectations for students.
Assume students can excel! education authors Harry and Rosemary Wong declare. As former teachers with a
combined 80-plus years of educational experience, the Wongs emphasize in their best-selling book, The First
Days of School: How to Be an Effective Teacher and their more recent, The Classroom Management Book
that successful teachers share three common characteristics:

effective classroom management skills

lesson mastery

positive expectations

All instructors, when developing their teaching styles, should keep in mind these three goals, as well as the
primary objective of education: student learning.

How does classroom diversity influence teachers?

It is abundantly clear that todays teachers are responsible for students with a diverse range of learning abilities.
The 21st-century teacher does not have the luxury of picking the low-hanging fruit and then leaving the rest of
the tree for experts who specialize in children with behavioral issues or learning disorders.
Todays teachers must develop instructional styles that work well in diverse classrooms. Effective teaching
methods engage gifted students, as well as slow-learning children and those with attention deficit tendencies.
This is where differentiated instruction and a balanced mix of teaching styles can help reach all students in a
given classroom not just the few who respond well to one particular style of teaching.
The wonderment of teaching, what author/educator Dr. Harry Wong refers to as that ah-ha moment when a
child gets it, is one of the most rewarding and seemingly elusive benefits of becoming a teacher. This
transference of knowledge from expert to student is an art form and a skill. Fortunately, both can be learned
and perfected.

TEACHING STRATEGIES

Institutions of higher learning across the nation are responding to political, economic, social and
technological pressures to be more responsive to students' needs and more concerned about how
well students are prepared to assume future societal roles. Faculty are already feeling the
pressure to lecture less, to make learning environments more interactive, to integrate technology
into the learning experience, and to use collaborative learning strategies when appropriate.
Some of the more prominent strategies are outlined below. For more information about the use of
these and other pedagogical approaches, contact the Program in Support of Teaching and
Learning.
Lecture. For many years, the lecture method was the most widely used instructional strategy in
college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported using
some form of the lecture method to teach students (Cashin, 1990). Although the usefulness of
other teaching strategies is being widely examined today, the lecture still remains an important
way to communicate information.
Used in conjunction with active learning teaching strategies, the traditional lecture can be an
effective way to achieve instructional goals. The advantages of the lecture approach are that it
provides a way to communicate a large amount of information to many listeners, maximizes
instructor control and is non-threatening to students. The disadvantages are that lecturing
minimizes feedback from students, assumes an unrealistic level of student understanding and
comprehension, and often disengages students from the learning process causing information to
be quickly forgotten.
The following recommendations can help make the lecture approach more effective (Cashin,
1990):
1. Fit the lecture to the audience
2. Focus your topic - remember you cannot cover everything in one lecture
3. Prepare an outline that includes 5-9 major points you want to cover in one lecture
4. Organize your points for clarity
5. Select appropriate examples or illustrations
6. Present more than one side of an issue and be sensitive to other perspectives
7. Repeat points when necessary
8. Be aware of your audience - notice their feedback

9. Be enthusiastic - you dont have to be an entertainer but you should be

excited by your topic.
(from Cashin, 1990, pp. 60-61)
Case Method. Providing an opportunity for students to apply what they learn
in the classroom to real-life experiences has proven to be an effective way of
both disseminating and integrating knowledge. The case method is an
instructional strategy that engages students in active discussion about issues
and problems inherent in practical application. It can highlight fundamental

dilemmas or critical issues and provide a format for role playing ambiguous or
controversial scenarios.
Course content cases can come from a variety of sources. Many faculty have
transformed current events or problems reported through print or broadcast
media into critical learning experiences that illuminate the complexity of
finding solutions to critical social problems. The case study approach works
well in cooperative learning or role playing environments to stimulate critical
thinking and awareness of multiple perspectives.
Discussion. There are a variety of ways to stimulate discussion. For example,
some faculty begin a lesson with a whole group discussion to refresh
students memories about the assigned reading(s). Other faculty find it helpful
to have students list critical points or emerging issues, or generate a set of
questions stemming from the assigned reading(s). These strategies can also be
used to help focus large and small group discussions.
Obviously, a successful class discussion involves planning on the part of the
instructor and preparation on the part of the students. Instructors should
communicate this commitment to the students on the first day of class by
clearly articulating course expectations. Just as the instructor carefully plans the
learning experience, the students must comprehend the assigned reading and
show up for class on time, ready to learn.
Active Learning. Meyers and Jones (1993) define active learning as learning
environments that allow students to talk and listen, read, write, and reflect as
they approach course content through problem-solving exercises, informal
small groups, simulations, case studies, role playing, and other activities -- all
of which require students to apply what they are learning (p. xi). Many
studies show that learning is enhanced when students become actively involved
in the learning process. Instructional strategies that engage students in the
learning process stimulate critical thinking and a greater awareness of other
perspectives. Although there are times when lecturing is the most appropriate
method for disseminating information, current thinking in college teaching and
learning suggests that the use of a variety of instructional strategies can
positively enhance student learning. Obviously, teaching strategies should be
carefully matched to the teaching objectives of a particular lesson. For more
information about teaching strategies, see the list of college teaching references
in Appendix N.
Assessing or grading students' contributions in active learning environments is
somewhat problematic. It is extremely important that the course syllabus

explicitly outlines the evaluation criteria for each assignment whether

individual or group. Students need and want to know what is expected of them.
For more information about grading, see the Evaluating Student Work section
contained in this Guide.
Cooperative Learning. Cooperative Learning is a systematic pedagogical
strategy that encourages small groups of students to work together for the
achievement of a common goal. The term 'Collaborative Learning' is often used
as a synonym for cooperative learning when, in fact, it is a separate strategy
that encompasses a broader range of group interactions such as developing
learning communities, stimulating student/faculty discussions, and encouraging
electronic exchanges (Bruffee, 1993). Both approaches stress the importance of
faculty and student involvement in the learning process.
When integrating cooperative or collaborative learning strategies into a course,
careful planning and preparation are essential. Understanding how to form
groups, ensure positive interdependence, maintain individual accountability,
resolve group conflict, develop appropriate assignments and grading criteria,
and manage active learning environments are critical to the achievement of a
successful cooperative learning experience. Before you begin, you may want to
consult several helpful resources which are contained in Appendix N. In
addition, the Program in Support of Teaching and Learning can provide faculty
with supplementary information and helpful techniques for using cooperative
learning or collaborative learning in college classrooms.
Integrating Technology. Today, educators realize that computer literacy is an
important part of a student's education. Integrating technology into a course
curriculum when appropriate is proving to be valuable for enhancing and
extending the learning experience for faculty and students. Many faculty have
found electronic mail to be a useful way to promote student/student or
faculty/student communication between class meetings. Others use listserves or
on-line notes to extend topic discussions and explore critical issues with
students and colleagues, or discipline- specific software to increase student
understanding of difficult concepts.
Currently, our students come to us with varying degrees of computer literacy.
Faculty who use technology regularly often find it necessary to provide some
basic skill level instruction during the first week of class. In the future, we
expect that need to decline. For help in integrating technology into a course
curriculum contact the Program in Support of Teaching and Learning or the
Instructional Development Office (IDO) at 703-993-3141. In addition, watch

for information throughout the year about workshops and faculty conversations
on the integration of technology, teaching and learning.
Distance Learning. Distance learning is not a new concept. We have all
experienced learning outside of a structured classroom setting through
television, correspondence courses, etc. Distance learning or distance education
as a teaching pedagogy, however, is an important topic of discussion on college
campuses today. Distance learning is defined as 'any form of teaching and
learning in which the teacher and learner are not in the same place at the same
time' (Gilbert, 1995).
Obviously, information technology has broadened our concept of the learning
environment. It has made it possible for learning experiences to be extended
beyond the confines of the traditional classroom. Distance learning
technologies take many forms such as computer simulations, interactive
collaboration/discussion, and the creation of virtual learning environments
connecting regions or nations. Components of distance learning such as email,
listserves, and interactive software have also been useful additions to the
educational setting.
For more information about distance learning contact the Instructional
Development Office at 703-993-3141 (Fairfax Campus) and watch for
workshops and faculty discussions on the topic throughout the year.

Effective Teaching Strategies

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Effective teaching strategies help to engage students

in learning, develop critical thinking skills, and keep
students on task.
KEY POINTS[ EDIT ]

o
o

A teaching strategy is the method used to deliver information in the classroom,

online, or in some other medium.
One conceptualization of different styles of learning identifies three main
modalities: visual learning, auditory learning, and kinesthetic learning.

TERMS[ EDIT ]

teaching strategy
A teaching strategy comprises the principles and methods used for instruction.

auditory learning
Auditory learning is a learning style in which a person learns through listening.

learning style
Learning style is an individual's natural pattern of acquiring and processing information in
learning situations.

visual learning

Visual learning is a learning style in which ideas, concepts, data and other information are
associated with images and techniques.

kinesthetic learning
Kinesthetic learning is a learning style in which learning takes place by the student carrying out a
physical activity, rather than listening to a lecture.
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FULL TEXT[ EDIT ]

A teaching strategy is the method used to deliver information in the classroom, online,
or in some other medium. There is no one best strategy; we can select from several
instructional strategies for just about any subject.

Learning Style
Learning style is an individual's natural or habitual pattern of acquiring and
processing information in learning situations. A core concept is that individuals differ in
how they learn. The idea of individualized learning styles originated in the 1970s, and
has greatly influenced education. Proponents of the use of learning styles in education
recommend that teachers assess the learning styles of their students and adapt their
teaching strategies to best fit their students' learning styles.
One conceptualization of different styles of learning identifies three main modalities:
visual learning, auditory learning, and kinesthetic learning.

Visual Learning

Visual learning is a learning style in which ideas, concepts, data and other information
are associated with images and techniques.

Recommended Techniques
Graphic organizers are visual representations of knowledge, concepts, thoughts, or
ideas. To show the relationships between the parts, the symbols are linked with each
other; words can be used to further clarify meaning. By representing information
spatially and with images, students are able to focus on meaning, reorganize and group
similar ideas easily, make better use of their visual memory.

Auditory Learning
Auditory learning is a learning style in which a person learns through listening. An
auditory learner depends on hearing and speaking as a main way of learning. Auditory
learners must be able to hear what is being said in order to understand and may have
difficulty with instructions that are written. They also use their listening and repeating
skills to sort through the information that is sent to them.

Recommended Techniques
Teachers might use these techniques to instruct auditory learners: verbal direction,
group discussions, verbal reinforcement, group activities, reading aloud, and putting
information into a rhythmic pattern such as a rap, poem, or song.

Kinesthetic Learning

Kinesthetic learning (also known as tactile learning) is a learning style in which learning
takes place by the student carrying out a physical activity, rather than listening to a
lecture or watching a demonstration. Tactile-kinesthetic learners make up about five
percent of the population.

Recommended Techniques
When learning, it helps for these students to move around; this increases the students'
understanding, with learners generally getting better marks in exams when they can do
so. Kinesthetic learners usually succeed in activities such as chemistry experiments,
sporting activities, art and acting; they also may listen to music while learning or
studying. It is common for kinesthetic learners to focus on two different things at the
same time, remembering things in relation to what they were doing. They possess good
eye-hand coordination. In kinesthetic learning, learning occurs by the learner using
their body to express a thought, an idea or a concept (in any field).

Effective Teaching Strategies

A teaching strategy comprises the principles and methods used for instruction. The
choice of teaching strategy or strategies to be used depends largely on the information or
skill that is being taught, and it may also be influenced by the learning style, aptitude,
skills, and enthusiasm of the students.

Lecture

Lecture is the process of teaching by giving spoken explanations of the subject that is to
be learned. Lecturing is often accompanied by visual aids to help students visualize an
object or problem.

Demonstration
Demonstrating is the process of teaching through examples or experiments. For
example, a science teacher may teach an idea by performing an experiment for students.
A demonstration may be used to prove a fact through a combination of visual evidence
and associated reasoning.
Demonstrations are similar to written storytelling and examples in that they allow
students to personally relate to the presented information. Memorization of a list of
facts is a detached and impersonal experience, whereas the same information, conveyed
through demonstration, becomes personally relatable. Demonstrations help to raise
student interest and reinforce memory retention because they provide connections
between facts and real-world applications of those facts. Lectures, on the other hand, are
often geared more towards factual presentation than connective learning.

Collaboration
Collaboration allows students to actively participate in the learning process by talking
with each other and listening to other points of view. Collaboration establishes a
personal connection between students and the topic of study and it helps students think
in a less personally biased way. Group projects and discussions are examples of this

teaching method. Teachers may employ collaboration to assess student's abilities to

work as a team, leadership skills, or presentation abilities.
Collaborative discussions can take a variety of forms, such as fishbowl discussions or
group projects. After some preparation and with clearly defined roles, a discussion may
constitute most of a lesson, with the teacher only giving short feedback at the end or in
the following lesson.

Learning by Teaching
In this teaching strategy, students assume the role of teacher and teach their peers.
Students who teach others as a group or as individuals must study and understand a
topic well enough to teach it to their peers. By having students participate in the
teaching process, they gain self-confidence and strengthen their speaking and
communication skills.

Experiential Learning
Experiential learning is the process of making meaning from direct experience, i.e.,
"learning from experience. " Experiential learning focuses on the learning process for
the individual. An example of experiential learning is going to the zoo and learning
through observation and interaction with the zoo environment, as opposed to reading
about animals from a book. Thus, one makes discoveries and experiments with
knowledge firsthand, instead of hearing or reading about others' experiences.

Effective Teaching Strategies

Effective teaching strategies appeal to a diversity of learning styles.