best teaching style essay

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The 5 most effective teaching styles (pros & cons of each), share this article.

Even though every instructor is unique, the prevalent style of teaching has changed dramatically over the past 50 years, along with the new cultural norms and technological advancements.

Educational researchers today define at least five different teaching styles on a spectrum that moves from a teacher-centered approach to a student-centered one:

Other teaching methods outside of the core five exist as well. The Spectrum of Teaching Styles in Physical Education defines 11 distinct teaching styles that can be used to coach students in schools and universities.

While most instructors can be described by a single personal model of teaching, the best ones always adjust their teaching strategies to their students and the learning process at hand.

That’s why it’s important to know what the different teaching styles are and have a clear idea of how to use them when needed.

Skip ahead:

Demonstrator

Facilitator, is one style of teaching better than others , how to adapt teaching styles to different learning styles, does classroom diversity influence my style of teaching .

5 different teaching styles to use today

A lot of educators in traditional teaching environments with decades of experience are not aware of their primary teaching style, even though their approach to teaching has a direct effect on student participation and student engagement.

Let’s explore five teaching style examples to show how broad differentiated instruction in classroom settings can be.

The lecturer style (sometimes called the formal authority style) is familiar to anyone who’s sat through long unidirectional lectures in giant university auditoriums. In this teaching style, the teacher takes up a central role and delivers information to a large group of students in a structured and organized manner. The subject matter is usually singular and predetermined. 

Because the students are many, there’s not enough room or time for personalized interactions between the teacher and the students. However, students are encouraged to take notes and ask questions at the end of each lecture. There are usually no activities planned.

An example of the Lecturer teaching style in action is when a guest speaker is invited to a school or an office to give a presentation. After the guest speaker presents the topic for an hour, they encourage students to ask questions if there’s anything they don’t understand or would like to clarify. 

Pros of the Lecturer teaching style

• It’s p ossible to teach large groups of students at once
• It’s easy to prepare lecturers
• It provides a clear structure and organization to the content
• It can be time-effective in covering a broad range of material

Cons of the Lecturer teaching style

• There’s limited student engagement and interaction 
• Students won’t be able to retain information properly because they’re not actively engaging with the lecturer
• This teaching method does not cater to diverse learning styles

Under the demonstrator style, the teacher still retains a lot of authority but is more open to trying a student-centered approach to teaching. You can see the demonstrator encouraging students to come up with problem-solving strategies, ask questions and simulate what they’ve just learned.

The demonstrator often goes beyond lectures and demonstrates concepts or skills to the students using visual aids (presentations, images, and films), hands-on activities, and practical examples. As a result, this method is applicable to more learning styles.

An example of the Demonstrator teaching style in action is when a teacher conducts a science experiment or an art workshop in the classroom. The students huddle around the demonstrator to observe and participate in the experiment or workshop. When the teacher is done with the demonstration, they encourage the students to emulate the processes that they’ve observed to create the same (or similar results). 

As the students work, the teacher is there to provide them with visual aids and multimedia to enforce concepts and principles, and answer any questions they may have regarding the project. The teacher may also encourage peer sharing and feedback, which helps students to actively engage in the learning process.

Pros of the Demonstrator teaching style

• It incorporates a variety of teaching formats
• Hands-on learning can enhance students’ understanding of the subject matter
• Visual aids and demonstrations can make concepts more memorable 
• Students can ask for immediate clarification through examples and practical applications

Cons of the Demonstrator teaching style

•  It doesn’t accommodate the needs of all students
• This teaching style may not be suitable for all subjects or topics 
• This style requires adequate resources and preparation, which can be hard if the teacher is short on time or has a low budget
• During a demonstration, there’s often no time to cover a large amount of content

The hybrid (also known as blended) style strives to strike a balance between teacher- and student-centered approaches. It also tries to integrate both traditional and modern teaching methods, which makes it a great style for adapting to the needs of diverse learners.

Most of the time, the teachers who follow the hybrid style bring their own knowledge and expertise into the class. They still have a structure for every lecture but are able to adjust their flow and come up with the right activities to keep the students engaged. A hybrid teaching style integrates lectures, demonstrations, group activities, and even technology into one learning session. 

For example, a hybrid teacher may assign online readings or videos for students to review before class.  There can also be an online discussion forum where students share insights and questions. In class, the students can build upon the online discussion with hands-on activities, group discussions, or problem-solving tasks related to the material they reviewed. 

While the hybrid approach tends to be quite effective in a variety of settings, it can make covering information-heavy courses difficult due to its slower pace.

Pros of the Hybrid teaching style

• This teaching style uses a variety of methods that cater to diverse student needs 
• It integrates traditional and modern approaches for a balanced learning experience 
• It gives teachers the flexibility to adapt to different learning preferences 
• Students remain active and engaged for longer

Cons of the Hybrid teaching style

• This teaching style requires careful planning and the coordination of different teaching elements 
• Finding the right balance between traditional and modern teaching methods may be challenging
• It’s dependent on the available resources and technology  
• It can be less focused and slow
• It requires a lot of energy from the teacher

Shifting to an even more student-centered approach, there’s the facilitator style of teaching.

Instead of giving one-directional lectures, a facilitator encourages inquiry-based learning. Students learn by thinking critically, asking questions, and discussing real-world case studies. Some other activities might be designed to improve problem-solving skills and help understand the subject matter better through practical challenges.

A great example of the Facilitator teaching style in action is a Socratic seminar, which promotes Socrates’ belief that asking questions, inquiring about things, and engaging in constructive debates are the best ways to learn. 

In a Socratic seminar, students seek a deeper understanding of complex or vague ideas through thoughtful dialogue and divergent thinking. The facilitator provides a specific topic or text for students to read through and ponder upon. Then, the facilitator poses open-ended questions to stimulate critical thinking. The students answer these questions, argue civilly for or against a motion, share ideas, and build on each other’s responses to get an all-around understanding of the topic/text.

Another example is a case study analysis, where the facilitator presents a real-life case study related to the subject matter. Then, the facilitator prompts a class discussion where students analyze the case, identify key issues, and proffer solutions. The teacher guides the discussion, encouraging critical thinking and collaboration among students. 

Pros of the Facilitator teaching style

• This teaching style helps students develop self-sufficiency, as the teacher provides guidance and support rather than direct instruction
• It fosters critical thinking, collaboration, and communication skills
• It supports student-centered learning and autonomy

Cons of the Facilitator teaching style

• This style doesn’t work well for theory-heavy classes
• It requires a skilled facilitator to guide discussions effectively 
• It may take more time to cover content compared to traditional methods 
• Students may need additional support if they’re not accustomed to this teaching method

The most student-centric teaching style of all is called the delegator style (also known as the group style). Here, the teacher is merely present as an observer, and it’s the group of students who are doing all the work.

Most of the learning in the delegator style happens peer-to-peer, through frequent collaborations and discussions. The instructor is practically removed from the position of authority and only facilitates the discussions instead.

The delegator style works best for lab-based experiments, group tutoring classes, creative writing, debates, and other peer-to-peer activities. In these activities, the teacher divides the class into small groups and assigns each group a project related to the course content. The students are responsible for planning, executing, and presenting their findings, while the teacher acts as a mentor, providing guidance and support throughout the project.

This approach encourages students to take ownership of their education and become self-directed learners.

Pros of the Delegator teaching style

• This teaching style encourages learning and collaboration among students
• It allows for individualized learning experiences
• It promotes the development of problem-solving and decision-making skills

Cons of the Delegator teaching style

• This teaching style can be inefficient since students have to find the right answers for themselves
• It may not be suitable for all subjects or students

These are just five of the most popular teaching styles that instructors can choose from when creating their courses. Depending on the system you look at, there might be even more, as described in a paper titled Teaching Styles and Language Performance by Edgar R. Eslit and Mercedita B. Tongson.

As you can see from the list above, each style of teaching has its pros and cons. So there’s no definitive winner here — rather, you should learn to mix and match based on a situation.

When preparing your course content, you can imagine which teaching style would help your students learn the material best. If you’re not sure, try experimenting with a few different styles for the first few student cohorts to find out.

We’ve written about the seven main types of learning styles before, which are essential for every instructor to understand.

There’s no doubt that different students shine under different teaching approaches.

There’s a famous “empty vessel” theory, for example, which asserts that students’ minds are essentially empty until teachers pour their knowledge into them, lecture-style.

But cooperative learning which requires more group work and would pair well with the facilitator or delegator style of teaching. Check out Cohort-Based Learning for a deeper dive into this kind of teaching style.

Interactive learning can be a great fit for the demonstrator or facilitator style, and so on.

Another reason to have different teaching styles in your arsenal is the diversity of students you might see in your class. As students learn better by different approaches and at a different speed, you should be able to adjust your teaching style on the fly to maximize the learning opportunity for all.

It’s likely that your primary teaching style won’t be purely of the big five discussed above, but rather an ever-changing mix that would be unique to you and the students you teach.

In addition, as teachers lead students and help students become future leaders, you should be aware of the kind of leadership that you want to facilitate through your teaching.

How to create a perfect course online

Do you want to put your teaching style to practice? There’s no better way to do that than creating a brand new online course. The only thing you need is a course-creation platform to do that.

Thinkific is an intuitive and easy-to-use platform for all teachers to create beautiful online courses in no time. The platform adjusts easily to various teaching styles through the use of multimedia materials, from presentations to videos to quizzes to member communities.

Best of all, no coding skills are required. Just pick a gorgeous template and quickly customize it to your need with a drag-and-drop editor.

Get started today for free and see how easy creating an effective course can be.

This was originally published in June 2022, it has since been updated in February 2024 to include new info.

Colin is a Content Marketer at Thinkific, writing about everything from online entrepreneurship & course creation to digital marketing strategy.

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Different types of teaching styles with examples

Considering different teaching styles is important because everyone has a different learning style too. If you want to engage students and increase participation and retention, it’s important to consider different approaches that will resonate with them. Those various approaches will also help you get through to them.

Plus, depending on what you’re teaching, different subject matters are better suited for certain teaching styles. While most teachers have a personal model, it’s important to be flexible and try different teaching styles to find an approach that will reach all of the needs of your current and potential students.

The relationship between a teacher and student is a special one. Think back to one of your favorite teachers growing up. What was something you loved most about them? Maybe it was how they encouraged or challenged you, or perhaps it was their passion for the material. Whatever it was about the style the teacher presented that landed for you, chances are their approach to teaching was compatible with your learning style.

Some common student learning styles include:

• Audio learners: These people retain information best by hearing it.
• Visual learners: These students retain information best by seeing it.
• Kinesthetic learners: Those who learn best this way retain information best by doing or moving their bodies.

To accommodate these different learning styles, an effective teaching style would incorporate a blend of audio (i.e. lesson), visual (i.e. presentation), and kinesthetic (i.e. hands-on activity) materials and/or exercises.

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Creating a space for learning

For effective teaching to occur, students should ideally feel encouraged, respected, and acknowledged. We can’t always guarantee our classroom—whether physical or virtual—is a safe space. That’s because as teachers, we don’t always know what personal experiences students have gone through. But what we can offer is a brave space for learning, as Micky ScottBey Jones describes .

It’s important to understand that if a student feels put down or shamed during their learning process, the part of their brain that retains information shuts down. They actually can’t learn in that type of environment. This is perhaps not as common in online learning spaces, but certainly, something to be aware of. Especially for teachers who lean more toward authoritative styles, which we’ll cover below.

Before we dive into various teaching styles, as well as the pros and cons for each of them, let’s look at two different approaches to teaching:

1. Teacher-centered approach

Imagine walking (or tuning) into a class, and the teacher follows their lesson plan to a tee, never going off script. They take on the role of authority. Passing on information through direct instruction, while students merely listen and absorb. This is an example of a teacher-centered approach to teaching. While this type of teaching is generally considered the most traditional, it isn’t necessarily always the most effective.

2. Student-centered approach

On the other hand, you have a student-centered approach. For this one, imagine you walk (or tune) into a class, and the teacher checks in with their students to see where everyone is at. They ask if anyone has any questions and connects with the class to start. Then, the teacher tailors class time to meeting students where they are. This is an example of a student-centered approach to teaching. This offers space for building trust and fostering connections with students.

It’s important to note that neither approach is good or bad, nor right or wrong. Each can work in different settings and with diverse audiences. It is, however, a good idea to try to incorporate both approaches. Finding a balance between the teacher-centered approach’s structure and the student-centered approach’s flexibility is ideal. This is not a one-size-fits-all undertaking and, most likely, will differ with each new group of students or cohort .

List of different types of teaching styles

We’re going to cover five different types of teaching styles.

• Lecturer is a traditional teacher-centered approach of one-way communication from teacher to students. Also referred to as an authoritative style. Lecturing is ideal for large groups of students, like a college lecture course. Or for online, pre-recorded courses , when two-way interaction isn’t realistic. While a pro of this type of teaching style is covering a lot of material quickly, a drawback is lower retention rates, as there is minimal active learning occurring.
• Demonstrator is mostly teacher-centered but more open to student involvement. The teacher is still the formal authority presenting the material but might ask engaging questions to start a discussion. And they might go beyond lectures to include exercises, presentations, and other visuals. Because of this, it supports more learning styles though may not accommodate all the needs of various students.
• Hybrid offers a balance between student-centered and teacher-centered approaches. In this blended style, the teacher provides structure and flexibility, adapting a lesson plan to activities that keep students engaged. While there is higher student engagement, learning may take place at a slower pace.
• Facilitator is a student-centered approach, in which the teacher moves away from an authoritative role and instead facilitates discussions. Students are free to share their wisdom and use their problem-solving skills through inquiry-based learning. While ideal for real-world applications, this approach might not work as well for theory-based or information-specific classes.
• Delegator is the most student-centric approach. Also referred to as a group style, the teacher observes students in peer-to-peer discussions and collaborations.

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Teaching style examples

There are pros and cons to each teaching style. So what those styles look like really depends on your subject matter and what will keep your particular group of students engaged. All groups of students are different, so it’s important for teachers to be prepared and adaptable. This might mean experimenting with what will support all students learning.

For instance, lecturing is ideal for a large audience and for covering a lot of material quickly. However, it doesn’t involve active learning or student participation. In addition to college lecture courses, this is also the most common approach for pre-recorded courses, as students can watch at their leisure and engagement is minimal.

• Lecture-based course on a science topic
• Lecture-based software classes

Demonstrating

With an online course, you can apply demonstrator teaching methods by offering a community space , such as a discussion board, Facebook group, etc., where students are asked to participate and share responses to different prompts or assignments.

Or, if the subject matter you’re teaching has to do more with showing, not telling, you can utilize video. Exercise classes, art classes, and anything else that involves action can be a great course to use demonstrations for.

• Fitness classes
• Art classes
• Cooking classes

A hybrid style strikes a balance between a student-centered and teacher-centered approach. The teacher offers the structure of a traditional classroom, as well as the flexibility to incorporate class activities and meet students where they are. One way to do this for an online course specifically is to offer both pre-recorded and live lessons.

• Writing classes
• Photography classes
• Music classes

Facilitator and delegator

Both the facilitator and the delegator styles are most likely to require live sessions rather than prerecorded ones. Although with the latter you can oversee small group activities that take place outside of class in a community space. Teaching strategies that support these teaching styles might include Zoom break-out rooms, relational work through small group or partner exercises, and facilitating discussions that offer space for all students.

As the saying (attributed to Joseph Joubert) goes, “To teach is to learn twice.” To be an effective teacher requires trial and error,  and experimenting with different approaches to see what will best support each new group of students. When you find yourself going back to the drawing board, or simply wanting to connect more with your students, refer back to this handy article to consider the approaches again.

• Writing workshops
• Emotional work classes
• Meditation or mindfulness practices

What are the 5 teaching approaches?

• Lecturer: A traditional teacher-centered approach of one-way communication from teacher to students.
• Demonstrator: A mostly teacher-centered but more open to student involvement.
• Hybrid: A balance between student-centered and teacher-centered approaches. The teacher provides structure and flexibility, adapting a lesson plan to activities that keep students engaged.
• Facilitator: A student-centered approach, in which the teacher moves away from an authoritative role and instead facilitates discussions.
• Delegator: The most student-centric approach. Also referred to as a group style, the teacher observes students in peer-to-peer discussions and collaborations.

What is the most effective teaching style?

There are pros and cons of each teaching style, so it really depends on your subject matter and what will keep your particular group of students engaged. For instance, lecturing is ideal for a large audience and covering a lot of material quickly, however, it doesn’t involve active learning or student participation. A hybrid style, on the other hand, is ideal because it offers a balance of both a student-centered and teacher-centered approach; the teacher offers the structure of a traditional classroom, as well as the flexibility to incorporate class activities and meet students where they’re at. All groups of students are different, so it’s important for teachers to be prepared and adaptable, experimenting with what will support all students learning.

Why are teaching styles important?

Considering different teaching styles is important because everyone has a different learning process. If you want to engage students, it’s important to consider different approaches that will resonate and help you get through to them. Plus, depending on what you’re teaching, different subject matters are better suited for specific teaching styles. It’s important for teachers to be adaptable and try different teaching styles to find an approach that will reach each of their students’ needs.

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Katie Davidson , Katie is a freelance writer, copy coach, and certified yoga teacher currently based in California. Her work has been published on ELLE.com, InStyle.com, StyleCaster.com, and more. She has also been featured as a yoga expert on POPSUGAR Fitness. When she's not writing (or practicing her handstands), you can find her somewhere on a beach, cacao-chai latte in hand, with her beloved pup Toby.

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Every teacher has her or his own style of teaching. And as traditional teaching styles evolve with the advent of differentiated instruction, more and more teachers are adjusting their approach depending on their students’ learning needs.

But there are a few fundamental teaching styles most educators tend to use. Which one is yours?

You’ve Got Style

These teaching styles highlight the five main strategies teachers use in the classroom, as well as the benefits and potential pitfalls of each.

The 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, which necessitate memorization of key facts, dates, names, etc.
• Cons : It’s a questionable model for teaching children because there is little or no interaction with the teacher. Plus it can get a little snooze-y. That’s why it’s a better approach for older, more mature students.

The Demonstrator, or coach style

The demonstrator retains the formal authority role by showing students what they need to know. The demonstrator is a lot like the lecturer, but their lessons include multimedia presentations, activities, and demonstrations. (Think: Math. Science. Music.)

• Pros : This style gives teachers opportunities to incorporate a variety of formats including lectures and multimedia presentations.
• Cons : Although it’s well-suited for teaching mathematics, music, physical education, or arts and crafts, it is difficult to accommodate students’ individual needs in larger classrooms.

The 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. So it’s a bit harder to measure success in tangible terms.

The Delegator, or group style

The delegator style is best suited for curricula that require 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 place 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 eroding teacher authority. As a delegator, the teacher acts more as a consultant rather than the traditional authority figure.

The Hybrid, or blended style

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

• Pros : Inclusive! And it 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—it’s 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 teacher’s 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 teacher’s 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 today’s different teaching styles and helps teachers identify the style that’s 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 today’s 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, it’s 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 instructor’s effectiveness in the classroom.

Grasha understood that schools must use a consistent, formal approach in evaluating a teacher’s 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 affect 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 20th-century 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 teacher’s strengths.

What teaching style is best for today’s students?

Whether you’re 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, today’s 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.

The traditional advice that teachers not overreach with a cluster of all-encompassing teaching styles might seem to conflict with today’s 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 student’s 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 group-oriented 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, video conferencing, and podcasts in classrooms play a vital role in today’s 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 that it caters to extroverted, group-oriented students, who tend to dominate and benefit from these teaching methods more than introverts; however, this assumes introverts aren’t learning by observing.

Student-centric learning does not have to come at the expense of an instructor’s 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 teacher’s 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, it’s 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.

It is abundantly clear that today’s 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.

Today’s 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 a-ha moment” when a child “gets it,” is one of the most rewarding and seemingly elusive benefits of becoming a teacher. This transfer of knowledge from expert to student is an art form and a skill. Fortunately, both can be learned and perfected.

Knowing how to engage students begins with selecting the teaching style that’s right for you. And remember, even though you may prefer one teaching style over another, you must find the style that works best for your students! Try different styles to meet different objectives, and always challenge yourself to find ways to reach each student.

You may also like to read

• Effective Teaching Strategies for Adolescent Literacy Teachers
• Effective Teaching Strategies for Special Education
• Activities for Teaching Tolerance in the Classroom
• Interactive Teaching Styles Used in the Classroom

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15 Teaching Styles: The Complete Guide for Effective Teaching

Teachers can foster a more engaging classroom by tapping into the power of multiple teaching styles. Incorporating alternative approaches to instruction helps capture student interest and provides additional reinforcement that facilitates long-term knowledge retention – creating an unbeatable learning atmosphere!

What are we waiting for? Let’s begin!

1. Lecture-based teaching style

Distinctive features:, student ages it works best for:.

Lecture-based teaching style is a versatile learning tool, helping students of any age gain knowledge and understanding. From elementary school to college and beyond, this style of instruction encourages critical thinking by engaging learners in an immersive educational experience.

Usage examples:

2. inquiry-based teaching style, 3. collaborative teaching style, 4. flipped classroom teaching style, 5. problem-based teaching style.

Problem-based teaching invites students to take the helm in their learning journey, utilizing real-world problems as a motivation for critical thinking and problem solving. Working collaboratively with peers, they can foster creative solutions while developing invaluable skills that are transferable across multiple contexts.

6. Demonstration teaching style

7. hands-on teaching style, 8. visual teaching style, 9. kinesthetic teaching style, 10. game-based teaching style, 11. project-based teaching style, 12. direct instruction teaching style, 13. socratic teaching style, 14. experimental teaching style, 15. self-directed learning teaching style, what teaching style is best for today’s students, overview of current research and trends in education, and how they relate to teaching styles, overall major pros and cons of switching different teaching styles, how to choose the most effective teaching style, keep learning, leave a comment cancel reply.

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Teaching Styles: Everything you need to know about teaching methods and strategies

Have you ever thought about how each classroom teaches things differently? In this article, we answer what are teaching styles, why are there multiple teaching styles, what are the different styles, and which style works the best today?

What are teaching styles?

Teaching styles , also called teaching methods, are considered to be the general principles, educational, and management strategies for classroom instruction.

The use of different teaching styles started in the beginning of the twentieth century. This was due to the amount of research being poured into different learning methods. Once we understood that everybody learns differently, it became obvious that there need to be different teaching styles to accommodate the learning styles .

Two philosophers, John Locke (Some Thoughts Concerning Education) and Jean-Jacques Rousseau (On Education), developed different theories as to how to educate which lead us to have the idea of different teaching styles today. Locke saw the importance of developing a child’s physical habits first anything else. To Locke, this was essential to a child’s development. Rousseau believed that education should be more centered on a child’s interactions with the world and the teaching style should concentrate less on books.

Why have different teaching styles?

Why can’t everyone be taught the same way? Well, why can’t you learn something the same way as your partner or next door neighbor? Everybody learns different ideas at different times at different paces. Some people can learn something on the first try after being told what to do whereas others might need to have hands-on experience in order to learn and possibly repeat it a few times to really get the hang of things. 

Different teaching styles  are necessary because the students need to be able to learn what the teacher is teaching. However, the choice of teaching styles used can also depend on the school mission statement, the classroom demographics, the educational philosophy of the teacher, and most importantly, the subject area.

Types of teaching styles:

There are five main types of teaching styles and methods to choose from.

• The Authority method , also known as the lecture style , involves sitting and listening to the instructor speak about a pre-assigned topic while the students take notes and memorize to the best of their ability what is being said. This particular style is more popular in universities and some high schools due to a larger student population. However, less common in the standard classroom setting due to its lack of allowance of student participation and inability to meet individual needs. The Authority method , also known as the lecture style , involves sitting and listening to the instructor speak about a pre-assigned topic while the students take notes and memorize to the best of their ability what is being said. This particular style is more popular in universities and some high schools due to a larger student population. However, less common in the standard classroom setting due to its lack of allowance of student participation and inability to meet individual needs.
• The Demonstrator method , widely known as the coaching style , similar to the lecture style, The Demonstrator method tries to maintain authority in the classroom. Even so, instead of using only a verbal lecture to give information and teach, this style coaches students using gateways like multimedia presentations, class activities and demonstrations. For subjects like music, art, and physical education subjects, this style is perfect because the demonstration is usually necessary to acquire a full understanding of the subject. However, a downside is that there is little individual interaction between the teacher and students which makes it difficult to accommodate to personalized needs.
• The Facilitator style recognized also as the activity or action method , tries to encourage self-learning through peer-to-teacher learning. In contrast to the lecture style, teachers ask students to question rather than give them the answer. The goal is for students to develop a deeper understanding of the topic by using self-discovery and develop problem-solving skills. This technique is best used in small classroom settings because, as a facilitator, the teacher needs to interact with students on an individual basis, which can be difficult with a larger number of students.
• The Delegator style , or group method , is used for school subjects that require group work, lab-based learning, or peer feedback. For example, science classes and certain language learning classes. The teacher acts as a delegator, becoming an observer to promote peer collaboration and encourage student-to-student learning. The Delegator style is becoming more and more popular throughout many classrooms. However, some people consider other styles to be more proactive due to the fact that the group method removes the teacher from a position of authority.
• Last, but not least, the Hybrid method , also known as   blended learning , is an integrated teaching style that incorporates personal preferences, individual personalities, and specific interests into their teaching. It’s popular in English, science, and religion classes because it’s easy to incorporate extra-curricular knowledge into a developed, deeper knowledge of a particular topic. Some argue that this style weakens the learning process because the teacher tries to be all things to all students.

Teaching style Inventory

Teaching styles can also be organized into four categories with two parameters each: a teacher-centered approach versus a student-centered approach , and high-tech material use versus low-tech material use .

Teaching Styles: Student-Centered Approach

In a student-centered approach to learning, teachers and students share the focus and interact equally while the teacher still maintains authority. This can be beneficial to students because group work is encouraged; thus, communication and collaboration are used and encouraged. However, due to the fact that students are talking, classrooms may be noisier and may be more difficult to manage.

One method to use is inquiry-based learning which makes the teacher more of a supportive figure (rather than completely authoritative) who can provide support and guidance throughout the learning process. By being an inquiry-based learning facilitator , the teacher and student undergo the learning process together with student learning lightly guided by the teacher. By being the personal model , comparable to the personal model in the direct instruction, the teacher acts as the guide and mentor to help enable students to learn by observation and copying the teacher’s actions. By using the delegator method, teachers act as a support for students, are able to answer questions and most importantly are there to provide a sense of freedom and independence for the student.

Another method commonly used is the cooperative learning style where students work in small groups and the teacher can act as the facilitator, where everyone learns together, or as the delegator, where the teacher gives more free-reign to the student while still pointing them in the right direction.

Teaching Styles: Teacher-Centered Approach

In the teaching styles, especifically the teacher-centered approach to learning, the students put their attention on the teacher, students work alone, and collaboration is prevented. This is great because students are, in theory, quiet and paying full attention to the teacher while being able to make individual decisions. However, a student may suffer in their communication skills and feel unable to ask questions due to the fact they normally work alone and quietly. Plus, this classic method is sometimes thought of as dull and uninteresting.

Direct instruction is a method that uses little technology and relies on lecturing. The teacher may take on the formal authority role, where the teacher is in power due to their senior and level of knowledge over the students. They may also take on the expert role where students can be referred to as “ empty vessels” because they are viewed solely as receptors of information and knowledge. The other role a teacher can take on in the direct instruction method is that of a personal model . This method uses the teacher as a model of instruction, to lead by example, and students learn by observation.

Teaching Styles: High-Tech Approach

Many schools and classes are taking advantage of the recent advancements in technology which has enabled us to develop a high-tech approach to learning.

The flipped classroom is a high-tech idea developed in 2007 by two teachers who began to pre-record their lectures which allow students to learn from home by completing assignments to go along with the lectures. This is great if students want to work at their own pace, but if there’s a slow internet connection it’s near impossible to use this method.

Inquiry-based learning can involve technology by asking the students a question about the world and they have to do some research. The findings could be presented in the forms of a website, self-made videos, or PowerPoints.

Based on the man who founded Outward Bound , expeditionary learning is a project-based learning involving expeditions and engagement in in-depth topics that impact their schools, communities, and lives. This was created so students can see how problem-solving is happening in the real world, that is, the world around them. A student in NYC could study statistics about the pollution surrounding them or a student from Alaska could study the snow impact from where they live. G-Suite (Google Docs, Google Sheets, and Google Drive ) is used for this method because it helps students collect and show research in a way that makes it easy for everyone.

Personalized learning is a relatively new style of teaching that, as the name gives away, is all about personalizing the student’s method of learning according to their specific interests and skills. It’s founded on the idea of student self-direction and choice. The assessments are also personalized and quite individual by using a competency-based progression. This means that once a student has mastered a certain skill or subject, they can move on to the next level, regardless of their current grade level. There is also an emphasis on college and career preparation involved because students work on their own, with a mentor (boss) guiding them along. The technology involved is, like the learning itself, quite personalized. However, everyone involved will need to have a certain comfort level with navigating online lessons and programs between the student and instructor.  

Another high-tech learning option is game-based learning which encourages students to develop a “mastery” mindset rather than focus too much on grades. Students develop problem-solving skills by working on accomplishing a specific goal (also known as a learning objective ) by choosing actions and different activities and then experimenting with them to achieve the goal. As students progress, they can earn badges and points, as they would in video games . Some of the software that makes game-based learning possible on the teacher’s part is 3DGameLab and Classcraft . Although this style of teaching isn’t completely student-centered, it’s still rather relatively focused on the student because they are able to work at their own pace and make independent choices while still in a gaming environment.

Low-Tech Approach

Some schools or teachers may not enjoy or have the money for high-tech learning and instead, they opt for a low-tech approach to teaching by using a technique called kinesthetic learning . Also known as tactile learning or hands-on learning , kinesthetic learning is a teacher-centered approach that uses the concept of multiple intelligences , the idea that everyone has a strong suit in certain intelligences than in others (i.e. better with words than math). Instead of lectures, students use physical activities to learn. For example, drawing, role-playing, and building. This isn’t as common of a teaching style one might think. However, this teaching style rarely uses technology by putting a stronger emphasis on movement and creativity. Because of this, it’s a cheap and screen-free teaching style.

Another low-tech teaching method is d ifferentiated instruction . Although this is a student-centered teaching style that aims to meet a student’s specific needs, it is mostly implemented by the teacher. Used commonly with students with special needs, differentiated instruction became popular in the United States in 1975 when a law was passed that ensure every child has equal access to an equal education. Some examples of differentiated instruction could include having students read books at their own reading levels or offering different spelling tests to different students depending on their literacy ability. Due to the lack of necessity to use technology and the adaptability of the teaching style, it’s a low-key and traditional teaching style.

What teaching style is best for today’s students?

As a teacher, it’s difficult to cater to each student’s needs. Constructivist teaching style  follows the theory that learning is an active, constructive, and valuable process. It carries with it the idea that people construct their own personal reality and any new information is given is then linked and connected to prior knowledge . Every person will bring with them cultural factors and past experiences to the table. Thus, any mental representation is made personal and individual. The constructivist teaching style assumes that all knowledge is constructed from information given in the past, regardless of how one is taught. It’s important to keep this idea in mind when choosing a teaching style.

Some students might learn better with being an empty vessel and having information , simply processed data, lectured to them. This is a form of passive learning and is commonly used when “teaching to the test,” meaning that the teaching style is structured to pass a certain exam like the ACT, for example.

Proven to be the most effective in a number of ways, an active learning style is best suited for interactive classrooms . That is to say, both the teacher and the student are engaged in the teaching style and learning process which helps the student gain knowledge , information modeled to be useful.

Do you have any fun teaching styles or strategies? What’s your favorite way that you were taught in school? Let us know in the comments below.

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25 Teaching Styles Examples

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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The simplest way to differentiate between teaching styles is to compare student-centered to teacher-centered.

• Student-centered teaching focuses on the student and their needs. 
• Teacher-centered teaching puts the teacher center stage.

Arguably, many of the remaining teaching styles examples on this list sit along a spectrum from highly student-centered to highly teacher-centered.

Other examples of teaching styles examples include inquiry-based, didactic, democratic, facilitative, and andragogic (the art of teaching adults ).

Teachers can switch between teaching styles depending on the needs of their students, but often a teacher will have one preferred style that they default to in the classroom.

Teaching Styles Examples

1. Student-Centered

Student-centered teaching occurs when the student is the main focus. The student is center stage while the teacher stands on the sidelines and supports the students as they learn.

It means there will be more focus on the student doing things (i.e. active learning ) as opposed to the teacher standing out the front talking.

For example, the teacher might set up a scenario for learning and provide the building blocks, resources, and instructions, but the student must learn by doing the task rather than just listening to the teacher speak.

2. Teacher-Centered

The teacher-centered approach involves the teacher taking center stage. This is the traditional approach that you might see in classrooms from generations past and is often called the banking model of education .

In this classroom, the teacher talks, and the student listen. There might be a lot of passive learning in this classroom, meaning the students don’t learn by doing but rather by listening .

Major criticisms of this approach include:

• Students are passive and not learning by doing
• It is hard to differentiate instruction when it’s just the teacher talking and the students listening.
• It is hard to or collect just-in-time feedback.

While this approach often gets a lot of negative attention, it can still be valuable sometimes. For example, sometimes some basic teacher-centered instruction is required before an active learning scenario can begin to give students an orientation.

3. Student-Led

A student-led teaching style will involve encouraging students to not only learn through doing, but also direct what should be learned.

For example, a student-led approach might involve the teacher consulting the students about what inspires them or interests them, and then the teacher structuring a learning environment where they can conduct inquiries into these things.

The student-led approach is more common among young children (e.g child initiated play ). As students get older, the demands of curricula and standardized tests mean there are less opportunities for unstructured learning and more pressure to follow a set curriculum.

4. Didactic

Didactic teaching is mostly teacher-centered. It involves an educator imparting (or, perhaps, imposing) their wisdom or knowledge from a podium.

Didacticism is most commonly associated with moral instruction. It is the approach used by priests and ministers for example, when they stand on the altar and give their sermons every Sunday.

But didactic models are also seen during lectures at universities and even in podcasts, where a teacher imparts their wisdom without receiving just-in-time feedback from their listeners.

5. Democratic

The democratic teaching style involves treating the classroom like a democracy where the students can vote and share their views openly.

This approach focuses on giving students agency and critical thinking skills. By treating the classroom like a democratic forum, students have to make decisions and live by the consequences.

For example, a democratic educator would allow students to set the class rules and class culture. The students would have to debate the merits of various rules before they are set, which leads to students who can think more critically and have buy-in for why they are following the rules.

6. Progressive

Like the democratic teaching style, the progressive teaching style focuses on promoting critical thinking and social justice. These values are intertwined into the class culture as well as the lesson content.

A progressive educator, for example, might put greater emphasis on critical and sociological thinking than a teacher-centered educator whose main job would be to simply teach to the test.

Progressive education has recently faced backlash for some of its methods, such as teaching CRT in the classroom and ensuring their books have protagonists who are people of color.

7. Demonstrator

The teacher who is the demonstrator sits between teacher-centered and student-centered. They won’t just teach from the front of the classroom with theoretical examples. Instead, they will demonstrate how to do things and then give students a chance to have a go themselves.

A common teaching method from this approach is the gradual release of responsibility model (Commonly called the I Do, We Do, You Do method). This is a three-step approach going from teacher-centered to student-centered:

• I Do: The teacher demonstrates the task while the students watch (teacher-centered)
• We Do: The class does the task together with the teacher’s guidance (hybrid)
• You Do: The students attempt the task independently (student-centered)

8. Moderator/Facilitator

The moderator is a student-centered techer who observes and supports students as they learn through the use of prompting questions or strategic interventions.

This teacher tries to be student-centered while also being supportive. They often use scaffolding – a teaching method where the teacher provides targeted support depending on the student’s needs. As the student gets more competent, the moderator teacher takes more and more of a backseat role.

Commonly, the moderator (also known as the facilitator) will ask prompting, open-ended questions like “Explain to me why you did it that way?” in order to get students thinking more deeply about their activities.

9. Delegator

The delegator teaching style involves a student-centered teacher who delegates task roles to students, who often work in groups to achieve their goals.

This style is similar to the moderator style because the teacher takes a backseat and allows the students to take the lead. However, the delegator has a stronger focus on structuring students into groups and ensuring each student knows their roles within the groups.

Once the delegator has set the conditions for learning and interactions between students, they can observe and intervene when necessary to ensure the student interactions are efficient and fit for purpose.

10. Laissez-Faire

The laissez-faire teacher is your stereotypical detached and disinterested educator. It is analogous to the famous neglectful parenting style.

A laissez-faire teacher often lacks direction and classroom management skills. Instead, their focus is often on ‘getting through the day’ or placating the students to make their own lives easier.

In this sense, the teaching style is teacher-centered. It’s about ensuring the teacher has the easiest possible time, and generally represents a failure of pedagogical skills .

11. Collaborative

The collaborative teaching style is common among teachers who like to have students work in groups to discuss and peer teach .

This teaching style gets its name from the fact that this teacher is always encouraging students to collaborate . The classroom layout may include a seating plan where students sit in table groups. The teacher presents challenges or questions, then uses methods such as think-pair-share and expert jigsaw to have students discuss topics, compare notes, and challenge one another in small groups.

12. Coaching

The coaching teaching style places a strong focus on motivation as the teacher’s central task.

The ‘coach’ gives students the motivation and mental strength to succeed, which can help them push through difficulty and succeed in their learning.

A big benefit of the coaching style is that it doesn’t only teach information but also a lifelong learner mindset.

13. Formal Authority (Lecturer)

The formal authority style represents a traditional teacher-centered style with a strong focus on teacher knowledge at the expense of much emphasis on teacher pedagogy .

In other words, students are expected to listen to the teacher because they’re an authority on the topic and not beacuse they’re a good teacher per se. As a result, the teacher is often hard to understand and speaks using jargon that the student or layperson may struggle to understand.

14. Hybrid (Both Student and Teacher-Centered)

In teaching style taxonomies, you will often come across the ‘hybrid’ teaching style as a style that refers to a style that fluctuates between student- and teacher-centered depending on the scenario.

According to this approach, there is a time and place for both teacher- and student-centered learning scenarios.

For example, an introduction to a module may necessarily be teacher-centered because there is a requirement for introductory notes to be provided. Follow-up lessons may be more student-centered because the students have the basics and can now transition to a student-centered environment.

15. Flipped Teaching

The flipped teaching style involves ‘flipping’ teaching time and homework time. In other words, students learn new things by reading and watching videos in their home time; then at school, the students do practice tasks with teacher guidance.

This teaching style allows the teacher to maximize the amount of student-centered learning that takes place in the classroom, and quarantines all the teacher-centered instruction for home time. It’s a style that’s enabled by technology, because it’s often very reliant on videos for homework.

16. Socratic Teaching

The Socratic teaching method takes inspiration from Socrates himself – one of history’s greatest teachers. A socratic teacher focuses on questioning, probing, and challenging students’ assuptions.

The goal of a socratic teaching style is to get students to clarify their viewpoints and think more deeply about a topic. To do this, the teacher prods at the student’s assumptions, challenges their belief systems , and attempts to find flaws in their arguments so the students can amend their views and make them as solid as possible.

The six socratic questions that a socratic teacher might use are:

• Clarifying concepts: Asking students to clarify any terms or ideas they present (e.g. “how do you define that?”
• Probing assumptions : Having students identify where their assumptions come from and whether their assumptions have a sound basis.
• Probing rationale, reasons and evidence: Ensuring students have evidence for their claims and a sound reason for making those claims.
• Questioning viewpoints and perspectives: Asking students to acknowledge their perspective and alternative perspectives, and having them weigh up the strengths and weaknesses of their perspectives.
• Probing Implications and consequences: Having students reflect on the consequences of their actions and beliefs to ensure an ethical lens is cast on their views..
• Questioning the question: Asking students if they’re asking the right question, or asking it in the right way.

17. Team Teaching

The team teaching style involves having multiple teachers teach one or more classes on a rotational or co-teaching basis.

One benefit of this teaching style is that you can leverage each teacher’s subject-level and even pedagogical strengths. For example, if one teacher is excellent at math and another is excellent at literature, the teachers can split the workload and each gets to focus their attention on their strength.

As an educator, I also find this model useful because it enables teachers to efficiently split the workload and minimize planning duplication.

Furthermore, this model often enables more student-centered time because there is always a support teacher who can act as an assistant who can walk around the class and help remedial students.

18. Inquiry-Based

An inquiry-based teaching style focuses on creating lessons based upon student inquiry. In other words, lessons revolve around researching and investigating topics to find information and answers.

This is a student-centered approach.

A typical example of an inquiry-based teaching style involves the teacher creating a detective lesson where students are given clues or questions and they have to conduct research online or in textbooks to find the answers.

Another example is when the teacher has students conduct research to create a poster presentation on their topic.

19. Project-Based

Project-based teaching involves structuring lessons based around projects that students must complete.

While it is similar to inquiry-based teaching, it has more of a constructivist focus where the students have to produce something by the end of the lesson. It often involves creating a physical product such as a garden or artwork. Similarly, it might involve having students complete a project like cleaning the trash from a certain area of the school or building a model airplane. 

20. Andragogy

Andragogy is a teaching style that is specifically focused on the teaching of adults.

Popularized by Malcolm Knowles (1980), this style acknowledges that adults have different motivations than children and adjusts its methods accordingly.

Key assumptions of andragogy include:

• Self-concept : Adults have developed a clear self-concept, meaning they are more autonomous and independent than children.
• Prior knowledge : Adults are full of experiences (indicating prior knowledge) that they leverage when learning.
• Readiness to learn: Adults don’t have compulsory education. They generally learn when they want to learn, meaning they’re often more receptive to the content being delivered.
• Just in Time Learning: Adults learn information in otder to apply it immediately in their jobs, not in order to store it for the future.
• Intrinsic motivation : Adults’ motivations are more likely to come from inside rather than outside (they’re less easily coaxed by candy!).
• Need to Know: Adults are more inclined to question ‘why’ they’re learning something.

21. Apprenticeship

The apprenticeship teaching style involves having students learn in a workplace environment. It is the traditional teaching style that occurred before formal educaiton began.

We commonly see this teaching style in the trades, such as plumbing and carpentry, where the apprentice learns on the job alongside a journeyman worker.

Lave and Wegner introduce the term ‘ situational learning ’ to describe how this occurs. Often, the apprentice starts on the outskirts of the community, being given basic tasks. As they get more ingrained in the culture and trusted by the senior workers, they’re given more and more tasks and roles until they become the expert and they take on an apprentice of their own.

22. Developmental

The developmental teaching style embraces a belief in stage-based cognitive or physical development (e.g. Piaget’s stages of learning). It relies on these stages to underpin the teacher’s methodology.

Formally, we often see this when teachers create curricula. They will use tools like bloom’s taxonomy or Biggs’ SOLO taxonomy to create lessons that increase in difficulty as students move up the steps in their learning.

While this approach helps educators to structure a general progression into their teaching, it may fail to acknowledge students’ agency and abilities that may transcend stage-based assuptions about learning. For example, a 6 year old may “read at a 12 year old level”, so a teacher needs to make adjustments to their developmental model to accommodate for this.

23. Nurturing/Humanist

The nurturing teaching style, often based on a humanist philosophy , involves leveraging unconditional positive regard and inclusive spaces to ensure students feel safe and secure in the learning environment.

The underpinning idea of the nurturing teacher is that students’ basic needs such as comfort and safety needs must be met in order for them to learn at their optimal levels. This approach was made famous by Maslow’s hierarchy of needs , which demonstrated that the most successful people in life reach success by having a very nurturing and safe environment to explore, take risks, and develop.

24. Montessori

The Montessori teaching style is based on the philosophy of Maria Montessori. It is characterized by student-centered and student-led play in resource rich environemnts.

One thing you will notice in a true Montessori classroom is that the teacher will try not to interfere when a student is struggling. Instead, the teacher will ensure the student has the resources available to find their way over or past their obstacles. By allowing the student to struggle, fail, and try again, Montessori believed that she could raise strong-willed and competent children.

25. Post-Structuralist

The post-structuralist teaching style ’s focus is on having students deconstruct their assumptions.

According to post-structuralist educators, students are provided ‘metanarratives’ in life (by parents, television, books, etc.) that should be critiqued . For example, one metanarrative that we’re all taught in school is that we should work hard, get good grades, then get a good job. This metanarrative has a fatal flaw: it fails to teach people how to be entrepreneurs!

Similarly, post-structuralist educators are very concerned about metanarratives about race, class, and gender, and throughout their teaching they encourage students to deconstruct these metanarratives and think critically about their assumptions.

Every teacher will develop their own teaching style. This may depend on personal teaching philosophy , the needs of the students, and the demands of the school they’re in. Skilled teachers can also alternate between teaching styles in order to match the style to the lesson they are required to teach at any one time.

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 21 Cozy Classroom Reading Corners
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Math Center Ideas for Teachers
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Student-Centered Learning Activity Ideas
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Game-Based Learning Activities for the Classroom

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• Teaching Tips

11 Teaching Styles to Increase Student Engagement

We uncover the key types of teaching styles to help you accelerate student engagement

Christine Persaud

A one-size-fits-all approach never worked in higher education—for learning or teaching. Just as no two students learn the same way, no two educators can deliver their courses identically. Teaching styles offer a more flexible course experience , for both students and educators. 1 Mixing and matching teaching styles , or simply re-evaluating your current ones, can make your course delivery feel fresh and even improve student engagement.

In this guide, you will:

• Learn what teaching styles are and how they impact learning
• Get teaching styles examples and resources
• Review an inventory of different teaching styles, informed by higher ed experts like Anthony Grasha, Kay Mohanna, Ruth Chambers and David Walls
• Receive methods for experimenting with a range of different teaching styles (including the demonstrator and facilitator teaching styles) to improve your course delivery

Table of contents

• What are teaching styles?
• How different teaching styles affect learning
• What are the different types of teaching styles?
• Teaching styles proposed by Mohanna, Chambers and Wall
• Teaching styles proposed by Grasha
• Why teaching styles are important
• How teaching styles can improve student engagement

1. What are teaching styles?

Teaching styles are linked to a professor’s educational value system and stem from their philosophy of education. Being aware of your own teaching style (or styles) can help you improve your teaching methods, by designing your course to increase student engagement and, ultimately, enhance student outcomes. The types of teaching styles you adopt will depend on your course goals, course material and learning objectives.

Teaching styles not only refer to the instructional strategies and methods employed but also the use of certain types of rhetoric. In fact, Daniel K. Schneider, an associate professor at TECFA , a research and training unit in the faculty of psychology and education at the University of Geneva, says that educators are usually not aware of their own teaching style and it could even be described as an “emergent property.”

One educator, for example, might be more teacher-centered, viewing themselves as an authority figure on a particular topic. Another, meanwhile, might approach teaching from a mentorship perspective, functioning more in an advisory role and giving students the latitude to work more independently. Neither would be making a necessarily conscious decision to teach in that way.

Anthony Grasha, the late Professor of Psychology at the University of Cincinnati, and a noted expert on teaching styles defined five types of teaching methods: expert , formal authority , personal model , facilitator and delegator . Ideally, educators can experiment with multiple styles, consider their strengths and develop an approach that they’re comfortable with that can maximize student engagement. Often, this will involve making conscious use of a mix of teaching styles.

2. How different teaching styles affect learning

Harry and Rosemary Wong, former teachers and co-authors of The First Day of School: How to be an Effective Teacher and The Classroom Management Book , believe that there are three goals of teaching styles: to develop effective classroom management skills, to achieve lesson mastery and to have positive expectations.

Teaching styles can vary considerably based on individual classroom settings, the subject you’re teaching and the diverse group of students in your class. An authority or lecture-based teaching style, for example, is well-suited to large classes and subjects that require heavy memorization, like history. A delegator or group teaching style might be more conducive to subjects that require lab activity, like chemistry, or subjects that involve significant feedback, like debate and creative writing. In the latter style, the teacher inspires and observes rather than recites facts.

The goal of any teaching style is to remain focused on teaching objectives and engaging students as best you can. Not all students respond well to a particular style, which is why many professors who are versed in teaching styles use a combination of them based on the subject matter or environment.

Students are the most important factor in building your course environment: and it’s essential to use a teaching method to engage students at all levels of learning and ability. Using a balanced mix of teaching styles that blend the best of what you have to offer will reach every student effectively.

2.1. A teaching style inventory made for any course or instructor

The first step in developing and understanding your curriculum delivery is to review a teaching style inventory. 2 Several resources can offer structure to this self-reflective exercise. The most effective resources that can help you understand the different teaching styles are below.

• Mohanna, Chambers and Wall’s Staffordshire Evaluation of Teaching Styles (SETS) is a self-evaluation questionnaire and scoring sheet that helps educators select their own teaching style from a list of six options. The types of teaching methods include: a) all-around flexible and adaptable, b) student-centered and sensitive, c) official curriculum, d) straight facts; no-nonsense, e) big conference and f) one-off. 3
• The Teaching Behavior Preferences Survey by Behar and Horenstein (2006), meanwhile, includes statements (such as “My teaching is guided by instructional strategies”) to determine if you are more teacher- or student-centered, and into which of four subdomains you might fall. 4
• The Principles of Adult Learning Scale by Conty (1983) includes 44 self-administered questions to determine where you fall on the spectrum of teaching styles. 5
• Another option is the Constructionist On-Line Learning Environment Survey by Taylor and Maor (2000), which measures the quality of an online environment and teaching styles. 6

3. What are the different types of teaching styles?

There’s no canonical group of teaching styles. The concept can be sliced in many different ways in terms of definition. One group of classifications, for example, is based on content while another is based on student communication.

The important consideration is that teaching styles identify the gaps between where learners are and where they need to be and find a way to help bridge that gap.

Teaching styles can range from strict authorities to, more commonly nowadays, those that promote active and collaborative learning. Here are two of the most commonly used sets, which stem from Mohanna, Chambers and Wall’s teaching styles and Grasha’s teaching methods.

3.1. Types of teaching styles proposed by Mohanna, Chambers and Wall

Kay Mohanna, Ruth Chambers and David Wall developed SETS in 2007, to discover if there were distinct teaching styles that could be measured. 7 They were familiar with the idea of learning styles but felt that these did not take into account the importance of the teacher in the learning process as well. They also wondered if a mismatch between an educator’s teaching style and a student’s preferred learning style could stand in the way of positive educational outcomes.

The researchers analyzed aspects of teaching by studying educational literature and looked for patterns and associations. The themes they came up with fit into six identifiable teaching styles: all-around flexible and adaptable; student-centered, sensitive; official curriculum; straight facts, no-nonsense; big conference; and one-off. From there, they created a self-evaluation questionnaire and scoring sheet to provide professors with personal scores in each type to identify their strongest preferences. Plotting these points onto a Staffordshire Hexagon provides a visual representation of an educator’s personal teaching style matrix.

Below, we break down the six types of teaching styles as proposed by Mohanna, Chambers and Wall.

3.1.1. Student-centered, sensitive

This teaching style emphasizes emotions and gives students more responsibility for their own learning. It’s used by educators who are not comfortable delivering lengthy presentations, or when a subject does not necessarily call for formal lectures. Roleplay and drama can even be involved. For example, professor Sergio Juarez at California State University, Fresno takes an empathetic approach to student assessment. Using a dynamic Top Hat textbook, he allows students to deliver speeches in the language they feel most comfortable in, boosting student engagement and morale.

This student-centered teaching style promotes greater interaction and uses an active learning environment to help students develop critical thinking and meta-cognitive skills. However, this teaching method might not be effective for all students—many people can quickly get frustrated or lose a sense of direction with personal, unsupervised learning. Top Hat’s interactive and inclusive discussion tool sparks conversations where students are invited to share their ideas in a variety of ways, no matter how big the class.

This teaching style is best used in smaller classrooms, and where discovery and exploration would be more effective in the learning process than reciting facts and note-taking. It can be used in disciplines such as medicine and teaching a patient-centered mindset. It’s also ideal for a subject where activities like role-playing, lab work and drama can be used, such as debate and creative writing.

3.1.2. Official curriculum teacher

Teaching styles like this one are for the well-prepared and accredited educator who is aware of and wants to follow the formal curriculum to a tee. As Wall explains, “As well as being familiar with the curriculum statements, this teacher is very careful to match their teaching with these curriculum statements so that over time, the whole curriculum has been properly covered.”

This teaching style focuses on external targets for teaching, as well as faculty development and “teaching the teacher,” and offers dependency and security to instructors and students alike. Knowledge of the curriculum itself, of course, is paramount and this teaching style cannot work without it. However, one major disadvantage to this is that teaching with a structure in place means that one cannot deviate from it, even for subjects that students may find interesting or worth more time. As a result, student engagement can potentially suffer.

3.1.3. Straight facts, no-nonsense

Similar to the official curriculum teaching style, this style describes educators who like to teach facts and figures, typically in a lecture format. These educators are less focused on multi-disciplinary teaching and learning and place more value on specific course material that needs to be taught. It’s most appropriate for students at the beginning of a subject who need to absorb the foundations of a topic. This teaching style also works well for subjects that involve heavy memorization.

Content-based, teaching styles like this align well with the cognitive domain in Bloom’s taxonomy . For skills, Miller’s pyramid may be more useful. But aligning to structure could be hard for educators who prefer to take a more personal approach to their class—the authors recommend anybody who wants to adopt this teaching style attend ‘teach the teacher’ courses.

3.1.4. Big conference

This teaching style is adopted by professors who like to get up on stage in front of a big audience to share their knowledge on a topic. These teachers can potentially be very engaging speakers who can hold students’ interest, even if there is little interaction in class.

This teaching style works well when applied to subjects like psychology, philosophy or law, especially for large first-year courses. Quizzes and polls are one of the best ways to get a read on how your students are progressing. You can use them to highlight concepts in different, interactive ways and encourage student collaboration—but with Top Hat, they also create real-time insights that instantly let you know how your class is doing.

Of course, stage fright or fear of public speaking can be a significant problem for many teachers in this particular teaching style. Being able to network, engage others and engender respect are vital parts of speaking at a conference and teaching in a conference style. And, just because somebody can give a compelling presentation, it doesn’t mean they can necessarily teach. As Chambers says, “Quite often when a charismatic speaker has given a rousing lecture, you can think afterward, ‘Well, what did they actually say?’ and not be able to voice a single take-home message.”

3.1.5. One-off

The one-off teaching style is defined by professors who prefer to deliver small, self-contained bits of teaching on a one-on-one basis versus lecturing on a topic for an hour in front of a big audience. There are no props or fancy presentations—just the teacher and student. It can also cover any impromptu teaching time or guest workshops. The downside to this teaching method is that students often have little-to-no connection with their professor, making learning feel highly impersonal.

“One-off teaching is impersonal, flexible, self-confident, self-contained, resourceful, centered more on the purpose of teaching than learners’ needs [and] discontinuous,” Chambers writes. A one-off teacher ultimately might be brought in to fill a knowledge gap so that curriculum goals can be fulfilled.

3.1.6. All-round: Flexible and adaptable

Those who prefer this teaching style are comfortable using different skills and methods in the classroom. Educators take into account both the environment and individual student needs and adapt on the fly—knowing that students differ in needs and learning styles. The integrated approach is inclusive and allows professors to adjust as needed, thus potentially reaching more students effectively.

Some educators might feel that it’s easier to stick to one teaching style, but a base awareness of different teaching styles and how they can apply to different students is a good first step towards developing an all-around mentality. “The all-around flexible teacher does however possess one skill we should all aspire to as teachers; the main role of any teacher is to create an educational environment that supports learning,” says Mohanna.

3.2. Teaching styles proposed by Grasha

Anthony Grasha coined five approaches to teaching styles in 1996 8 : expert, formal authority, personal model, facilitator and delegator.

Grasha believes that all educators possess each of these five teaching styles to varying degrees, though they gravitate to some more than others. He likens teaching styles to an artist’s palette: the teacher’s primary or dominant teaching style(s) are similar to the foreground of a painting, while the other qualities still exist, but are farther into the background. All styles and colors, however, are needed to some degree to create a painting with dimensions and layers.

Many educators and educational institutions use Grasha’s styles to help define their approaches to learning and teaching. One study with English as a First Language (EFL) 9 educators found that this group most frequently adopts the facilitator teaching style, followed by delegator, personal, expert and formal authority. The study determined that these types of teaching methods helped create an environment that was more conducive to learning, promoted higher levels of motivation and helped students achieve their goals.

3.2.1. Expert

The expert teaching style defines professors who want to showcase a high level of knowledge and expertise in a subject and use the information to challenge students. The goal is to transmit information to students to prepare them for assignments, exams and further studies. This tremendous knowledge transfer can be helpful for students looking to soak up information from credible resources in their field. But this method can be intimidating for students if it’s overused. And while this style focuses on facts and figures, it might not successfully show the processes used to find answers to problems.

Similar to the official curriculum teaching style—and the one-off style, for parachuted-in knowledge—the expert style is ideal for large and more mature classes in higher education, including introductory sophomore classes where there are countless facts and figures that students need to grasp.

3.2.2. Formal authority

Educators who use the formal authority teaching style establish status among students, clearly define their learning goals and expectations and follow a set list of rules of how things should be done. This teaching style is great for students who need structure since there are clear guidelines and expectations, and an understanding of the acceptable way to do things. 

However, this teaching style can also be too rigid and standardized for many students who appreciate more active learning settings, interaction and better engagement. This teaching method can work effectively in disciplines like law or music where there are established rules that need to be followed, and where an instructor can lead by example by playing an instrument or discussing legal procedures.

3.2.3. Personal model

In the personal model, educators use any opportunity they can to teach by using real-life examples and establishing a prototype of how to think and behave based on their own beliefs and methods. Educators oversee, guide and direct work, but don’t necessarily present themselves as authorities on a subject. Rather, they show students how to do things and encourage them to observe and follow directions to complete tasks. This educator, then, is essentially a role model.

This type of teaching style provides hands-on experience and direct observation. But some educators run the risk of pushing their own way as the best way, which can cause some students to feel inadequate if they can’t live up to the standards. This method could work well, however, in a higher education setting where students already have a good grasp of the material and abstract concepts, and where all students are working on the same level, like in advanced medical studies.

3.2.4. Facilitator

Providing a warm, more emotional climate, the facilitator’s teaching style focuses on teacher-student interaction on a personal level. Students are encouraged to ask questions, explore different options and suggest alternatives, and are guided along the way as they learn by trial and error. The goal is to help students think independently and take more responsibility for their own learning process. Elizabeth Sargent, Biology Lecturer at Georgia Southern University , takes on a facilitator teaching style in her classroom. During assessment time, she asks students to suggest new topics to discuss and debate. Sargent also runs group exams—held before a formal end-of-term test—to allow students to build connections with their peers and to help one another arrive at a solution.

In this teaching style, the instructor works in a more consultative role, providing support and encouragement. This style allows for much greater flexibility in the classroom and focuses on student needs and goals. But it can be time-consuming and ineffective if the subject matter is one where a more direct approach is needed. Some students might also be uncomfortable with a less structured approach. Facilitation can work well in smaller classroom settings or upper-level and graduate courses where creativity and exploration are encouraged, and if students are at a point they feel willing to take risks.

3.2.5. Delegator

The ultimate goal for someone adopting this teaching style is for students to be able to function autonomously, working independently on assignments and projects or as part of small teams with peers. The instructor is available when needed, to be used as a resource. Educators who use the delegator teaching style don’t host formal lectures.

A teaching style like this can help students develop the tools to be confident and independent learners. Still, students who aren’t ready for such autonomy could become anxious and not perform well. This method is great for upper-level studies where students already have an appropriate level of knowledge and don’t need much hand-holding. They are ready to rise to the next level of learning and view the educator as a guide, not someone who’s there for standard instruction.

4. Why teaching styles are important

4.1. teaching style examples in higher education.

Teaching styles used in K-12 classroom settings won’t necessarily work in higher education settings. Younger children will initially respond more to authoritative teaching methods, and while older students might benefit from blended learning or working on their own projects, incoming college students will be expected to do a great deal of research and work on their own.

Many studies have found that there is value in higher education instructors sharing some aspects of their personal lives with students. It humanizes them and makes them appear more relatable and approachable. Doing so could be as simple as mentioning your love of a popular TV series as an aside (bonus points if you can relate it to the course material) or even some family circumstances. “When [a faculty member] shared that she has a daughter beginning college at another university, she showed that she understands from multiple perspectives what it is like to be a college student,” says Dr. Sarah M. Ginsberg, associate professor at Eastern Michigan University, in an essay entitled Shared Characteristics of College Faculty Who Are Effective Communicators .

Content isn’t the be-all, end-all of classroom management. More important than knowing is being able to use effective instructional strategies to share it. In other words, how you teach something is just as important as what you teach.

“I think that deep engagement is really hard work for students. If they become engaged that means they’re applying effort, it means they’re exposing themselves to possible failure, it means they’re taking risks. One of the best ways to engage students is to challenge them. To push them to the outskirts of their ability and even a bit beyond. For all of those reasons, engagement is hard work for students. I view it as offering them an open hand to succeed.” Professor Sarah Rose Cavanagh, author and psychology professor, author of Hivemind and Spark .

In addition to trying to make your curriculum more personal, seeking feedback from students throughout the year (not just at the end of a course) can help educators gain a better understanding of how well their teaching style is working, and how they can adjust it to better reach students. Technologies like clickers and in-class polls and surveys can help, as well as simply observing student behavior to gauge their interest and enjoyment in the class.

Change doesn’t have to be drastic. Employing simple tactics can go a long way to increasing student engagement . It could be asking students to write their questions, comments or responses on assignments for your feedback—taking some inspiration from the more student-centered teaching styles—or structuring an otherwise lengthy lecture to include breaks, which would require some flexibility in teaching.

4.2. Teaching styles and academic performance

Many studies have found a relationship between teaching styles and academic performance. In Malaysia, one study 10 found a “significant but moderate” relationship between a lecturer’s teaching style and student academic engagement. More support for the relationship between student engagement and a teacher’s teaching style can be found in the OECD Program for International Student Assessment (2000).

A student’s ability and willingness to learn also depends on how suitable a teaching style is to the way they prefer to absorb course material. Psychological investment and the institution’s culture can also impact student participation.

Overall, student involvement is an important predictor of academic performance. The more students are involved in and engaged with their studies, the better they are likely to perform.

4.3. Teaching styles and active learning

Not surprisingly, some teaching styles lend themselves more to active learning than others. Any teaching style that involves less lecture time and more student interaction is conducive to active learning. This includes teaching styles like the delegator, facilitator and personal model in Grasha’s classifications, and the student-centered, sensitive, one-off and all-around, flexible and adaptable teaching methods in Mohanna, Chambers and Wall’s. Any blended teaching style, of course, incorporates some active learning components.

To encourage an active learning environment, and ensure that it thrives, find a comfortable balance between both the cognitive and affective dimensions of teaching and work to develop a genuine relationship with students in some way.

Even if you gravitate more toward an expert or authoritative teaching style, try and make yourself more approachable by carving out some time to create meaningful activities for students. Presentations, demonstrations, and responsive feedback—part of the delegator or facilitator teaching style—are vital aspects of active learning.

Even teaching styles such as formal authority or a one-off lecture can incorporate some active learning strategies. Flipped classrooms can be achieved with a curriculum-based teaching style; a ‘straight facts’ approach melds well with a ‘muddiest point’ exercise.

4.4. Teaching styles versus learning styles

Teaching styles and learning styles can work hand-in-hand. And when they match, it can result in a positive experience all around

Learning styles, in general, describe ways that students prefer to absorb and understand information, and the classifications they put themselves in based on their preferences. Some sets include visual learners, auditory learners, kinesthetic learners or verbal learners. Since there’s no common definition for learning styles, there’s no scientific basis to them: nevertheless, taking the student’s perspective is valuable when considering your teaching style.

Like learning styles, it’s widely acknowledged that teaching styles fall on a spectrum and are contextual rather than fixed. An educator doesn’t necessarily adopt just one type of teaching style but they might employ a secondary or tertiary style when necessary. Or the instructor might switch styles based on subjects, students, course curriculum or other mitigating factors as part of a plan to adopt more effective learning strategies.

At least one study has found a statistically significant correlation between successful teaching styles and learning styles. 11 But a mismatch between the two, for example, could in some ways be beneficial for first-year students and those in the early stages of learning. Some students can benefit from being pushed to learn in new ways outside of their comfort zones, and thus develop new learning skills.

Regardless of the primary teaching style, the goal should always be to adopt a balanced method that doesn’t favor one style too much, that is open-minded to different types of teaching and can accommodate different learning styles.

5. How teaching styles can improve student engagement

The teaching style(s) you choose to employ can directly predict student engagement, collaboration and participation. Research shows that when students feel that their teacher is more involved and supportive of their goals, students will be more engaged inside the classroom and, in turn, more likely to perform better academically. 12 For example, the delegator teaching style may require a greater level of effort and persistence on students’ part. The facilitator teaching style prompts students to take the lead in managing discussions and projects, which will simultaneously increase their engagement and sense of agency. Here are some ways that students may feel more involved in the learning process.

• Polls and discussions may encourage students to reflect upon a statement and voice their opinions
• Visual diagrams, 3D simulations and even hands-on dissections can allow students to observe and experiment with something foreign
• Group work and activities can lead to friendly competition and help learners forge connections with their classmates

6. Conclusion

Teaching styles are not set in stone, and course delivery shouldn’t be placed in specific boxes. Every educator falls somewhere on a spectrum, from the authoritative expert to the student-centered facilitator and delegator. More important than defining where you fall on the spectrum—though this is useful to determine—is analyzing and observing your curriculum, students and subject matter and finding the best teaching style to match.

Teaching styles that match students’ learning styles, and that put student needs and learning at the forefront, can lead to more positive academic outcomes. Students tend to be more engaged, and thus better grasp the material.

Educators who are aware of their teaching style, who re-evaluate it, try new things and get feedback from students can take teaching to a new level.

• Bohren, A. (2019, March 8). Teaching styles: Everything you need to know about teaching methods and strategies. CogniFit. https://blog.cognifit.com/teaching-styles/
• Teaching Styles. (n.d.). Center for Research on Learning & Teaching, University of Michigan. https://crlt.umich.edu/tstrategies/tsts
• Mohanna, K., Chambers, R., & Wall, D. (2007). Developing your teaching style: increasing effectiveness in healthcare teaching. Postgraduate medical journal, 83 (977), 145–147. https://doi.org/10.1136/pgmj.2006.054106
• Teaching Style. (2018). ART 601: Teaching Assistant Seminar. http://art601.weebly.com/uploads/2/2/5/1/22512830/teaching_style.pdf
• Principles of Adult Learning Scale. (n.d.). Conti-Creations. http://www.conti-creations.com/Online_Page.htm
• The Constructivist On-Line Learning Environment Survey (COLLES). (n.d.). Curtin University of Technology. https://surveylearning.moodle.com/colles/
• Mohanna, K., Chambers, R., & Wall, D. (2008). Your teaching style: A practical guide to understanding, developing and improving. Oxford: Radcliffe.
• Grasha, A. F. (1994). A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, and Delegator. College Teaching , 42(4). 10.1080/87567555.1994.9926845.
• Heydarnejad, T., Fatemi, A. H., & Ghonsooly, B. (2017). An Exploration of EFL Teachers’ Teaching Styles and Emotions. Journal of Applied Linguistics and Language Research , 4(2), 26-46.
• Shaari, A. S., et al. (2014). The Relationship between Lecturers’ Teaching Style and Students’ Academic Engagement. Procedia – Social and Behavioral Sciences , 118. 10.1016/j.sbspro.2014.02.002.
• Hussain, Nasreen & Ayub, Nadia. (2012). Learning Styles of Students and Teaching Styles of Teachers in Business Education: A Case Study of Pakistan. Procedia – Social and Behavioral Sciences. 69. 10.1016/j.sbspro.2012.12.122.
• Fall, A.-M. and Roberts, G. (2012), High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35: 787-798. https://doi.org/10.1016/j.adolescence.2011.11.004

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9 Teaching Styles to Try Out as a Higher Ed Educator

Any student can attest that how an educator teaches them influences both their perception of a subject and their performance in the classroom. Many studies support this claim.

For instance, a 2021 study indicated that autonomy-supportive teaching styles positively impact student engagement compared to traditional methods, such as lecturing. The industry consensus is that teaching styles largely impact how students learn, and may resonate differently with each student’s learning style, for better or worse.  

There are three learning types: audio (learning through listening), visual (learning through seeing) and kinesthetic (learning through doing).

When you match your teaching style to how a student learns, it makes a massive difference.

We’ll explore nine effective teaching styles that higher education professors can use to better suit different types of learners and create impactful classroom experiences.

1. Lecturer

Also known as the authoritative style, educators who lecture deliver information directly to students in a structured format. It’s one of the most traditional and widely used methods of teaching.

Communication is a one-way street during lectures. The focus is to deliver an in-depth lesson in a short period. This is common when class sizes are substantial and one-on-one interaction is limited. However, there is scope for Q&A sessions during or after the lecture.

Best for: Audio learners

• This format delivers large amounts of information in a short period.
• Lecturing can be an efficient teaching style for more theoretical subjects, like communication.
• Students have space to take notes or jot down questions during the lecture.
• One-way communication risks passive learning, and students might become mere note-takers.
• Lectures are less effective for subjects requiring practical application of critical thinking.

2. Demonstrator

When you teach in a demonstrative style, you utilize visual aids, experiments or role-playing skits to communicate crucial concepts. Also referred to as coaching, this method is common in the sciences, arts and physical education.

For example, if you’re teaching a student about the anatomy of a fruit fly, it’s best to let them dissect and see the anatomy themselves.  

Best for: Visual and kinesthetic learners

• Demonstrations help students visualize and understand complex concepts.
• Hands-on exercises encourage active learning and student participation.
• Real-time engagement supports long-term information retention.
• Preparation for demonstrations or practical sessions can be time-consuming.
• Hands-on activities often require additional resources and materials.
• Depending on the demonstration type, larger groups of students may not receive individualized attention.

3. Facilitator

The Facilitator style is a student-centered approach in which the teacher guides and assists students but encourages them to learn on their own. They let students explore and solve problems independently, helping them develop their critical thinking skills.  

The goal is to allow students to participate in class discussions, take initiative, and collaborate with their peers. It also allows professors to take a more flexible teaching approach by adapting to student needs at that moment.

Best for: Audio, visual and kinesthetic learners

• Students develop independence and responsibility in their education.
• Facilitation can develop essential life skills like critical thinking and decision-making.
• This level of participation encourages active engagement and a deeper understanding of the material.
• Autonomy in this method requires students to be self-motivated and disciplined.
• Students accustomed to traditional teacher-centered approaches may struggle to adopt this method.
• Educators must be able to adapt the subject matter based on how students approach the topic.

4. Delegator

Delegation is best suited for subjects that require project-based learning, labs, or group work. Educators assign tasks and responsibilities to students, giving them autonomy to explore and complete the assignments with minimal direct instruction.

For example, a debate professor can hand over a topic to their students, ask them to prepare their arguments and present them. The professor observes, offers insights when needed and evaluates student performance.

• Delegation encourages independent learning and team collaboration among students.
• Students develop leadership and management skills.
• Practical, hands-on learning experiences can be readily delegated.
• Students may feel overwhelmed or directionless without frequent guidance.
• Increased autonomy risks unequal participation and contribution in group settings.
• Students must be mature, self-motivated, and responsible.

5. Inquiry-based

In inquiry-based learning, the dynamic is flipped, wherein students take charge of their own learning through the process of discovery. It focuses on students' natural curiosity and helps them learn by allowing them to question concepts or ideas, conduct investigations, and explore their own solutions.

This style is prevalent in research-oriented disciplines like economics and the basic sciences. For example, professors can hand over a research paper to the class and ask them to review it. Based on their review, students are supposed to conduct further research into the topic using their hypothesis.

Best for: Kinesthetic learners

• Self-driven inquiries promote deeper understanding and retention of the material through active engagement.
• Students develop important research and analytical skills.
• Creativity and intellectual curiosity are encouraged in approaching the subject matter.
• The flexibility in this method can be time-consuming and challenging to structure and guide effectively.
• Students must be comfortable with ambiguity and open-ended problems.
• Teachers must be skilled in guiding and facilitating rather than providing direct answers.

6. Cooperator

When a teacher acts as a Cooperator, they work alongside students while learning. It's perfect for situations where students are working in teams and doing hands-on work.  

For example, in a creative writing workshop, everyone works together and makes their way through the required tasks. At the end of the session, students get certificates for the work they completed.

• Cooperation promotes a sense of community and collaboration in the classroom.
• Students develop communication and interpersonal skills.
• Educators must manage this method carefully to ensure equal participation.
• Students may rely too much on peers and not develop individual accountability.
• Group dynamics can sometimes hinder learning if they are not correctly managed.

7. Flipped classroom

The traditional learning model is turned on its head in a Flipped classroom. Students are given access to learning material before the class to review and prepare notes/questions beforehand. The classroom time is used to engage in Q&A sessions, discussions or interactive class activities.  

Students get a fresh perspective on the topic before the educator introduces it. They're more likely to do additional research on the topic, improving their critical thinking and analytical skills.

• Students prepare and engage with the material before class, encouraging curiosity.
• Classroom time can be devoted to interactive, higher-order learning activities.
• This method is adaptable to diverse learning styles and paces.
• Students must be disciplined in their pre-class preparation.
• Increased dependence on technology often becomes necessary for accessing learning materials.
• Teachers need to create effective and engaging pre-class and in-class materials.

8. Game-based

Commonly known as gamification, this style involves using games or digital tools to support the learning process. Educators integrate their learning material into interactive games that students can play to engage with the course material actively.

For example, you can use Poll Everywhere to create a pop quiz with Clickable Images , Multiple Choice Questions , and Open-ended questions . It creates an interactive learning environment where students can test their knowledge and educators can identify gaps.  

Educators get instant feedback about their students' understanding while students get to move out of typical learning styles, studying hard while playing hard.

Best for: Audio and visual learners

• Games boost student engagement and motivation.
• Interaction through games caters to a variety of learning styles and abilities.
• Students improve their critical thinking and problem-solving skills.
• This environment is safe for trial and error, allowing students to learn from their mistakes.
• Careful design is necessary to ensure games are both educational and engaging.
• Games may require resources and time to develop or acquire suitable formats.
• There is increased risk of students focusing more on the game than on the educational content.

9. Hybrid or blended

The Hybrid style takes a more modern approach. Educators combine different teaching methods in the classroom. This is one way for educators to get ahead of any learning-related issues or support varied learning styles.

For example, professors can use a combination of gamification techniques and hands-on activities to instill key concepts.

• Students have flexibility to learn in a manner that suits them best.
• Blending methods encourages self-directed learning and responsibility.
• There is substantial access to a wide range of resources and materials online.
• Blended style requires students and educators to be proficient with technology .
• Educators must plan carefully to ensure the seamless integration of different learning modes.

Use a combination of teaching styles to engage students

Educators don’t need to limit themselves to one teaching style. Different situations demand a different teaching strategy, and those who know when to use the right format will empower their students to learn in the most effective way possible.  

You may adopt an inquiry-based approach for a research-oriented class, but find a facilitator approach better suits your laboratory session. This adds variety to your students' learning experience and they are likely to absorb what they're learning more readily. When you account for a student's learning style in the process, you'll also create more effective learning experiences.

And if you want to add an element of engagement, try out Poll Everywhere's student engagement tool. Its student response system lets you create Competitions for gamification, Open-ended activities for inquiry-based learning or even Q&A activities for lecture-based teaching.  

With 20+ Activity types, you can get creative and break away from the monotony of traditional teaching methods while improving student engagement.

Looking to improve your teaching experience? Sign up for Poll Everywhere today.

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Center for Teaching

Teaching statements.

Print Version

• What is a teaching statement?
• What purposes does the teaching statement serve?
• What does a teaching statement include?

General Guidelines

• Reflection questions to help get you started
• Exercises to help get you started
• Evaluating your teaching statement
• Further resources

What is a Teaching Statement?

A Teaching Statement is a purposeful and reflective essay about the author’s teaching beliefs and practices. It is an individual narrative that includes not only one’s beliefs about the teaching and learning process, but also concrete examples of the ways in which he or she enacts these beliefs in the classroom. At its best, a Teaching Statement gives a clear and unique portrait of the author as a teacher, avoiding generic or empty philosophical statements about teaching.

What Purposes does the Teaching Statement Serve?

The Teaching Statement can be used for personal, professional, or pedagogical purposes. While Teaching Statements are becoming an increasingly important part of the hiring and tenure processes, they are also effective exercises in helping one clearly and coherently conceptualize his or her approaches to and experiences of teaching and learning. As Nancy Van Note Chism, Professor Emerita of Education at IUPUI observes, “The act of taking time to consider one’s goals, actions, and vision provides an opportunity for development that can be personally and professionally enriching. Reviewing and revising former statements of teaching philosophy can help teachers to reflect on their growth and renew their dedication to the goals and values that they hold.”

What does a Teaching Statement Include?

A Teaching Statement can address any or all of the following:

• Your conception of how learning occurs
• A description of how your teaching facilitates student learning
• A reflection of why you teach the way you do
• The goals you have for yourself and for your students
• How your teaching enacts your beliefs and goals
• What, for you , constitutes evidence of student learning
• The ways in which you create an inclusive learning environment
• Your interests in new techniques, activities, and types of learning

“If at all possible, your statement should enable the reader to imagine you in the classroom, teaching. You want to include sufficient information for picturing not only you in the process of teaching, but also your class in the process of learning.” – Helen G. Grundman, Writing a Teaching Philosophy Statement

• Make your Teaching Statement brief and well written . While Teaching Statements are probably longer at the tenure level (i.e. 3-5 pages or more), for hiring purposes they are typically 1-2 pages in length.
• Use narrative , first-person approach. This allows the Teaching Statement to be both personal and reflective.
• Be sincere and unique. Avoid clichés, especially ones about how much passion you have for teaching.
• Make it specific rather than abstract. Ground your ideas in 1-2 concrete examples , whether experienced or anticipated. This will help the reader to better visualize you in the classroom.
• Be discipline specific . Do not ignore your research. Explain how you advance your field through teaching.
• Avoid jargon and technical terms, as they can be off-putting to some readers. Try not to simply repeat what is in your CV. Teaching Statements are not exhaustive documents and should be used to complement other materials for the hiring or tenure processes.
• Be humble . Mention students in an enthusiastic, not condescending way, and illustrate your willingness to learn from your students and colleagues.
• Revise . Teaching is an evolving, reflective process, and Teaching Statements can be adapted and changed as necessary.

Reflection Questions To Help You Get You Started:*

• Why do you teach the way you do?
• What should students expect of you as a teacher?
• What is a method of teaching you rely on frequently? Why don’t you use a different method?
• What do you want students to learn? How do you know your goals for students are being met?
• What should your students be able to know or do as a result of taking your class?
• How can your teaching facilitate student learning?
• How do you as a teacher create an engaging or enriching learning environment?
• What specific activities or exercises do you use to engage your students? What do you want your students to learn from these activities?
• How has your thinking about teaching changed over time? Why?

* These questions and exercises are meant to be tools to help you begin reflecting on your beliefs and ideas as a teacher. No single Teaching Statement can contain the answers to all or most of these inquiries and activities.

Exercises to Help You Get You Started:*

• The Teaching Portfolio , including a section on teaching statements, Duquesne University Center for Teaching Excellence. This website includes five effective exercises to help you begin the writing process
• Teaching Goals Inventory , by Thomas A. Angelo and K. Patricia Cross and their book Classroom Assessment Techniques . This “quiz” helps you to identify or create your teaching and learning goals.

Evaluating Your Teaching Statement

Writing A Statement Of Teaching Philosophy For The Academic Job Search (opens as a PDF), The Center for Research on Learning and Teaching at the University of Michigan.

This report includes a useful rubric for evaluating teaching philosophy statements. The design of the rubric was informed by experience with hundreds of teaching philosophies, as well as surveys of search committees on what they considered successful and unsuccessful components of job applicants’ teaching philosophies.

Further Resources:

General information on and guidelines for writing teaching statements.

• Writing a Philosophy of Teaching Statement , Faculty and TA Development at The Ohio State University. This site provides an in-depth guide to teaching statements, including the definition of and purposes for a teaching statement, general formatting suggestions, and a self-reflective guide to writing a teaching statement.
• Writing a Teaching Philosophy Statement , Center for Excellence in Teaching and Learning at Iowa State University. This document looks at four major components of a teaching statement, which have been divided into questions—specifically, to what end? By what means? To what degree? And why? Each question is sufficiently elaborated, offering a sort of scaffolding for preparing one’s own teaching statement.
• Writing a Meaningful Statement of Teaching Philosophy , McGraw Center for Teaching and Learning at Princeton University. This website offers strategies for preparing and formatting your teaching statement.

Articles about Teaching Statements

• Grundman, Helen (2006). Writing a Teaching Philosophy Statement (opens as a PDF), Notices of the AMS , Vol. 53, No. 11, p. 1329.
• Montell, Gabriela (2003). How to Write a Statement of Teaching Philosophy , from the Chronicle Manage Your Career section of the Chronicle of Higher Education .
• Montell, Gabriela (2003). What’s Your Philosophy on Teaching, and Does it Matter? , from the Chronicle Manage Your Career section of the Chronicle of Higher Education .

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The Harvard Writing Project publishes resource guides for faculty and teaching fellows that help them integrate writing into their courses more effectively — for example, by providing ideas about effective assignment design and strategies for responding to student writing.

A list of current HWP publications for faculty and teaching fellows is provided below. Most of the publications are available for download as PDF files. If you would like to be added to the Bulletin mailing list or to receive printed copies of any of the guides listed below, email James Herron at  [email protected].

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How to Answer the “Describe Your Teaching Style” Question

Some interview questions can trip you up if you're not prepared ahead of time. I remember the first time I was asked, "How would you describe your teaching style?"  I froze up like a deer in the headlights, and mumbled something about “student centeredness,” along with a few other buzzwords I remembered from my textbooks. The school didn’t give me the job… and I don’t blame them. Having a clear, deliberate approach to teaching—an approach you can describe and defend with confidence—is a key part of being a good teacher.

Still, this is a tough question isn’t it? Fortunately, there are steps you can take to be ready for this important question by the time you start landing interviews for teaching work.

Well Before You Interview, Think About What Your Teaching Style Is

Getting a job interview is the last step to becoming a teacher. Your earlier steps give you plenty of chances to see the way that others teach, think about how   you   want to teach, and get in some practice teaching. During your teacher training, think about what makes different teachers… well… different. Then think about who you want to be as a teacher. Picture the teaching tricks and approaches that will work for you, and be able to explain   why   they would work for you.

Also try to think of what a   good teaching style   looks like from the perspective of the students. As you study the principles of teaching in your textbooks and classes, think of how these principles came into play when you yourself were a K-12 student. Looking back on it, how would you describe your own teachers’ teaching styles? And what are the different teaching styles of your professors? What aspects of your current professors’ teaching would you use in your own classroom, and why? And how do your students react to you as you do your teacher training fieldwork? What do you do that “works” for your students… and what may not be working so well?

This kind of critical thinking will allow you to talk about your teaching style with confidence and at length in job interviews. More importantly, it will help you become a truly excellent teacher before you even get your first job.

Figure Out How Other Teachers Describe Their Teaching Style

“Describe your teaching style” is an   interview question you should be prepared for . So answering the question well isn’t just a matter of pedagogy knowledge and confidence in your approach. Answering the question is also a matter of salesmanship—you’re selling yourself and your teaching style to every school you interview with!

So “describe your teaching style” is a question you should be asking other teachers who have already successfully interviewed for a teaching position. Ask your professors how they’d describe the way they teach, and ask the teaching style question to the classroom teachers you meet during your fieldwork.

Seek out answers to this question in literature too—plenty of teachers write about their teaching styles in books, on blogs, and on online forums. And don’t be shy about reaching out to these author-teachers via email with extra questions about their teaching styles. Pay attention to what all of these other teachers say, and make note of the things that seem most convincing—the claims teachers make that really “sell” their teaching ethos.

This sales angle may seem crass, but it has uses that extend far beyond the interview phase. No matter what your teaching style is, no matter how beneficial it is to your students, you will always encounter skeptics. Being able to describe the value of your teaching style to skeptical students, parents, colleagues, and administrators will allow you to overcome objections to the good work you do. If you’re able to describe your teaching style well, you’ll be able to teach the way you want to and the way you need to. And you’ll be able to convince others to try out your best practices for themselves.

And don't get so caught up in preparing your answers for the interview that you don't bring along some questions that you should ask at the interview . This will help to make sure the position is a good fit for both you and the school.

• InterviewPenguin.com – Your best job interview coach since 2011

How would you describe your teaching style? Interview questions answered

Learning is a lifelong activity for most of us. When we want to learn–be it at school , at work , from books , or from a website on the internet , beside a student there always has to be a teacher. Someone who conveys their message in the most appropriate way , and helps the student to understand the subject of learning. Different teachers, writers, and corporate leaders have different ways of conveying their message to their audience, different teaching styles .

Inquiring about your teaching style in an interview, the hiring managers (or the hiring committee members) try to understand whether your teaching style is a good fit for their organization , for the audiences you are supposed to teach in your new job.

Let’s have a a look at 7 sample answers to this interesting interview question. I purposely included also unconventional answers on my list, answers you can opt for while trying o stand out and say something else than the rest of the job applicants will say. Do not forget to read also my notes below the answers, for additional explanations and hints.

7 sample answers to “How would you describe your teaching style?” interview question

• I would describe my teaching style as coaching . Instead of offering answers to my students, I try to ask the right questions , and with the help of demonstration and group activities they should find the answers. In my opinion, the young generation lacks critical thinking and creativity . I try to help them develop these abilities, and that’s exactly why I prefer coaching to lecturing, the prevalent teaching style for this grade level. I just try to prepare my students better for the challenges they will face in the employment market.
• I would describe it as highly adaptable . I do not really prefer one teaching method, or one way of interacting with the students in the classroom environment. Because in my opinion, each class is different , so is each lesson, and a good teacher should always adjust their teaching to their audience, the level of discipline in the class, the difficulty of the lesson, and so on. I simply prefer individual approach to teaching , and I alternate between being an authority, demonstrator, facilitator, and delegator. So far it has been working great, so I have no reason to doubt the effectiveness of my teaching style.
• I would describe it as results driven . Since I typically work with students one on one, I always try to clearly define the goals with each one. Not what I want to achieve, but what they want to achieve, what they expect from our cooperation. Then, considering their current level of language skills, and what kind of personality they are, I come up with a clear plan for the entire year , including some milestones and tests, in order to evaluate our progress regularly. And just then do I choose my teaching methods, adjusting them to the plan and the ultimate goal we have with the student.
• To be honest, I cannot really tell . I am just starting my teaching career, and haven’t had a chance yet to find my way, to understand what works best with the students at this grade level . I hope to learn something from my new colleagues, who have more experience from the classroom environment. Anyway, the basic principle I stick to is that we are in the classes for the children , and not the other way around. I won’t opt for a certain teaching style just because it is the most convenient one, such as plain lecturing…
• I’ve been working as a manager for over a decade now. In my experience, nothing works better than empowering your people . You know, throw them into the water, give them responsibility, let them find the answers, let them fail so they can learn and grow on both personal and professional level. Maybe you can describe this management (or teaching) style as laissez-faire, and it has definitely been working great for me.
• I always put emphasis on practice doing . As many hours as possible in the lab, as much on hands on experience as students can get. First of all, students prefer such form of learning–at least most of them do. And secondly, we are preparing them for the real challenges they will face in the workplace , once they graduate. Because in the lab they work in teams, have conflicts, face deadlines, have to handle problems, record their findings, sometimes they even have to multitask… Of course, we cannot avoid the theory altogether. But my teaching style consists in maximizing the hours students spend working on practical tasks.
• To be honest, I do not support all these classifications of teaching styles and methodologies. It is a lot of theory, but it has little to do with the real environment of a classroom , where always different personalities meet, and one has to work with students of all levels of abilities. I simply try my best with each student –that’s the definition of my teaching style. It may mean one thing in one lesson and a completely different one in another. I may give a complete freedom to some students, but lead others with an iron fist. But I prefer not using some empty classifications that have nothing to do with the actual challenges we face in classes.

A good research can help you find the right answer

You can do your research about the school (company, organization), trying to understand what teaching style prevails there. Maybe the administrators encourage the teachers to use this or that style in the classes.

If it is the case (and you somehow find out the information), you can stick to it in your interviewer answer. Ensure them that you do not come to revolutionize the way they lead their school . On the contrary, you will be a new force in the staff room, and you are ready to learn from your colleagues, and apply the proven teaching methods in the classes.

* Special Tip : This isn’t the only difficult question you will face while interviewing for any decent job. You will face questions about prioritization, dealing with pressure, solving problems , and other tricky scenarios that happen in the workplace. If you want to make sure that you stand out with your answers and outclass your competitors, have a look at our Interview Success Package . Up to 10 premium answers to 31 tricky scenario based questions (+ more) will make your life much easier in the interviews. Thank you for checking it out!

Show your willingness to adapt

Let’s face it: one fits all approach to teaching does not exist . What works great with one student, may fail completely with another one. A teaching style that yields excellent results in one classroom will do little good in the next one. That’s how it is, since we live in a diverse and polarized world…

Bearing this in mind, you can always emphasize individual approach . Sure, you may not be able to work individually with each student (unless you work in special education or as a paraprofessional and actually work one on one with students), but you may at least adjust your teaching style to the lesson covered , and the situation in the classroom.

Job interview is not a school exam

You can refer to a widely-accepted classification of teaching style, but you definitely do not have to . You can talk about a results driven approach, or even describe your teaching style in your own words , without giving it any names, or classifying it in this or that way.

Remember that job interview is not a school exam, and that not every member of the interviewing panel will be aware of some general classifications of teaching styles. Hence it is always better to elaborate on your answer , even when you opt for one of the widely-recognized teaching styles. Because if the hiring committee members struggle to understand you, they won’t give you the job…

Ready to answer this one? I hope so! Check also 7 sample answers to other tricky interview questions:

• Teacher – what are your strengths and weaknesses?
• Why do you want to be a teacher?
• What does diversity mean to you?
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Writing Guide for Teachers

All teachers should help their students become better writers. To achieve this, teachers in training should familiarize themselves with as many writing types as possible. The journey begins as soon as you apply to a program, as you must write a convincing personal statement as part of your application. Once in a program, academic coursework includes multiple research papers and essay questions.

Strong writing skills help degree candidates articulate themselves clearly. This is important as teachers regularly write to communicate with administrators and parents. Clear, concise writing helps you express ideas and lets others know that you possess the skills necessary to educate the next generation. You can instruct students on these writing techniques, which benefit them later in life as they write college application essays, resumes, and cover letters.

Types of Writing Teachers Will Do in School

Personal statements.

Developing your writing style begins even before you apply. Most programs require applicants to submit a personal statement. Personal statement questions vary by program, but most ask applicants why they wish to attend the program and their career goals. Admission counselors appreciate essays that reflect a passion for teaching. They also prefer to read polished essays with near-perfect grammar and punctuation.

To differentiate your personal statement, consider sharing real-life experiences. If the prompt questions why you want to become a teacher, discuss the event that led you to that realization. A personal story humanizes you in an admission counselors’ eyes. When writing about personal experience, try to avoid negative or controversial topics unless you are discussing overcoming adversity or learning from a past mistake.

Submit personal statements to all programs to which you apply, even if they are optional. A great personal statement introduces you to the school and leaves a lasting impression.

In a teaching program, many exams include long-form essays. Some professors provide the prompt in advance, but if not, you can focus on either the study guide or unit materials to identify the largest or most complex topic covered. Professors often choose these topics for essay questions.

When starting any exam essay, use at least five minutes of the allotted time to plan and outline your essay. Create a thesis statement that answers the question. Then connect ideas from your prior knowledge to the thesis. If at least three separate ideas connect to your thesis, you can begin writing the essay. If you can brainstorm only one or two significant ideas, consider editing your thesis to better match the available evidence you can remember from the unit.

When you write an exam essay, always use a pencil and save at least five minutes for proofreading. This allows you to edit your text, polish any awkward areas, and replace weak examples. Awkward language can lead to your professor not understanding your point, resulting in a lower grade.

Research Papers

Research papers require students to research a specialized topic and may take weeks or months to complete. Students receive an assigned topic or question and then conduct research to develop their own opinions. A common research paper topic for teaching students involves the impact and validity of different child development theories over the last century. Like an essay, you connect main ideas from your research, quotes, and paraphrases to your thesis statement. Using your research, you create an essay outline where you can rearrange ideas before you begin writing.

When writing an essay, always begin with an introductory paragraph that includes your thesis statement. After that, follow these steps: introduce the idea, provide direct evidence through quotes or paraphrases, expand or comment on this evidence using your ideas, and conclude by transitioning into the next main idea. A double-spaced, 10-page essay generally includes three to four main ideas. Before wrapping up, consider addressing any possible counterarguments. You can refute or concede to these counterarguments. Finish your essay with a concluding paragraph, and have someone proofread your paper. Performing this extra step can significantly raise your grade.

How Do You Write an Essay?

Begin by choosing which type of essay you want to write. Do you want to tell a story, or do you want to change someone’s mind about an issue? In the bullet points below, review the five most common essay types that teachers in training can use when teaching writing structure and style.

These essays tell stories from the author’s point of view and often invoke readers’ emotions. Writers can use first-person language, as they are the key witness to the events unfolding on the page. Students should use clear, concise language and include all relevant details.

This format blends features of other essays. Students investigate one or more ideas and create an argument using cause-and-effect or persuasive techniques. The best expository essays use clear transitions, support points with evidence, and include a concluding paragraph that reexamines the thesis statement in light of everything that preceded it.

Also known as an argumentative essay, writers use this essay type to change readers’ minds on a topic or issue. Writers perform extensive research before outlining their responses. Persuasive essays often use quotes and paraphrases from authority figures to support the writer’s claims, which a thesis statement anchors. Invest as much time on research and outlining as on writing and editing this essay.

Comparative

In this essay, writers compare two or more items, positions, texts, or events. Teachers likely assign the two items to compare, but sometimes students must develop their own items based on a certain theme. First weigh the similarities and differences between the two items you plan to compare. The results of your brainstorming become your essay’s foundation: the thesis statement.

Cause and Effect

This format either focuses on the causes or effects of an event. Once you decide your essay’s path, build it around three ideas that support your thesis. If your essay focuses on causes, mention one or more effects in your opening paragraph so that readers understand the connection. Like a good persuasive essay, a good cause-and-effect essay helps shift readers’ thinking to your point of view.

Citations Guide for Teaching Students

Using citations ensures that you attribute quotes and ideas to their respective authors. Not doing so may lead to a lower grade or an automatic fail. From high school to doctoral-level graduate programs, students use one of four citation systems: American Psychological Association (APA), Chicago Manual of Style (CMS), Modern Language Association (MLA), or Associated Press (AP). Learn more about which professions use these styles and how citations differ in the sections below.

American Psychological Association Style

Developed by the American Psychological Association, social sciences students use APA style when writing research papers. Like all citation systems, this style features in-text citations, footnotes, and a reference page. Papers include a title page, abstract, essay, and reference page in that order. Compared to other citation systems, APA style emphasizes each reference’s date of creation. When writing a citation at the end of an APA-style essay, the copyright year immediately follows the author or creator’s name.

(Richard Smith, 2012, page 76) The scientists discovered an amazing gem at the bottom of the mine (Smith, 2005).

Chicago Manual of Style

The CMS style involves a citation system and many unique grammar and usage rules. This style includes in-text citations and those that follow the text or a footnote on the same page. Only writers using CMS style have this option. All other citation systems have the writer include the full citation at the end of the text. New editions of the CMS appear approximately every 10 years, so be sure to use the latest version.

(Bob Adams, 1993, page 12) “We will never know if extraterrestrial life exists” (Adams 1993, 12).

Modern Language Association Format

Students studying literature, English, other languages, and different cultures predominantly use MLA style. MLA boasts fewer rules than other citation styles, which allows high school students to learn it as their first citation system. At the undergraduate and graduate levels, some social sciences professors prefer that students use MLA over APA. Many free online resources exist to help students successfully use MLA style.

(Caulfield, 1955, page 33) “The camera is the artist’s greatest tool” (Caulfield 33).

Associated Press Style

Journalists throughout the U.S. use AP style to guide their grammar, usage, and citations. Developed by the Associated Press news agency in the 1970s, AP style includes specific rules for business and sports reporting. The guide also includes sections on editing marks and punctuation. AP prohibits using the Oxford comma. On the AP style website, visitors can subscribe to an online version for a small annual fee or sample a free trial.

(Hank Nichols, 2014, page 12) “Men are only as good as their masters,” Nichols wrote in his 2014 bestselling novel , Man at the Window.

The Best Writing Style for Education Majors

In your teacher preparation program, your professors likely use APA or MLA format. Becoming familiar with these citation methods before starting your degree should help you become a better academic writer. Although mastering academic writing and APA/MLA format might come naturally to you, consider your future students.

To help students improve their writing and learn at least one citation format, consider using one or more of the resources provided by the Institute for Excellence in Writing (IEW). IEW’s products and events help teachers and parents become more effective writing teachers. Teachers of English language learners and special needs students can find multiple resources as well. For first-time visitors, IEW offers a series of free webinars. These introduce the IEW teaching writing structure and style and other instructional best practices.

Common Writing Mistakes Students Make

Active vs. passive voice.

Active and passive voice describe the relationship between a sentence’s subject and verb. In active voice, the subject performs the verb. (Sammy bought a cake.) In passive voice, the subject does not perform the verb. The action instead happens to the subject. (The cake was bought by Sammy.) Both active and passive voice represent grammatically correct ways to write. However, they create two traps for many writers.

The first trap involves mixing active and passive voice. Pick one voice and stick with it. Also, the rules of standard English insist that you use active voice in all cases. Many people find that reading passive voice sounds wordy and unnecessary. To avoid passive voice, always proofread your text, invest in a grammar-check program, or ask someone to edit your paper.

Punctuation

Punctuation refers to the characters used in the English language that are not part of the 26-letter alphabet. These characters indicate the end of sentences, pauses in speech, and emphasis. Periods, questions marks, and exclamation points always come at the end of a sentence. After a complete sentence, you can use a colon to begin a list. Semicolons connect two complete sentences that share the same topic.

Most punctuation mistakes involve commas. The first rule to remember concerns the Oxford comma, putting a comma after the second to last item in a list. Example: Mary bought a donut, ice cream, and soda today. The comma after ice cream is the Oxford comma. Some writing styles use the Oxford comma. Another avoidable comma mistake involves always placing a comma between two adjectives that describe a noun. Example: William bought an expensive, beautiful house last year. A comma splice involves incorrectly joining two complete sentences with a comma.

Grammar refers to the proper use of the English language. Many mistakes students make consist of simple errors that they began using as children and did not remedy. For example, many students have trouble correctly using there, their, and they’re. These three words are homophones. They have the same pronunciation but different spellings and meanings. There indicates a location; their indicates a possessive; and they’re is a contraction of ‘they are’. Other common homophones people mix up include its; it’s; your/you’re; and pique, peek, and peak.

Another grammar trap to avoid involves when to use ‘who’ or ‘whom’ in a sentence. Both refer to a singular noun when asking a question. Which one to use involves substituting he or him into the sentence. If ‘he’ works, use ‘who.’ If ‘him’ works, use ‘whom.’

Writing Resources for Teaching Students

• Purdue Online Writing Lab Purdue OWL represents your one-stop shop for information regarding academic writing, such as citation guides and teaching resources. Many teachers in training who use Purdue OWL in college continue to use the free service as teachers.
• National Writing Project The NWP resource topics page provides what both new and experienced teachers need to help their students learn how to become more effective writers. Specialized topics include urban education, special needs, and digital writing.
• Scholastic Writing Resources Scholastic helps teachers with premade writing lesson plans. These resources can help teaching students learn the basics of what makes an engaging lesson plan.
• readwritethink This resource provides new teachers with hundreds of ideas for classroom activities that help students become better writers. The website breaks down activities by grade level, so teaching students preparing for all grade levels can use it as a reference.
• Writing A-Z This resource focuses on both emerging writers and fluent writers, giving teachers the tools to help students at all ability levels.

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Best Teaching Styles, Essay Example

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Learning Strategies in Teaching and Best Teaching Styles

There are numerous learning strategies and teaching methods teachers use to help children learn. Various teaching styles apply depending on what the teacher wants to portray and depending on the type of student the message is being portrayed due. For example: if a teacher is trying to teach writing to young scholars she may want to use persuasive methods or applications coupled with character education to bring innovative learning skills together. I will focus on cooperative learning for this paper because Cooperative Learning is used when students have the opportunity to engage in the learning process which helps them to learn faster and enjoy a more positive learning experience. “Teachers do not get off the hook with this type of teaching, for they must guide the learning process and facilitate its success along the way.” (“Cooperative Learning.” In many schools that offer gifted and talented centers it’s a way of having children take charge and making decisions that can help them with workplace skills and further personal development skills. This is a team building exercise that helps students work collaboratively in a group hence building team building skills and promoting a strong inner sense and good self-esteem. A typical hypothetical classroom skillful play might be having a child play the role of facilitator, recorder, project leader or developer or CEO.”  Every student has a role and participates in the entire process. This is an individual role with collaborative effect.

Cooperative Learning has been implemented in more schools because it is an innovative and effective role playing tool to teach children to take positive aim to develop interpersonal business skills as well as to develop a sense of personal achievement that can mature them into responsible young adults. The teachers guide them through the entire process but do not conduct the work for them. This is not a traditional teacher/student program of learning.

Cooperative Learning (2010) Retrieved July 5, 2010 from, http://www.newhorizons.org/strategies/cooperative/front_cooperative.htm

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Learning and Teaching Styles

Introduction, learning styles, teaching styles, referencing list.

Advanced Education has in the recent past brought increased learning and teaching styles. The education sector has improved over the past years making it easier for learners to acquire information through different styles. The learning process depends on one’s understanding as some people are slow learners while others are fast learners. Methods used to teach always vary from one instructor to the other because they have different preferences. This paper, therefore, is aimed at addressing the different learning styles and different teaching styles. To achieve this goal, the paper will be divided into three sections in which the first part will address the different learning styles. The second section will address the different teaching styles while the last section will be a conclusion of the paper.

Learning is a diverse process of conveying information to students as it involves seeing and hearing logical reasoning and visualizing. Students can transform their learning styles as they mature and progress from one education level to the other (Ropo, 1987, par, 2). How a student learns may depend on the approach taken towards the instructor or a particular subject. However, there are people whose understanding relies on their background, heredity, or environmental demands. There are three types of learning styles which include, kinesthetic, visual, and auditory. Some people would prefer the combination of the three styles while others would only pick on one or two styles. This shows that for one to understand a concept, it will entirely depend on the learning styles used (Slavin, 2009, par3).

Looking at each style, kinesthetic style is where an individual has to do something practical to have a clear understanding. Kinesthetic learning requires a student to carry out a physical activity like experiments, acting, or sporting activities. Such learners are in a position to focus on two different things at the same time. They can get instructions and at the same time do something physically. An example is in a music class where an individual can sing and dance at the same time without losing track. Kinesthetic learners are people who can get a concept through realistic examples. These learners must always perform a given task for them to comprehend an idea. One advantage of the kinesthetic style is that learners can always reflect on what their bodies was doing. Learners also have a high hand and eye organization which makes the learning process easier (Hunt, 1987, par, 4). This style is efficient because learners can remember what they have done in classrooms or outside class. Visual learning primarily involves what is seen, observed, or a reflection of a given concept. Those who use visual style will normally prefer using materials such as maps, images, and colors. Students who use visual style tend to have a high instinctive path and can simply visualize things. Visual style can benefit learners especially when teachers use blackboards to demonstrate points or ideas (Brown, 1980, par.4). Contrary to the visual style, auditory learning is where learners depend on what they hear. The auditory style requires learners to be attentive as they learn best through listening. In class, auditory learners will always pay attention to what lectures say for them to comprehend. Some get concepts by listening to music while others can easily understand without any backups.

There are four main teaching styles which include permissive, authoritative, detached, and authoritarian. Permissive teaching entails friendship between instructors and students as there is no strict discipline. Teachers who use the permissive style normally favor learners and may not take disciplinary measures when students make mistakes. Such teachers can even go to the extent of pleading with students to make them active in class. Authoritative teaching is where a teacher uses orders to instruct learners and involves firm discipline. Although this style is ideal, it may not be easy to teach because learners are not free with their teachers. In other words, learners may find it difficult to approach the instructor. Detached teaching involves teachers who do not care about their learners. Such teachers can teach without caring about the progression of a student’s performance. A teacher using the detached method may prefer sitting at the back of the class while they are teaching students. The authoritarian style requires students to obey what their teachers tell them. This kind of teaching may involve a teacher screaming in case the students do not obey instructions (Wagaman, 2009, par.4)

Ultimately, learning and teaching are processes that require both the students and teachers to be committed. Learning styles are essential as they enable students to comprehend concepts much easier. For effective learning, teachers should identify the best teaching styles for the students. Teachers should also be aware that there are students who are fast learners while others are slow learners.

Brown, D. (1980). Principles of Language Learning And Teaching. Englewood Cliffs, NJ:Prentice-Hall. Web.

Hunt, D.E. (1971). Matching Models in Education: The Coordination of Teaching Methods with Student Characteristics. Toronto: Institute for Studies in Education. Web.

Slavin R. (2009).Educational Psychology: Theory and Practice. NY: Johns Hopkins University. Allyn & Bacon. Web.

Ropo, E. (1987). “Skills for Learning: A Review of Studies on Inductive Reasoning.”  Scandinavian Journal of Educational Research 31(3): 1-39. Web.

Wagaman J. (2009) Understanding the Four Teaching styles. Web.

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Essay: Teaching styles

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Abstract Students’ learning style is the most important factor in determining how well he might learn the second language. Success depends largely on this factor and on teacher’s teaching style. However, mismatches happen a lot between the students’ learning styles and the teachers’ teaching style and therefore language learners do not learn effectively. To learn a language effectively, students must be actively engaged in using language. The teacher of English must create opportunities within the classroom situation to enable learners to think through language. In this paper the following questions will be answered to outline the impact of the teachers’ styles on the students’ language learning: How can we identify the elements of teaching style? What impact do teaching styles have on English Education? What are the classifications of teachers according to their styles? Why should we have to consider the learners’ learning styles? Why should we have to understand / know our learners’ styles? And how can we match between the learners’ learning styles and teachers’ teaching styles?. Key words: teachers’ styles, learners’ learning styles, English Education Introduction Data about teaching styles is just a single portion of teacher-student association. Similarly as instructors have favored methods for educating, understudies have comparable inclinations for how they wish to learn. These manners are marked learning styles of which allude to those individual characteristics that impacts learners’ capacity to get data, to connect with companions and teachers, and take an interest in learning encounters. As a result, the teaching-learning association is even more a teacher-student exchange. The two are associated with endeavors to shape each other into commonly advantageous types of relating. teachers and students embrace specific styles of instructing, learning and conveying keeping in mind the end goal to be effective. Such things are created through changes in the teacher and student view of each other, their activities towards each other, and their new parts in instructing/learning forms. “A variety of cognitive, social factors, motives, emotional, problem solving abilities, memory and perceptual processes, and information processing capabilities were used to identify the learning styles of students” (Garden, 1993). Identifying the Elements of teaching styles While numerous individuals have contended that the learning style is vital in educating, distinguishing the components of the teachers’ styles has became troublesome. One reason is that customarily, the idea of style has been seen in a disparaging way as outlined by ” (Eble, 1980). Thus, to give style a good definition and to use it effectively require moving beyond negative trend in which it is sometimes understood. Style in teaching as in art, music, athletics, managing people, and other areas of endeavor is not something that is put on for the occasion. Style, Eble argued, was “What one is” (p. 95). Teaching style represents teacher’s continual manners and personal qualities that show how he mange and lead his classroom. Thus, it defines teacher and directs his pedagogical processes of which effects both the students and their ability to learn. Although observations may enlighten the common components of teachers’ styles, still they are insufficient. If style represents what a teacher is so, there will be many different styles as there are teachers which make it difficult to use observations as a technique to help in enlighten the nature of the teachers’ styles. To study specific types of teaching styles in a systematic manner, it would be beneficial to categories the personal qualities and behaviors that shared by all the teachers. Which make it easy to examine how particular characteristics affect students and their subsequent ability to learn. Understanding our teaching styles would be enhanced if we had a list of the elements of style that we use a basis for examining ourselves. There is, however, no clear consensus about the common components of style, it largely depends upon whom you ask – or at least what you read. Several approaches to understand teachers’ styles appear in literature. Various authors emphasize different aspects of how people teach, and thus there is little agreement about the elements of style. Instead, various aspects of our thoughts and behaviors are highlighted by those attempting to describe teaching style. The impact of teaching styles on English Education The shift in the language teaching paradigm in the twentieth century lead to the changing in the teaching styles. This helps in changing the lesson from traditional styles such as a translation based-instruction or grammar-based instruction to a communicative approach. Consequently, the roles of the teachers and of the learners have been changed to met the new education purposes. Breen and Candline (1980) describe teacher roles in the following terms: “The teacher has two main roles: the first role is to facilitate the communication process between all the participations in the classroom. And between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. The latter role is closely related to the objectives of the first role and arises from it. These roles imply a set of secondary roles for the teacher; first, as an organizer for resources and as a recourse himself, second as a guide within the classroom procedures and activities…. A third role for the teacher is that of researcher and learner, with much of contribute in terms of appropriate knowledge and abilities actual and observed experience of the nature of learning and organizational capacities”.(p.99) Lessons now are student-centered in classrooms, they are designed according to the general principles of the Communicative Language Teaching (CLT). The philosophy of this approach based upon varied teaching practices which increase the students’ interaction in order to acquire communicative skills or even for keeping students’ attention. Besides, these practices within the lessons focus on meaning rather than in the form of at the early stage and on both in the advanced one. Moreover, the atmosphere of classroom in this type is relaxed and encouraging for students’ participation. In this respect what collectively termed learner’s learning style, the different ways he acquires, retains and retrieves information. Therefore, teachers have to acknowledge of the different learning styles among their students which are nowadays differ from the ones that have been used in the past, so they can consciously adjust, adapt, organize or modify their teaching approach to much students’ learning preferences in order to increase their communicative learning ability. Students’ own views of their schooling are important are important as they have impact on their lives (Krueger,1997). Their views can also give teachers and teachers educators a better understanding of preferred teachers’ characteristic, teaching styles and schooling experiences “Teacher’s behaviors have significant bearing on students’ motivation, goal setting, selections of learning strategies or interest in the course” (Wang, Gibson & State, 2007. P. 3). Effects on students resulting from teacher’s behavior can be positive or negative. According to the previous researchers, students can blossom or wither because of the affects, behaviors, and methods of a particular teacher. In addition, teacher’s behaviors can affect students motivation and interest in a subject or a course and their approach to learning (Wang, Gibson & State, 2007). The Classification of Teaching Styles: Just as people have individual learning styles, teachers have teaching styles that works best for them. There are a number of factors that have their influence on teachers in selecting a certain teaching approach or style to address of various types of learners. According to Grasha (1996), the students’ capabilities to handle a course demands, and the teacher’s response to students’ learning preferences are important elements in demanding what teaching style would be more appropriate to adopt. Two models are used her to classify teachers according to their teaching styles. The first one is Grasha’s Model (1996) of which includes five the following styles: expert, formal authority, personal model, facilitator, and delegator. They can be illustrated in the following way: Expert Teacher who has expert teaching style possesses knowledge and expertise that students need. He strives to maintain statues as an expert among students by displaying details knowledge and by challenging students to enhance their competence. Formal Authority Teachers as the transmitter of information who tend to focus on content and have a formal authority teaching style. This style can be characterized as a teacher-centered, where the teacher is the source of knowledge and the students are the recipients. Teachers with this teaching style are not concerned with building relationship with their students nor is it as important that their students from relationship with other students. Demonstrator or Personal Model Demonstrator are the teachers whose their classes are teacher- centered ones. They tended to model the skills and knowledge. Moreover, they keen on empowering understudies cooperation and adjusting their introduction to incorporate different learning styles. learners are required to assume some liability for realizing what they have to know and for requesting enable when to comprehend something. Facilitator Teachers who have a facilitator display showing style tend to center around exercises. This showing style underlines learner focused learning and there is considerably more duty put on the learners to step up with regards to taking care of the requests of different learning tasks. This style works best for learners who have the cooperation spirits and can effectively engage in collaborate with other learners. Teachers with this style regularly configuration amass exercises which require dynamic learning, cooperation and critical thinking. They will regularly endeavor to configuration learning circumstance and exercises that require understudy handling and use obviously content in innovative and unique ways. Moreover, the teacher with this type controls and coordinates by asking the students questions, investigating their choices and their recommending options Delegator teachers who have a delegator style tend to put much control regarding learning on learners whether individuals or groups. They will frequently give learners a decision outlining and actualizing their own unpredictable learning projects and will act in a consultative way. Moreover, he builds up the learners’ capacity to work independently. Learners are frequently requested to work autonomously or in groups and must have the capacity to keep up inspiration and center for complex tasks, they working in this kind of setting take in more than simply course particular points as they additionally should have the capacity to viably work in amass circumstances and oversee different relational parts. According to Grasha, everyone who teaches, possesses each of the four teaching styles but to varying degrees. The second model is Teach with Style Model which was designed by (Teeters, 2001) who classified teachers into the following four styles: The Systematic type: Systematic-type teachers, as described by Teeters, view teaching as a partnership between learners and teachers. They collaborate with learners, assess students’ needs and set clear and meaningful goals to reach and fulfill their needs. The stimulating type: Stimulating teachers motivate their students through active learning such as presenting information in interesting ways and in encouraging students’ participation. The spontaneous type: This type of teachers gives learners the opportunity and permission to try out new ways of viewing thing. It breaks away from old types of traditional teaching and learning. Also teachers who adopt this style function as facilitators to make learning as enjoyable as possible through the use of arts, imagination and stories, in addition to encouraging risk-taking. The safe type: the safe type of teachers is based on building confidence with learning through openness and in making learners relaxed to share their experiences. Besides, it helps learners get acquainted with each other (Teeters, 2001). To get an indication of what any teacher’s main teaching style is, teaching style quiz can inform him / her. See (Appendix, A),( cited in Stein, Steeves, Mitsuhashi, 2002) Enhancing our teaching Style Gilakjani and Ahmadi ( 2011) study is an analysis of learning styles for Iranian EFL students. The reason for this investigation is to expand faculty awareness and understanding of the impact of learning styles on the instructing procedure. Previous studies alongside with analyzed data decide how learning styles influence the instructing procedure. The conclusion of this study shows that teachers should endeavor concentrated to educate in a multi style form that both achieves the best degree of learners in a given class and difficulties all learners encounter to grow as learners. Teachers’ growing, changing, and progressing largely depend on the reflection they receive from their students. “As teachers, we need to see ourselves accurately through the eyes of our students and colleagues” (Teeters 2001, p. XV). Research on student perceptions of teachers has revealed a range of preferred teachers’ qualities. “Effective teachers have been to be human, professional, and subject centered as well as students centered” (McCabe, 1995, p125). Another study of pre service teachers’ perceptions of teacher effectiveness by Minor, Onwuegbuzie, Witcher and James (2002) found seven emergent themes: student-centered approaches, effective classroom and behavior management, competence as an instructor, ethical, enthusiastic about their teaching, knowledgeable and professional. Characteristics such as knowledge, enthusiasm, approachability, consistency, fairness, respect of students and making learning relevant to their lives are identified as important to students in (Groves & Welsh, 2007). Dahin (1994) also argues that internal debates and analyses about our instructional processes “mark teachers as problem solvers and negate the concept of teachers as technicians, waiting for researchers or legislators to tell them what they need to do in their classrooms” (p.60). He adds that teachers need to justify what they are doing, and the insights that gained from self-reflection help them communicate the mode of inquiry in which they operate to others. It also can help in managing personal change in teaching. Garcia (1986) indicates the importance of having concerned teachers in the classrooms those who provide a solid base of understanding students’ needs, abilities, and differences, most likely do so because they are able to relate to classroom as a whole, and also to students as individuals. She believes that the excitement and enthusiasm that a teacher is able to create in the classroom play a major role in assisting students in learning the subject not only with more positive energy, but also help them be interested in topics that they would normally not interested in. So obtaining new perspectives on our teaching styles is an important part of enhancing our teaching style. This process involves exploring underlying attitudes, values, and assumptions about teaching and learning. It also entails challenging long-held beliefs about ourselves, our students, and the complex processes of teaching and learning. This will initiate processes for personal growth and development. Self-reflection plays an important role in examining the new perspective about our styles as teachers. This reflection can occur during our private moments, in discussions with colleagues and students, in a journal or as statements about our teaching that appear in teaching portfolios. The ultimate goal of self-reflection is to learn from our experiences in order to produce better teachers. Learners’ Learning Styles learning style can be characterized in different ways, yet the most illustrative definitions allude to two basic viewpoints: a) the learning style speaks to a person’s favored methods for reacting (psychologically or behaviorally) to learning undertakings which change contingent upon the earth or setting (Peterson, et al., 2009), and b) the learning style alludes to the possibility that people contrast as to what sort of guideline is best for them (Pashler, et al., 2008). Along these lines, the learning style demonstrates a general inclination for learning and incorporates intellectual, affective, psychomotor, and physiological dimensions from the students’ perspective (Knowles, et al., 2005). Then again, the learners have diverse styles in their learning which considers challenges , in light of the fact that the ideal direction assumes diagnosing people’s learning styles and fitting guideline in like manner and this from the educators’ point of view, (Pashler et al., 2008). learners learn in varied ways, by observing and hearing; reflecting and acting; thinking sensibly and naturally; retaining and picturing. Showing strategies additionally differ. A few teachers address, others exhibit or talk about, some attention on guidelines and others on cases, some accentuate memory and others understanding. How much a given learner learns in a class is administered to some degree by that learner’s native ability and prior preparation but also the compatibility of his or her characteristic approach to learning and the and the teacher’s approach to teaching (Felder, Henriques, 1995, p.1). Slick (2000) visualizes learning theories as a set of glasses that provide lenses to focus on the educational experience. In such context, he believes that one prescription may not be enough. Therefore, she thinks it may take bifocals to focus and combine theories to produce the desired outcome. In defending her point, she claims that each eye sees slightly differently, and that some adjustments in educational plans may be necessary. Methods of teaching, ways of presenting information, and personality characteristics of teachers all affect learning and affect different learners differently (McKeachie, 1995). We learn differently simply because we are all different from each other in many aspect. Likewise, a learning method that may be appropriate for many students may be ineffective for other students who could learn more easily with a different approach. Entwistle (cited in Pilkington and Groat, 2003) has shown that person’s preferred learning style can have far-reaching effects, often influencing subject choice in tertiary education. In an analysis of students’ approaches to problem-solving tasks, Laurillard & Ramsden (cited in Pikington, and Groat, 2003) found that all students varied their approach to different tasks depending on the nature of the task and the context in which learning takes place is important. Ramsdan, found that students were more likely to develop a deep-level approach when they were interested in a subject for its own sake, but adopted a surface one when attempting to meet externally imposed criteria. Everyone has away or style of learning which works best for them. There are a variety of ways to identify students’ learning styles. Two of these models are presented here. The first one is the learning style questionnaire developed by Kolb (1984) who categorizes learners as Diverger. Assimilator, Converger, or Accommodator. This learning style model shows Diverger learns from concrete experience, Assimilators learns from reflective observation, Converger learns from abstract conceptualization, and Accommodators learns from active experimentation. Violand-Sanchez (1995) identified Diverger as learning from feeling, Assimilators as learning from watching and listening, Converger as learning from thinking, and Accommodators as learners from doing. The need for being aware of learning preferences seems important especially in a teacher centered classroom; otherwise, the activity might not keep the attention of many of the students. The second model is the perceptual Learning Style by Reid, it includes six groups of learning styles: Visual, Auditory, Tactile, Kinesthetic, Group, and individual. Learners use these styles as major learning styles, minor learning styles, or negligible learning styles (Reid, 1984). They can be illustrated in the following way: Visual Individuals who have a visual learning style learn best if a noteworthy segment of the material or lesson is something they can see or watch. This student works best with composed materials and guidelines, outlines, blurbs, and exhibits. The data which the visual student takes in is converted into and put away as pictures or pictures in their brains. These students are normally perfect and efficient. This learning style will function admirably for anybody needing to do course work by means of separation instruction which enables the students to control their learning condition making it more helpful for their learning. Auditory Individuals who have an auditory learning style learn best if there is an oral segment to the material being found out. Verbal directions, taped addresses and eye to eye guideline work best. These students channel the data they hear and store the important information however don’t really shape pictures around it. When utilizing critical thinking, auditory students like to “talk it out”. While talking they may utilize phrases which identify with how they learn, for example, “I hear you”. Unnecessary noise can be a distraction for the auditory learner. Tactile The tactile learning style is quite often joined with the kinesthetic learning. The two styles include substantial development, and are fundamentally the same as, however the tactile style is more direct. It includes the feeling of touch, and fine motor developments, as opposed to the huge, entire body developments found in the kinesthetic learning style. The tactile Learning Style learns through the feeling of touch and has a great eye-hand coordination. At the point when in a store, people with a tactile learning style may feel like they need to touch, and investigate numerous items to ‘comprehend’ the qualities of these objects. Hand-on learning is the essential technique for instructing tactile students. tactile students appreciate manipulative, utilizing diverse media, for example, finger-paints, craftsmanship materials, building ventures, pieces or questions for math, hands-on science tests, making models, dioramas, and so forth. Kinesthetic Individuals who have a sensation or tactile learning style learn best when they can touch or feel what they are learning about. The utilization of body and sentiments are vital to those students so active ventures work best for them. Sensation students don’t generally have a decent time sense or feeling of precision or tidiness. They regularly live for the minute and don’t have a dream without bounds. Sensation students will frequently discuss their learning regarding sentiments, introducing explanations with “I feel”. Individuals who have this learning style will tend to move around while endeavoring to tackle an issue. These students will have the most trouble with the “run of the mill’ composed separation instruction course. They have to search for courses which are more task arranged where course substance can be learned by doing it or utilizing it. Group learners learn best when they are effectively associated with the learning process. Moreover, they learn more if they working in small groups as researchers reported. Learners who work in cooperative groups additionally seem more happy with their classes. Different names have been given to this type of instructing, and there are a few qualifications among these: agreeable learning, communitarian learning, aggregate getting the hang of, learning groups, peer educating, peer learning, proportional learning, group learning, contemplate circles, consider gatherings, and work gatherings. However, with everything taken into account, there are three general sorts of group work: casual learning groups, formal learning groups, and study teams. Individual learning It is the ability of individuals to experience personal growth in their interactions with the outside world. Through a process of assessment, reflection, and taking action, every individual will be responsible of his own learning and development It is also taking personal responsibility for one’s own learning and development. The more learning styles learners use as their major learning style, the more flexible and successful the learners are. If students use limited learning styles as their preference, it is more challenging for them to “adjust” to teachers’ teaching styles. Recognizing the weaknesses of their own styles and the strengths of other learning styles is important for students in order to be effective learners. Learning styles quiz can be used to get an indication of what any learner’s main learning style is. See (Appendix, B),(cited in Stein, Steeves, Mitsuhashi, 2002). The importance of understanding/knowing our learners’ styles Recognition of students’ styles and understand them help teachers to explore ways to accommodate variations in their styles in their teaching. Some teachers sometimes recognize differences in the personal qualities of students but fail to act upon this knowledge. Others acknowledge variations in learning styles and take actions to modify their styles as teachers accordingly. Some teachers try to teach the basic-classes differently than advanced ones. Others recognize that gender differences exist among students.Thus, they present appropriate tasks of male and female. When teachers are aware of the diversity of learning styles, they will begin to consider various activities. A variety of activities will enhance learning, and students will expand their learning styles through different tasks. teachers should have enough knowledge about their individual students’ style preferences, to be able to provide the needed instructional variety. For example, Some learners might need instruction presented more visually, while others might require more auditory, kinesthetic, or tactile types of instruction. Many educational research approved that knowledge of student learning preferences has a lot of benefits, for example, Diaz and Cartnal (1999) compared two learning styles of two online health education classes. They found significantly differences in learning preferences for both groups of students and concluded that knowledge of student learning preferences influences learning performance. Felder and Silverman (1988) and Felder and Dietz (2002) found that knowledge of students’ learning preferences were a determinant of student success. Teacher’s understanding of his students ‘physical, social, emotional, moral, and cognitive development might influence learning and help him/her to decide the instructions to be used depending on these factors. In addition, his awareness of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral, and cognitive), can identify levels of readiness in learning, and understanding how development in any one of these domains may affect performance in others. Furthermore, he could help them to develop self-confidence and competence. Bridging the Gap Between Students’ Learning Styles and Teachers’Teaching Styles The gap between students’ learning styles and teachers’ teaching styles and the lack of instruction on learning strategies might hinder students’ language learning. According to Rao ( 2002 ), “Bridging the gap between teaching and learning styles can be only achieved when teachers are first of all, aware of their learners’ needs, capacities, potentials, and learning style preferences in meeting these needs” (p.7). Felder (1995) proposed that when mismatches often occur, it might have bad effects on students’ learning and attitudes to class and to the English learning itself. Felder added that students may get bored and may quit the course. Educational researchers claimed that matching teaching and learning styles can improve learners’ performance. Felder(1995) and Reid (1996) added that all learners can have an equal chance in the classroom, and build self-awareness if there is a matching between teaching styles and learning styles. A study conducted by Yazici (2005) in the University of Winconsin, USA, however, reported that learning styles influence individual’s motivation in learning, especially when the learners’ preferences do not match with the teaching style of the teachers which may then lead to the change in behavior and affect the students’ level of motivation as well as their interest in learning English. This might then result in bad performance in the subject. The study confirmed that the situation is resulted from the mismatch between learners’ learning preferences and the activities or techniques used in their learning processes. Yazici, proceeded that, when learners and teachers do not choose the appropriate activities and techniques that match their learning styles and preferences, this will then affect their performance in the subject. In addition, the students learn better when they work out on activities meet their preferences. Students, who are allowed to choose among learning activities that they prefer based on their preferences, will learn better (Lewis and Hayward, 2003). Therefore, teachers should play their role in ensuring that their teaching approaches and techniques match with the learner’s preference and style of learning to ensure effective learning, if not this might negatively affect students’ learning and performance (Wallace and Oxford, 1992). On the other hand, when learners’ learning styles are matched with appropriate approaches in teaching, their motivation, performances, and achievements would increase and be enhanced(Brown, 1994 ). A research carried out by Cassidy & Eachus (2000) investigated the relationship between students’ evaluation of their own academic proficiency, learning style and academic achievement. The study has proved that learners’ proficiency is positively correlated with a strategic learning approach, and negatively correlated with an apathetic learning approach. Teacher needs to take into consideration the learners’ learning styles while choosing the teaching and learning approaches as well as the techniques to be implemented in the teaching and learning process. If teachers accept and consider the suitable students’ learning styles in the teaching approaches implemented, this would somehow help in increasing the students’ attitudes toward learning, productivity, academic performance and creativity (Griggs, 1985). Reid ( 1996 ) concludes that when teaching style matches with learning style, learners will have an equal chance in the classroom, and builds student self-awareness. He outlined that using a balanced teaching style will overcome the mismatch with the learning style; which means that teachers should try to accommodate all learning styles. Peacock ( 2001 ) is one of the researchers who investigated matching the teaching style and learning style in the real setting. He concluded that serious mismatches exist among the learning styles of the students and teaching styles of the teachers. To match teaching and learning in the classroom means that teachers should try to accommodate different learning styles of the students. Felder and Henriques (1995 ) concluded that teachers who wish to address a wide variety of learning styles need not make drastic changes in their instructional approach. The way they normally teach addresses the needs of at least five of the specified learning categories: regular use of at least some of the instructional techniques which illustrated below should suffice to cover the remaining five and these are: *Motivate learning as much as possible, teach new material (vocabulary, rules of grammar) in the context of situations to which the students can relate in terms of their personal and career experiences..etc. *Balance concrete data (word definitions, rules for verb conjugation and descriptor thing assention) (detecting) and calculated data (grammatical and semantic examples, correlations and diverges from the understudies’ local language)(intuition) in each course at each level. The adjust does not need to be equivalent, and in rudimentary courses it might be moved intensely toward the detecting side, yet there ought to intermittently be a comment the initiators’ advantage *Balance organized instructing approaches that stress formal preparing (deductive, consecutive) with more open-finished unstructured exercises that underscore discussion and social settings of the objective dialect (inductive, worldwide). *Make liberal utilization of visuals. Utilize photos, illustrations, draws, and kid’s shows to represent and strengthen the implications of vocabulary words. Show films, video tapes and live performances to represent lessons in writings (visual, worldwide). * Do not fill each moment of class time addressing and composing on the board. Give interims however short to students to consider what they have been told; dole out brief composition works out (intelligent). Bring up issues and issues to be dealt with by students in little groups; order exchanges and small dramatizations; hold group rivalries (dynamic). *Give students the alternative of collaborating on at any rate some homework assignments (dynamic). Dynamic students by and large learn best when they cooperate with others; on the off chance that they are denied the chance to do as such, they would be denied of their best learning device. *Balance inductive and deductive presentation of course material. Instruct some or all of the class in the language being taught, to facilitate language acquisition and develop skill in oral communication (inductive). In parallel, provide explicit instruction in syntax and semantics to facilitate formal language learning and develop skill in written communication and interpretation (deductive). All things considered, showing teaching styles and learning styles are interrelated; we can’t have one without the other. In this way, crossing over any barrier between students’ learning styles and teachers’ teaching styles will be an effective intends to direct the students toward fruitful learning. . Conclusion Teaching and learning are active processes and go hand in hand with each other where teachers and students are interdependent on each other. I will quote Felder and Henriques’s( 1995) advice to teachers who wish to address new teaching: The idea, however, is not to adopt all the techniques at once but rather to pick several that look feasible and try them on an occasional basis; keep the ones that work; drop the others; and try one or two more later in the course or in the next course. In this way a teaching style that is both effective for students and comfortable for the teacher will evolve naturally, with a potentially dramatic effect on the quality of learning that subsequently occurs ( p. 29). Furthermore, understanding our teaching styles would be enhanced if we had a list of elements of style that we use as a basis for examining ourselves. Teachers should consider students’ learning styles and enhance their learning strategies for their successful learning. One of the teachers describes learning a foreign language without good guidance as similar to sailing without a good map. When teachers are aware of the importance of their teaching styles and the students learning styles and learning strategies, they can provide a good map to their students so they can find their ways without obstacles (sail in open seas). References Amber, D.(1994). The Teacher as a Reflective Professional. College Teaching, available on line: http: //www.icte.org/Tg8 Libracy/LMREFDOC.PDF. Breen, M.P. Candlin, C.(1980). The essentials of a communicative curriculum in language teaching. ( Applied Linguistics 1/2 98-112. Brown, H. D. (1994). Teaching by principle. Englewood Cliffs, NJ: Prentice Hall. Diaz, David P. and Cartnal, Ryan B. (1999). Comparing Student Learning Styles in an Online Distance Learning Class and an Equivalent On-Campus Class. College Teaching, 47, (4): 130-135. Eachus, P & Cassidy, SF. (2000). Learning Style, Academic Belief Systems, Self-report Student Proficiency and Academic Achievement in Higher Education. Educational psychology, 20 (3) 307 – 322. Eble, K. (1980). Teaching Styles and Factuality behavior. In K.E.C.A. (Ed.) Improving Teaching Styles. San Francisco: Josey-Bass. Felder, Richard M. and Dietz, E. J. (2002). The Effects of Personality Type on Engineering Student Performance and Attitude. Journal of Engineering Education, 91, (no 1): 3-17. Felder, R., & Henriques, E. R. (1995). Learning and teaching styles in foreign and Fleming. available online: http://search.yahoo.comSearch=fllearninstyle. Felder, Richard M. and Silverman, Linda K. (1988). Learning and Teaching Styles In Engineering Education. Engineering, 78, (7): 674-681. Garcia,V. (1986). What Should be the Relationship Between Teachers and Students?. available online at http: //www.csun.edu/-vmg29386/linkl.html. Gilakjani,A and Ahmadi,S ( 2011). The Effect of Visual, Auditory, and Kinaesthetic Learning Styles on Language Teaching. International Conference on Social Science and Humanity IPEDR, 5. IACSIT Press, Singapore. Grasha, A. F. (1996 ). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Pittsburgh, PA: Alliance Publishers. Grasha, A. F.( 1994). A matter of style: the teacher as expert, formal, authority, personal model, facilitator, and delegator. College Teaching. 42: 142-149. Griggs, S. A. (1991). Learning Style counseling. NC: ERIC Counseling and Student Services Clearinghouse. second language education. Foreign Language Annals, 28(1), 21-31. Groves, R. &. Welsh, B. (2007). School Students’ views of learning and the school Experience?. Australian Association for Research in Education. Fremantle, Western Australia. Klob. D. A. (1984). Experiential Learning. Englewood Cliffs, N.J: Prentice-Hall. Teeters, J. ( 2001 ). Teach with style: A Comprehensive system for teaching Adults. ED 453405. X-XV. Knowles, M. S., Holton, E. F., III, Swanson, R. A. (2005). The adult learner. (6th ed.), Boston: Elsevier Krueger, T. (1997). Oral communication skills necessary for successful teaching: The students’ perspective. Educational Research Quarterly, 21(2), 13-26. Lewis, L. Hayward, P. (2003). Choice-based learning: Student reactions in an undergraduate organizational communication course. Communication Education, 52(2), 148-156. McCabe, N. (1995). Twelve high school 11th grade students examine their best teachers. Peabody Journal of Education, 70(2), 117-127. Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E., James, T. L. (2002). Pre-service teachers’ educational beliefs and their perceptions of characteristics of effective teachers. Journal of Educational Research, 96(2), 116-127. Pashler, H., McDaniel, M., Rohrer, D., Bjork, R. (2008). Learning styles. Concepts and evidence, Psychological Science in the Public Interest, 9:105-119. Peacock, M. ( 2001 ). Match or mismatch? Learning styles and teaching styles in EFL. International Journal of Applied Linguistics, 11:1-20. Peterson, E. R., Rayner, S. G., Armstrong, S. J. (2009). Researching the psychology of cognitive style and learning style: Is there really a future?. Learning and Individual Differences, 19: 518-523. Pilkington, R. Groat, A.( 2003). Styles of Learning and Organizational Implications. Part 111, Available online: Fill://W /researchpage.html. Rao, Z.(2002). Bridging the gap between teaching and learning styles in East Asian context. TESOL Journal, 11(2), 5-11. Reid, J.( 1994 ). Changes in the Language Classroom: Process and Interactive. FORUM, .32 No.1: 8-9. Reid, J. (1995 ). Learning Styles in the ESL/EFL Classroom . Boston: Heinle & Heinle. Slick, J.(2002). Learning theories as guidelines for instructional design. Available online http: //planet.tvi.cc.nm.us/idc/Documents?learning theories.htm. Stein, J. Steeves, L. Smith-Mitsuhashi, C. (2002). Have You Got What It Takes?. Retrieved (2007), from Online Teaching:” http://members.shaw.ca/mdde615/tchstycats.htm#formal. Violand-Sanchez, E. (1995). Cognitive and learning styles of high school students: Implications for ESL curriculum development. In J .M. Reid (Ed.) Learning styles in the ESL/EFL classroom (48-62). New York: Heinle & Heinle. Wallace, B., R.L. Oxford. (1992). Disparity in Learning Styles and Teaching Styles in the ESL Classroom: Does This Mean War?. AMTESOL Journal 1: 45-68. Wang, J. Gibson, A.M. Slate, J.R. (2007). Effective teachers as viewed by students as a 2 year college: A multistage mixed analysis. Issues in Educational Research, 17. Wymen,Pat.(2003). The Power of your Personal Learning Style. Available online: http: //WWW..howtolearn.com/personal.html. Yacizi, H.J (2005). A study of Collaborative Learning Style and Team Learning Performance. Educational Training, 47(3), 216-229.

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The Art of Teaching Essay Writing to Middle and High School Students

Are you a middle or high school teacher tasked with teaching essay writing to your students, do you want to ensure that your students become confident and proficient writers.

We have compiled some answers to the most commonly asked questions about teaching essay writing to middle and high school students.

What are the essential components of an essay, and how can I effectively teach them to students?

The essential components of an essay include an introduction, body paragraphs, and a conclusion. To teach these components effectively, break them down into smaller sections and provide examples of well-written essays. Teach students how to structure their essays by creating an outline before writing the first draft. For teaching basic essay components, check out our Essay Writing Basics Bundle

How can I help students develop and organize their ideas and arguments effectively?

To help students develop and organize their ideas and arguments effectively, start by teaching them how to brainstorm and create a mind map. Encourage them to group their ideas into categories and teach them how to order their thoughts logically. Also, show them how to use transitions to link their ideas and ensure a smooth flow throughout the essay.

How can I teach students to write clear and concise thesis statements that accurately reflect the main argument of their essay?

Teaching students how to write a clear and concise thesis statement is essential. Show them examples of good and bad thesis statements and teach them how to use precise language to convey their argument. Encourage them to avoid vague or general statements and ensure that their thesis statement is specific and relevant to their essay topic.

How can I encourage students to use evidence and examples to support their claims?

Encourage students to use evidence and examples to support their claims by teaching them how to research and gather information from reliable sources. Teach them how to analyze and evaluate their sources to determine their credibility. Encourage them to use quotes and statistics to support their arguments and ensure that they cite their sources properly.

How can I teach students to write effective introductions and conclusions?

Teaching students how to write effective introductions and conclusions is crucial. Encourage them to start their essay with a hook, such as a quote, anecdote, or a rhetorical question. Teach them how to write a clear thesis statement and preview the main points they will be discussing in their essay. For the conclusion, teach them to restate the thesis statement and summarize the main points of their essay.

How can I help students understand the importance of editing and revising their work?

Teach students to understand the importance of editing and revising their work by showing them examples of poorly written essays and the impact of careless mistakes. Encourage them to take breaks between writing and revising to help them see their work from a fresh perspective. Teach them how to proofread their work for grammar, punctuation, and spelling errors.

How can I provide feedback that is both constructive and helpful to students?

Provide feedback that is both constructive and helpful to students by focusing on specific areas that need improvement. Avoid criticism and instead provide suggestions for improvement. Use positive language and encourage students to take risks and experiment with their writing.

How can I differentiate instruction to meet the needs of students with different learning styles and abilities?

Differentiate instruction to meet the needs of students with different learning styles and abilities by using a variety of teaching methods. Incorporate visual aids, group work, and hands-on activities to engage students with different learning styles. Provide extra support and resources for students who need additional help.

How can I help students develop their own voice and style in their writing?

Help students develop their own voice and style in their writing by encouraging them to write about topics they are passionate about. Teach them to write in their own voice, using a tone that reflects their personality. Encourage them to experiment with different writing styles and techniques to help them find their own unique style.

How can I create assignments and assessments that accurately measure students' understanding of essay writing concepts and skills?

To create assignments and assessments that accurately measure students' understanding of essay writing concepts and skills, create rubrics that clearly define the expectations for the assignment. Provide students with clear instructions and expectations for the assignment. Assess their essays based on the essential components of an essay, including the thesis statement, evidence, organization, and writing style.

Teaching essay writing to middle and high school students can be a challenging task, but with the right strategies and techniques, you can help your students become confident and proficient writers.

By breaking down the essential components of an essay, teaching students how to develop and organize their ideas, and providing feedback that is both constructive and helpful, you can help your students master the art of essay writing.

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Judge says Nashville school shooter’s writings can’t be released as victims’ families have copyright

FILE - Covenant School parent Brent Leatherwood, center, listens during a status hearing in Chancellor I’Ashea L. Myles courtroom involving the release of records related to the the March school shooting Monday, May 22, 2023 in Nashville, Tenn. The writings of a person who killed three 9-year-olds and three adults at a private Christian elementary school in Nashville last year cannot be released to the public. A Nashville judge ruled on Thursday, July 5, 2024, that The Covenant School children and parents hold a copyright to the documents given to them by the shooter’s parents. (AP Photo/George Walker IV, File)

FILE - The entrance to the Covenant School is seen on the one-year anniversary of a mass shooting, March 27, 2024, in Nashville, Tenn. The writings of a person who killed three 9-year-olds and three adults at a private Christian elementary school in Nashville last year cannot be released to the public. A Nashville judge ruled on Thursday, July 5, 2024, that The Covenant School children and parents hold a copyright to the documents given to them by the shooter’s parents. (AP Photo/George Walker IV, File)

FILE - Covenant School parents and their attorneys huddle in prayer outside a courtroom before a hearing to decide whether documents and journals of a Nashville school shooter can be released to the public Wednesday, April 17, 2024, in Nashville, Tenn. The writings of a person who killed three 9-year-olds and three adults at a private Christian elementary school in Nashville last year cannot be released to the public. A Nashville judge ruled on Thursday, July 5, 2024, that The Covenant School children and parents hold a copyright to the documents given to them by the shooter’s parents. (AP Photo/Travis Loller, File)

FILE - A large painting decorates a remodeled hallway in The Covenant School Tuesday, June 25, 2024, in Nashville, Tenn. The writings of a person who killed three 9-year-olds and three adults at a private Christian elementary school in Nashville last year cannot be released to the public. A Nashville judge ruled on Thursday, July 5, 2024, that The Covenant School children and parents hold a copyright to the documents given to them by the shooter’s parents.(AP Photo/Mark Humphrey, File)

FILE - A roadside memorial is stands near the Covenant School on the one-year anniversary of a mass shooting, March 27, 2024, in Nashville, Tenn. The writings of a person who killed three 9-year-olds and three adults at a private Christian elementary school in Nashville last year cannot be released to the public. A Nashville judge ruled on Thursday, July 5, 2024, that The Covenant School children and parents hold a copyright to the documents given to them by the shooter’s parents. (AP Photo/George Walker IV, File)

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NASHVILLE, Tenn. (AP) — The writings of the person who killed three 9-year-olds and three adults at a private Christian elementary school in Nashville last year cannot be released to the public, a judge ruled.

Chancery Court Judge I’Ashea Myles found that The Covenant School children and parents hold the copyright to any writings or other works created by shooter Audrey Hale, a former student who was killed by police. As part of the effort to keep the records closed, Hale’s parents transferred ownership of Hale’s property to the victims’ families, who then argued in court that they should be allowed to determine who has access to them.

Myles recognized that claiming copyright as an exception to the Tennessee Public Records Act was a novel argument that previous courts have not ruled on. In the end, she agreed with the parents’ group, finding that “the original writings, journals, art, photos and videos created by Hale are subject to an exception to the TPRA created by the federal Copyright Act.”

The ruling, filed just before midnight Thursday, comes more than a year after several groups filed public records requests for documents seized by Metro Nashville Police during their investigation into the March 2023 shooting . Those killed were Evelyn Dieckhaus, Hallie Scruggs, and William Kinney, all 9 years old, and adults Cynthia Peak, 61; Katherine Koonce, 60; and Mike Hill, 61.

Part of the interest in the records stems from the fact that Hale, who police say was “assigned female at birth,” may have identified as a transgender man, and some pundits have floated the theory that the journals will reveal a planned hate crime against Christians.

The victims’ families released statements praising the ruling on Friday. Cindy Peak’s family wrote, “The last year and a half without Cindy has been difficult. But today brings a measure of relief in our family. Denying the shooter some of the notoriety she sought by releasing her vile and unfiltered thoughts on the world is a result everyone should be thankful for.”

The shooter left behind at least 20 journals, a suicide note and a memoir, according to court filings. When the records requests were denied, several parties sued, and the situation quickly ballooned into a messy mix of conspiracy theories, leaked documents , probate battles and accusations of ethical misconduct . Myles’ order will almost surely be appealed.

In addition to the copyright claims, the Covenant parents argued that releasing the documents would be traumatic for the families and could inspire copycat attacks.

Myles found that the copycat risk was real and “of grave concern.”

“Hale used the writings of other perpetrators in similar crimes to guide how this plan was constructed and accomplished, mimicking some not only in their methodology, but also choice of weapons and targets,” Myles wrote. “Hale even held past perpetrators out as heroes in their attacks, idolizing them.”

The Associated Press is among the groups that requested the records but did not participate in the lawsuit.

Deborah Fisher, executive director of the Tennessee Coalition for Open Government, warned that Myles’ ruling could have far-reaching implications, making it easier to hide evidence of a crime from the public.

“To say that evidence collected by police can be copyrighted by the criminal, or the surviving parent or spouse of the criminal, does not bode well for the transparency of the police or the judicial system,” she said.

Fisher thinks it will lead to a system in which selective evidence is leaked, as it has been in the Covenant case. First, pages from one journal were leaked to a conservative commentator who posted them to social media in November. More recently, The Tennessee Star published dozens of stories based on allegedly 80 pages of Hale’s writings provided by an unnamed source. The publication is among the plaintiffs, and Myles briefly threatened to hold the paper’s editor-in-chief, Michael Leahy, and owner, Star News Digital Media, in contempt.

Although Myles’ ruling will shield many of the documents created by Hale from public release, other documents in the police file can be released once the case is officially closed as long as they fall under Tennessee’s open records law. Doug Pierce, an attorney for the lead plaintiff in the case, said in an email that they are waiting to see what documents Metro Nashville provides once the investigation is complete.

“It is too early to evaluate whether there will be any appeal,” he wrote.

This story was corrected to show that The Associated Press did not participate in the lawsuit.

How Ivy League Hopefuls Can Build Their Network This Summer

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For high school students dreaming of attending Ivy League institutions, summer is not just a break from academics—it is an invaluable opportunity to build a network that can help them on the path toward their collegiate goals. Networking can open doors to mentorship, internships, and firsthand advice from those who have successfully navigated the Ivy League admissions process. While the age of the internet has opened new avenues for connection by allowing students to meet peers, professionals, and subject matter experts that they would not otherwise encounter, making the most of such networking opportunities—whether online or in person—requires strategy and skill.

For high school students seeking to level up their networking skills this summer, here are some key tips to keep in mind:

1. Start Locally

While the internet offers innumerable outlets for students to meet others in their field of interest and enrich their skillset, networking should always start in one’s own community. Before setting their sights on exchanging emails with Elon Musk, students should identify respected professionals, academics, or community leaders in their own community who may provide valuable insights or connections. Students can start by reaching out to friends and family members who know others working in their field of interest, attend the colleges they are applying to, or offer internships or volunteer opportunities for high school students in their area.

2. Master Email Etiquette

When reaching out to community members they do not know, students should send a brief and professional email explaining their goals and specifically stating how the recipient’s expertise might benefit their goals. They should begin with a professional greeting, using the person’s official title before introducing themself (this should include their school, grade and relevant accomplishments or interests). Students can then ask specific questions, set up a time to get coffee, or request to chat via Zoom or over the phone.

3. Maintain a Professional Online Presence

Alternatively, students can reach out to community leaders via networking sites such as LinkedIn ; social media platforms like Twitter can also be powerful tools for networking if used wisely. Creating a professional online presence can help students connect with key individuals and stay informed about new opportunities. While students may have personal Instagram or Twitter accounts on which they share photos or personal thoughts, they should be sure to engage with professionals and academics in their field from an account used solely for professional purposes. Students can follow Ivy League admissions officers and faculty members, and engage with their posts by commenting thoughtfully and sharing content that resonates with them.

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When building a network, students should keep in mind that quality is often more important than quantity. Making connections with a breadth of peers and professionals in your field of interest can be helpful, but you will likely find that the most meaningful and beneficial relationships are those cultivated over time. For instance, if you are involved in a volunteer organization or internship program, committing to the activity over a couple of years during your high school career will allow you to grow in your role, demonstrate your commitment to the cause, and develop new skills over time. Likewise, your peers, supervisors, and mentors will be able to craft meaningful letters of recommendation, offer advice as you engage in the college search, or connect you with others who can help you along the way.

5. Make a Strategic Plan for Requesting Letters of Recommendations

Finally, students should note that a strong network is made up of people with diverse expertise—not every person in their network will be able to offer insightful college advice or write a strong letter of recommendation. Because of this, students should be intentional and strategic about how they leverage their network, using some connections to secure internships or jobs, others to make connections in their field of interest, and others to craft compelling letters of recommendation. The best recommenders will be those who have interacted with the student in a meaningful way (whether as a supervisor, professional or academic mentor) and who can attest to their unique strengths in the admissions process.

Building a network is a proactive and ongoing process. By taking advantage of summer opportunities, you can create a support system that provides guidance, inspiration, and practical assistance on your path to the Ivy League. The relationships you build now can significantly impact your future academic and professional success.

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Six political cartoons that sum up the presidential debate

Editorial cartoonists lampooned both Biden and Trump while capturing Thursday’s tough-to-watch political spectacle.

“Sick and disgusted.”

That’s how Jeffrey Koterba felt as he watched CNN’s presidential debate Thursday evening between President Biden and former president Donald Trump .

“Like many Americans, I was underwhelmed by Biden’s performance — and his stumbling around — and by Trump’s lies and refusal to ever answer the questions,” said Koterba, a political cartoonist syndicated by Cagle Cartoons.

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Koterba decided his deadline job was to conjure a cartoon that not only satirized the historic campaign event, but also empathized with how he imagined many other viewers must have felt. Yet how to distill his disgust and concern in a single image?

“Uncle Sam? Lady Liberty? I tend to go to those often as symbols because they’re easily recognizable, but they can be overused,” he said. Then, as his girlfriend’s son watched independent presidential candidate Robert F. Kennedy Jr. in the background, Koterba thought of a famous image: The day President John F. Kennedy was assassinated, Chicago Sun-Times cartoonist Bill Mauldin captured a nation’s emotion by drawing a grieving Abraham Lincoln at the Lincoln Memorial.

In Koterba’s cartoon, Lincoln looks panicked and horrified by the debate, which he has been watching on a phone. “I don’t often draw the Lincoln Memorial in my own work,” the artist said, “but to me, the debate rose to the level of using that symbol to express my own sense of angst and frustration.”

Nick Anderson, the Pulitzer-winning cartoonist for the Reform Austin News in Texas, chose instead to reflect a sudden fear specifically among the Democrats — an image of electoral night terror captioned “Woke.”

“I went to bed Thursday night worried about the election,” Anderson said, “so the ‘woke‘ idea arose from personal experience” after watching Biden’s halting performance, which even members of the president’s camp acknowledged was a poor night for him.

“Joe Biden understands better than anyone that Donald Trump represents an existential threat to democracy,” Anderson said. “Unfortunately, as was so painfully demonstrated Thursday, he is not the strongest candidate to meet the moment.”

By Friday, Anderson had come to believe that Biden should step aside and endorse a replacement Democratic candidate.

“There is too much at stake this election to continue on the current path,” the cartoonist said. “It would go down in history as a selfless act of patriotism.”

Some editorial artists chose to focus not on Biden, but on what they saw as Trump’s stream of untrue, misleading or inaccurate statements during the debate. (The Washington Post reported Friday that Trump made “dozens of false claims, many of them his favorites” and that Biden “made a few.”)

Darrin Bell, the Pulitzer-winning cartoonist for King Features, viewed Biden’s debate performance as disastrous — and a wake-up call.

“It’s made the prospect of a Trump win a lot more plausible, and that’s going to cause millions of Americans to take it seriously and to recall why they voted against Trump in 2020,” Bell said. “They’ve got four months to remember the chaos, the pathological lying, the grifting, the inhumane treatment of immigrants, the racist utterances. They’ve got four months to decide if they’d prefer an enfeebled version of the antidote they chose in 2020, or if they’d prefer the poison itself.”

As the chorus grows in some corners of media for Biden to step aside, Bell sees matters differently: “America didn’t vote for Joe Biden because he was energetic, or young, or charismatic. America voted for him because he was not Donald Trump. As long as he’s got a pulse, he will still be the only viable candidate who is Not Donald Trump.”

Ann Telnaes, the Pulitzer-winning cartoonist for The Post, trained her artistic crosshairs not on Biden’s debate performance, but rather on Trump’s misdeeds and crimes.

“Regardless of how President Biden looked or sounded during the debate, the fact is Trump broke his presidential oath and incited an insurrection on the Capitol of the United States,” Telnaes said. “If you believe in our democracy, there is no excuse for voting for such a man.”

Lalo Alcaraz, the Herblock Prize-winning cartoonist for Andrews McMeel Syndication, purposefully drew an “in-between” cartoon that lampooned both candidates.

“I wasn’t as outraged or sad about Biden sounding old because he is old — he’s not going to be doing any handstands,” said Alcaraz, noting: “I can’t gloss over Biden’s performance, but I can’t ignore Trump’s baldfaced lies. The first thing I thought to draw was Biden being frozen in a block of ice, and then I thought of fire coming from Trump’s pants — a kind of visual balance and elemental balance.”

Meanwhile, Jeff Danziger, the past Pulitzer finalist for the Rutland Herald in Vermont, saved his ultimate punchline for the performance of the media, as his cartoon skewered what some media coverage has gravitated toward — even if, he said, this historic moment is not a laughing matter.

“A cartoon is a sometimes failing attempt to lighten the situation even if done with the broadest and least forgivable humor,” Danziger said. “And a good political cartoon is like a towel snap on the ass — meant to be playful, but too painful to laugh at.”

Michael Cavna is the creator of the Comic Riffs column and a former staff writer for The Washington Post.

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India Wins Cricket World Cup, Sealing Its Domination of the Sport

In India, cricket has become immensely profitable and a destination for the world’s best players. But a tournament victory had eluded it for many years.

By Mujib Mashal

Reporting from New Delhi

India won the men’s Cricket World Cup on Saturday, defeating South Africa to end a dry spell in tournament victories that had lasted over a decade, even as the nation was dominating the sport globally in other measures like talent, cash and influence.

The tournament was played across several Caribbean islands, with a few of the matches hosted in the United States, including at a pop-up stadium in New York. When the final, in Barbados, ended with India declared the champion, it was close to midnight back home, where joyful crowds poured into the streets across several cities.

“Maybe in a couple hours it will sink in, but it is a great feeling,” said Rohit Sharma, India’s captain, who took a tour of the stadium with his daughter propped on his shoulders to thank the crowd. “To cross the line — it feels great for everyone.”

It was a closely fought match, and a deeply emotional one for India, in part because many of its senior players, including Sharma, 37, were near the end of their careers. India last won the World Cup in T20, the shortest format of cricket, in 2007, when Sharma was just getting started. The top prize had also evaded Virat Kohli, 35, one of cricket’s most recognized icons. Rahul Dravid, India’s coach, had never won a World Cup during his long and illustrious career as a player.

All three men ended the night on a happy note, with Sharma and Kohli announcing their retirement from the fast-paced short form of the game. Dravid, who finished his stint as India’s coach, is normally a quiet, stoic presence. But after the win, he was screaming and celebrating.

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