Discovering My Dominant Teaching Style

1. What do you think of your teaching style?

_____a. It may lead to an inflexibility for managing the concerns of students.
_____b. It may cause students to feel inadequate when they can’t emulate your example.
_____c. It works well for most students but is very time–consuming.
__/___d. It may leave students feeling anxious about their ability to meet your expectations.

2. Which of the following do you like to use when evaluating student-learning?

_____a. teacher-made tests
_____b. student self-assessment tests
_____c. performance-based criteria
__/___d. problem-solving and critical thinking

3. When planning lessons, what do you prefer to have?

__/___a. whole class lessons
_____b. role-playing
_____c. peer-tutoring
_____d. brainstorming

4. When you teach, your instructional time predominantly involves -

__/___a. lectures
_____b. demonstrations
_____c. films/videos
_____d. class discussion/brainstorming

5. You believe in teaching by -

_____a. being the source of information
_____b. personal example and modelling behaviour
_____c. emphasizing student-teacher interactions
__/___d. being a resource person as needed by the student

6. One of your goals is to have your student -

_____a. work within the learning plan
_____b. observe and emulate what was observed
__/___c. work independently and under his/her own initiative, while you provide as much support and encouragement as possible.
_____d. able to work in an autonomous manner while you serve as a resource person available upon request.

7. One advantage of your teaching style is that it -

__/___a. focuses on clear expectations
_____b. emphasizes direct observation
_____c. allows students personal flexibility
_____d. helps students see themselves as independent learners.

8. Assignments given to students are usually based on -

__/___a. your personal preferences or on course materials you define as relevant and important for students to learn
_____b. a sequence of steps leading to mastery of accepted method (steps) for performing a task or skill
_____c. a student portfolio or learning log which has a self–assessment component
_____d. problem-solving based on research of course material

9. Your teaching style develops a rhythm which contains -

_____a. Four steps: content selection, presentation/reception, reflection, application
__/___b. Three steps: selection, skill development, mastery performance
_____c. Five steps: creating awareness, collecting data, choosing innovation, implementing a plan, reviewing results
_____d. More steps: ranging from posing and reflecting on a problem, skill development exercises to interim evaluation, learner responses, and development of solutions.

When reflecting on my teaching style, I find it to be a blend of two distinct approaches: delegator and formal authority. Through introspection and feedback from students, I've come to recognize my natural inclination to assume a leadership role within the classroom. This strongly resonates with me, especially when considering the dynamics of our school curriculum, the International Baccalaureate, which emphasizes robust and comprehensive content delivery in the Sciences, the field in which I teach. My justification here is that we follow a recommended curriculum that is content-heavy and dense. Thus, it is crucial to be a subject-matter expert who knows the content by heart, and I believe employing formal authority is the best way to achieve that.

As a Physics teacher, I believe formal authority creates an environment where students feel secure in asking conceptual questions and seeking clarification on difficult theories, fostering a culture of trust and confidence in content mastery. It is important to note that still I strive to infuse my unique perspective and pedagogical beliefs into the curriculum, creating a learning experience that is both meaningful and enriching for students, and not restrictive as formal authority suggests.

In combination with my authoritarian approach, I recognize that it is equally crucial to strike a balance by incorporating elements of a ‘delegator’. Our curriculum, even though it is demanding in terms of topic content (for Sciences at least), still places significant emphasis on fostering student autonomy and agency in learning. We are recommended to employ teaching methods and strategies that follow inquiry-based learning. Therefore, I also aim to empower students to take ownership of their educational journey by delegating tasks and responsibilities. Giving problem sets for them to solve without guidance, or giving learning objectives for an experiment and they will have to make their own methodologies are some examples I employ in class in this context.

This approach not only promotes independence but also nurtures essential skills such as problem-solving, critical thinking, and collaboration, which are vital for success both inside and outside the classroom. I also want my students to cultivate a sense of accountability.

It is indeed possible and often beneficial for a teacher to employ multiple teaching styles. Let’s say a Physics teacher wants to teach electromagnetism. Electromagnetism is a difficult topic to teach, and so in theoretical aspects, a formal authority style would be necessary. Formal Authority approach emphasizes a structured environment and clear expectations, which can be effective in establishing discipline and foundational knowledge in physics. However, when there may be a lack of resources and only a singular type of device is available, or when an educator wants to exhibit complex experiments or concepts, a Demonstrator style can be more engaging. Here, the teacher actively shows the specific processes and solutions, helping students visualize abstract ideas and apply theoretical knowledge to practical scenarios. Additionally, incorporating a Facilitator or Delegator style would further enhance learning by encouraging students to explore topics independently and develop critical thinking skills. This approach is particularly useful in physics for fostering inquiry-based learning, where students engage in hands-on experiments and collaborative projects. Returning to the unit on electromagnetism, students could work in groups to design and test their own electromagnets, with the teacher guiding them through questioning and providing resources rather than direct instruction.

The flexibility of using multiple teaching styles contrasts with the limitations of relying on a single approach. In essence, a teacher might start a new topic with a structured lecture (Formal Authority), move into a demonstration of key concepts (Demonstrator), facilitate a lab activity where students explore the topic hands-on (Facilitator), and finally assign a project where students research and present their findings independently (Delegator).

Whenever one considers the question of whether a singular dominant teaching style or if having multiple teaching styles is more effective, it is essential to recognize that different teaching styles have their strengths and can be effective in various contexts. Flexibility and adaptability are essential qualities for educators to possess especially when dealing with the diverse needs of their students. Solely using the Formal Authority style may lead to a teacher-centered classroom where student engagement and creativity are stifled. Conversely, only employing a Delegator style, where students have significant autonomy, might overwhelm those needing more guidance. By blending these styles, teachers can create a balanced and adaptable learning environment. It is essential for educators to be flexible and adaptable in their teaching approach to meet the diverse needs of students. Prioritizing the needs of students over personal preferences ensures that teaching is student-centered and inclusive. I believe teachers should always be developing a dynamic and engaging learning environment that caters to various learning styles and preferences. In conclusion, while there may not be a single dominant teaching style, the effectiveness of a teaching style lies in its alignment with the needs and context of learners.