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Teaching Styles: 1. Authoritative Style Definition: Key Features

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Teaching Styles: 1. Authoritative Style Definition: Key Features

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arubakhan960
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© © All Rights Reserved
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Teaching Styles

Teaching style refers to the distinctive methods and approaches a teacher


uses to deliver instruction and facilitate learning, shaped by their personality,
beliefs, and educational philosophy. Educational psychology identifies several
teaching styles based on how teachers approach instruction and interact
with students. These styles vary in structure, flexibility, and the extent of
teacher or student involvement. Below are detailed descriptions of common
teaching styles with examples:

1. Authoritative Style

Definition: This style balances structure and support. Teachers set clear
expectations but are warm and responsive to students’ needs.

Key Features

 Encourages independence while maintaining control.


• Clear communication and consistent discipline.
• Fosters mutual respect between teacher and students.

Example: A teacher assigns a group project, provides guidelines, and checks


progress regularly. However, students are encouraged to make their own
decisions on how to execute the project (Eggen & Kauchak, 2021).

2. Authoritarian Style

Definition: Focuses on strict discipline and high expectations with minimal


flexibility.

Key Features:

• Teacher-centered approach with limited student input.


• Emphasis on rules, order, and discipline.
• E emphasis on creativity and student autonomy.

Example: A teacher uses lectures and structured worksheets exclusively,


with little room for questions or discussion. Students must follow rules
strictly, such as no talking in class (Slavin, 2020).

3. Permissive Style

Definition: Offers minimal guidance or structure, allowing students


significant freedom.

Key Features:
• Student-centered approach with limited control.
• Relies on students’ self-direction and motivation.
• Lack of consistent rules or discipline.

Example: A teacher allows students to choose what they want to learn and
how they want to present their learning, even if some students struggle
without guidance (Bergmann & Sams, 2012).

4. Democratic Style

Definition: Promotes collaboration and shared decision-making between


teacher and students.

Key Features:

• Encourages active participation and group discussions.


• Values students’ opinions and ideas in planning activities.
• Flexible yet maintains clear objectives.

Example: A teacher organizes a class debate on environmental


issues where students choose their sides, research their points, and lead
the discussion while the teacher acts as a facilitator (Kolb, 1984).

5. Facilitator Style

Definition: Emphasizes guiding students in active learning rather than


direct instruction.

Key Features:

• Focuses on problem-solving and critical thinking.


• Encourages inquiry-based learning.
• The teacher acts as a guide or mentor.

Example: In a science class, the teacher provides materials for an


experiment and encourages students to explore, hypothesize, and draw
conclusions independently rather than giving step-by-step instructions
(Eggen & Kauchak, 2021).

6. Delegator Style

Definition: Assigns responsibility for learning to students, promoting


autonomy.

Key Features:

• The teacher acts as a resource or consultant.


• Students take charge of their learning process.
• Suitable for advanced learners or project-based learning.

Example: A teacher assigns a semester-long research project with minimal


interference, only stepping in to provide resources or answer specific
questions (Bonk & Graham, 2012).

7. Hybrid (or Blended) Style

Definition: Combines multiple styles to adapt to different students and


contexts.

Key Features:

• Flexible and adaptive approach.


• Uses diverse instructional methods to cater to varied learning needs.
• Balances teacher-directed and student-centered methods.

Example: A teacher uses lectures for theoretical topics but organizes group
activities and hands-on projects for practical learning (Bonk & Graham,
2012).

How Teaching Styles Differ from Teaching Methods and Strategies

a) Teaching Styles: These are the overall ways teachers behave and
interact with students. It reflects their personality, attitude, and how they
manage the classroom.

Example: A teacher can be strict and controlling or friendly and supportive


(Eggen & Kauchak, 2021).

b) Teaching Methods: These are specific techniques used to teach, like


giving lectures, holding discussions, or using storytelling.

Example: Explaining a topic by giving a presentation is a method (Slavin,


2020).

c) Teaching Strategies: These are plans or approaches designed to


achieve a learning goal. Strategies can combine multiple methods.

Example: Using group work to encourage teamwork while teaching problem-


solving (Kolb, 1984).

• Styles show the teacher’s general approach to teaching.


• Methods are the tools they use in class.
• Strategies are the plans they make to help students learn.

Educational Psychology Connection

1. Constructivism: Encourages styles where students are actively involved


in learning (Eggen & Kauchak, 2021).

2. Behaviorism: Focuses on structured teaching with rewards and discipline


(Slavin, 2020).

3. Cognitive Theories: Support styles that help students think, understand,


and solve problems (Kolb, 1984).

Factors Influencing Teaching Styles

1. Teacher’s Personality and Background:

 Teachers’ attitudes, confidence, and personal traits affect how they


teach.

Example: A confident teacher may use more interactive approaches, while


a shy teacher might prefer quiet, individual work (Eggen & Kauchak,
2021).

2.Student Needs and Diversity:

 Teachers adjust their style based on students’ age, abilities, and

learning preferences.

Example: Younger kids may need more fun and engaging activities,

while older students may prefer discussions (Bonk & Graham, 2012).

3.Cultural and Societal Norms:

 Teaching styles are influenced by traditions and expectations in society.

Example: In some cultures, formal teaching is common, while others

encourage creativity and freedom (Slavin, 2020).

4.Institutional Goals and Curriculum:

 The school or college’s rules, curriculum, and goals shape the

teacher’s style.
Example: A school focused on exams may push for strict teaching

styles (Eggen & Kauchak, 2021).

Psychological Theories Behind Teaching Styles

1.Vygotsky’s Zone of Proximal Development (ZPD):

 Teachers should guide students with just enough help to learn


something new and gradually let them do it on their own.

Example: A math teacher might first solve a problem on the board,

then let students try it step by step (Eggen & Kauchak, 2021).

2.Piaget’s Stages of Cognitive Development:

 Teaching should match the student’s mental development stage.

Example: Younger kids need simple and practical examples; older b.

students can handle complex and abstract ideas (Slavin, 2020).

3.Gardner’s Multiple Intelligences:

 Teachers should use different ways to teach because students have


different strengths, like visual, musical, or social skills.

Example: Explaining a topic using pictures for visual learners and

discussions for social learners (Kolb, 1984).

References

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in
every class every day. ISTE/ASCD.

Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning:


Global perspectives, local designs. Pfeiffer.

Eggen, P., & Kauchak, D. (2021). Educational psychology: Windows on


classrooms (11th ed.). Pearson.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning


and development. Prentice Hall.
Slavin, R. E. (2020). Educational psychology: Theory and practice (13th ed.).
Pearson.

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