Analyzing teaching styles and incorporating teaching practice Claudette le Roux Undergraduate Abstract This paper deals with exploring a teaching situation within a classroom. It will discuss the role of a coordinating teacher, the style that he or she uses and in which way cooperating learning is encouraged…
Students were asked to work individually on the project and had to complete two worksheets in the workbook: the “What do you know” and “What do you think” worksheets. Afterwards the class was divided into groups: each group consisted of only boys or only girls. These groups were mixed with strong and weak members and were asked to discuss and fully understand a point before continuing to the next and the teacher visited each team to ensure that each team understood what was required of them. Time was spent on a draft before commencing to the completed copy. Changes were to be made in another color or with a pen. This scenario is seen as a cooperative learning situation. Students work together in teams to complete a task; only their communication and teamwork skills will determine if their outcome will be successful. Johnson (1988) defines the word “cooperating” as “students working together in a group”. Students doing group work achieve better, as the members support and motivate each other. Learners also learn from other members’ ideas and perspectives and are more positive about school, teachers and projects. (Johnson, 1988) When working in teams learners are also more positive and that boosts their self-esteem, regardless of their abilities or background. They build on their communicative and interaction skills. ...
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This knowledge was collected through interviews. Children were investigated and dialogued individually about range of problems. Rational and logical approach was taken into consideration to evaluate all the problems and development of learning. While talking about the development of children and learning process, Piaget always talked about the social factors influencing particular growth process.
However, experience takes these teachers through a route that results in eventual acquisition of the teaching strategies repertoire that are drawn on in their teaching process. A specific strategic configuration that is incorporated by the teacher is usually a component of the “teaching style” of this teacher.
Educators have been apprised of various techniques and styles in motivating students starting from being aware of and recognizing their motives in order to guide, lead, and direct them properly. As such, academicians have acknowledged that the dynamics of behavior is indeed a very challenging area to unravel and, if properly handled, would assist in the students’ abilities to absorb learning in ways that are relayed to be positive, imbibing and enriching the lives of both the educators and the students alike.
The traditional teaching styles in which the students are not involved in class discussion are still the major snags. Many schools in these countries are trying to use the modern teaching styles. Others have flourished in changing the modern styles but others are still bound to the traditional styles.
Effective teaching recognizes individual difference and provides appropriate remedial measures to disparity, intellectual, social, physical, economic, aesthetic and moral development.
3. Encouragement. Good teaching is characterized by everyday assistance to the students in evaluating their performances.
The vision to automate is the perception that IT is a means of replacing expensive, unreliable human labor with information technology. In organizations characterized by the vision to automate, the role of IT is to provide operational savings and improve quality by performing structured, routine, operational tasks reliably and efficiently.
A specific strategic configuration that is incorporated by the teacher is usually a component of the “teaching style” of this teacher. With the teaching style providing a means through which the teacher can cope with various teaching routine demands, this trend is also perceived to be dangerous in hindering the professional growth of the teacher.