Teaching styles are crucial models for educating students that allow teachers to present new material and practice it with children successfully. By incorporating the most effective teaching styles, educators have an opportunity to receive feedback, analyze performance, and encourage active involvement (Kiem, 2020).
Students gain confidence and active engagement when they practice independently and use the acquired abilities to solve their own problems (Kiem, 2020). Giving reward points that ultimately result in high marks at the conclusion of the semester could truly motivate students to work on their studies more by means of more participation. Therefore, success in teaching depends mainly on the style chosen by the educator.
A variety of hypotheses that try to explain how people learn differently are referred to as learning styles, such as reading and writing style, visual, kinesthetic, and auditory. Many theories concur that people can be grouped according to their form of learning, but they disagree on how to describe, classify, and evaluate the styles that are suggested (Cimermanová, 2018). One popular idea commonly accepted by teachers is that everyone learns differently (Cimermanová, 2018). A requirements analysis should be conducted by teachers to determine the student’s preferred learning styles so they may modify their instruction to best suit those styles.
In my practice, I customize my teaching process in accordance with the different developmental stages of students by combining it with a directed teaching style. It makes me responsible for carrying out the intended education at that particular level, effectively reaching all students. During the lessons, I modify my teaching style by introducing visual material, such as graphs or pictures, engaging children in discussions, reading the material aloud to the students, and asking questions. Moreover, my teaching process involves a directing style, which implies incorporating listening and following instructions for students. During the lessons, I follow up with pupils and provide instructional models (Cimermanová, 2018). Productive teachers explicitly demonstrate cooperative or autonomous learning before requiring it of any learner.
Through the lesson, I evaluate the students, their work, and their understanding of the material. It is neither possible nor desirable to wait until the end of a lesson to assess students (Cimermanová, 2018). Rather, it is best to continuously test and check students’ knowledge. Hence, while there are many teaching styles, I strive to combine them to focus on all areas of students’ abilities.
Cimermanová, I. (2018). The effect of learning styles on academic achievement in different forms of teaching. International Journal of Instruction, 11(3), 219–232. Web.
Kiem, P. (2020). The value of direct teaching and historical knowledge. Historical Thinking for History Teachers, 117–128. Web.