Teaching Styles and the WWW

Teaching Styles Cluster 1

Summary

Here the Expert and Formal Authority blend is dominant. My observations suggested that these styles worked best with students who were less capable with the content and who possessed more Dependent, Participant, and Competitive learning styles. Cluster 1 teaching also was effective when teachers were willing to control classroom tasks. While it might be nice to do, it did not appear necessary in most circumstances for a teacher to devote time to building relationships with students. Nor did they have to be overly concerned with encouraging students to build relationships with each other. One need only observe how this teaching style is played out in large classes to appreciate the latter point.

A Summary of the Model's Requirements

General Classroom Methods

Traditional teacher-centered presentations and discussion techniques.

Degree of Sensitivity to Learning Styles that Teacher Needs

(Low) As normally practiced, differences among students do not have to be considered. Students can be treated alike although the methods used can be enhanced if allowances for learning styles were made.

Capability of Students to Handle Course Demands

(Low-Moderate) Students typically do not need to display what they know during class periods nor do they have to take much initiative or responsibility for obtaining information. Need the emotional maturity to sit quietly in class and the motivation to periodically ask or to answer questions. Additional knowledge and participation required in advanced courses.

Control of Classroom Tasks

(Moderate-High) Works best with teachers who are willing to control the content presented, the flow of information, and how class time is spent.

Willingness of Teacher to Build/Maintain Relationships

(Low) Classroom tasks do not normally demand that teachers develop relationships with students or help students to do so with classmates.

This text is quoted from Anthony Grasha, Teaching with Style (Pittsburgh, PA: Alliance Publishers, 1996), pp.149-205.
Used with author's permission

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