Teacher Teaching Style

Bell (2005) claims that the teachers of language should engage their learners by using of group working and encouraging their learners to more communicative activities.

Although the literature is supplied with studies dedicated to either students’ or teachers’ opinions of various aspects of language learning and teaching (Rubin, 1975, 1981; Naiman Frochlich, Stern, & Todesco, 1978; Wong-Fillmore, 1979; Nation & McLaughlin, 1986; Larsen-Freeman & Long, 1991; Brosh, 1996; Sakui & Gaies, 1999; Horwitz, 1999; Yang, 1999; Cotterall, 1999; Rifkin, 2000; Peacock, 2001; Liao & Chiang, 2003) many researches have specially compared and contrasted individual teachers’ opinions of effective teaching practices with those of students. (Kern, 1995; Bell,

He produces the Junior High School Teacher’s Teaching Style Questionnaire in an effort to categorize teaching styles of educators (i.e., authoritarian, democratic, laissez-faire, or indifferent), according to Sun’s (2007) teachers’ discipline style inventory. In this research Chen finds 1,587 students, that the most dominant teaching style perceive by students is not the particularly good teaching style. The conclusions of the study shows that there are significant differences between students’ perceived teaching styles and their educational achievement. Students suppose that their teachers hired an authoritarian or a democratic teaching style record higher on tests than students who suppose laissez-faire or an indifferent teaching style. Chen determines that students done better academically if they sense that their teacher establish comments to manage their learning, and at the same time listen to students’ approaches toward learning and give them feedback. Several research studies have been directed to determine if there are differences between teachers’ and students’ perceptions of teaching styles. The studies allow educators to be conscious of students’ perspectives and to identify the need to make changes in

A total of 117 students contribute in the study and are control group and experimental group. The instructor train control-group students pre-calculus with a conventional talk-based approach. On the other hand, two instructors in the experimental group use a teaching style that increase student participation; they also provide real-life samples and sufficient time for students for learning a concept by asking questions. The outcomes show a significant difference in students’ views of teaching styles between the control group and experimental group. The results also expose that students felt they learn better when teachers employ a teaching style that is more collaborating than when instructors use a conventional lecture