Teaching Style Assignment

2.1 Overview

Teaching and learning are two sides of the same coin. The most acknowledged benchmark for measuring good teaching is the amount of student learning that takes place. There is consistently high relationship between student grades and the quantity learned in the subject and their general evaluations of the teacher and the lesson. Those who gain more knowledge usually gave their teachers higher scores (Cohen, 1981; Theall & Franklin, 2001). This same measure was also put forth by Thomas Angelo, when he said teaching in the lack of learning is just talking. According to Doyle (2008 ) a teacher’s effectiveness is again about student learning. The learning process nowadays is more focused on student achievement without giving much

No two teachers will ever have the same way of teaching. A good pedagogical skill comprises various skills used while teaching and most importantly the ability to cater to the entire student population with the knowledge needed. A successful learning environment takes place when the students benefit from the teaching style. A study has said that an educator should be able to use various ways to deliver knowledge and various ways in learning for the best student outcomes. Though the teacher is teaching the same subject, student’s accomplishment is diverse from important factors in which not only teaching quality but teaching style and learning style also (Beck, 2001; Naimie et al., 2010; Wirz, 2004). Moreover, every single teaching style shown by a teacher had an encouraging outcome on students with excellent learning style both make unfairly learning by nature in the same environment. It also mentioned that a student loses learning opportunity due to the same teaching style used in every classroom and numerous learning styles (Grasha, 2002). A solid proof highlighted teaching style of an educator is the foremost factor that contributes directly (Beck, 2001; Huges, 2009; Zhang, 2005) and indirectly with student learning style (Kabadayi, 2007;

Students work self-reliantly on assignments or as part of independent teams. The teacher is available at the request of students as a resource person. An educator using the delegator teaching style has a habit of placing control and accountability for culture on individuals or groups of students. This teacher will frequently give students a special role in planning and fulfilling their own multifaceted learning projects and will act in an advice-giving role. This is another student-centered style whereby the teacher places much concern for learning on students. The teacher is accessible to help the students but the students are liable for working individualistically on their own tasks. This style has the teacher involved the slightest and the student taking on the most control. The disadvantages of this style are the teacher may misjudge student's promptness for independent work. Some students may become nervous when given independence (Grasha,