CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter involved the review of related literature and studies of independent variable
teaching strategy and it's indicators democratic teaching style, authoritarian teaching style,
laissez faire teaching style and indifferent teaching style. Dependent variable visual, auditory
and kinesthetic and the theoretical framework, conceptual framework and research
paradigm.

Teaching strategy is a generalized plan for a lesson which includes structure, instructional
objectives and an outline of planned tactics, necessary to implement the strategies Stone et al.,
(2010). Furthermore, Issac (2010) explains that teaching tactics are that behavior of the teacher
which he manifests in the class ie, the developments of the teaching strategies, giving proper
stimulus for timely responses, drilling the learnt responses, increasing the responses by extra
activities and so on. Teaching refers to all the processes and activities designed to impart
knowledge, skills and understanding at all levels of education from.

Moreover, broadly and simply put, it is causing people to learn. So, in the school condition if the
student has not learnt then the teacher has not taught. So, teaching is the standard of formal
teacher student interaction in which learning is the main product. Essentially a teacher guides
the activities of the students in order to produce learning. The guidance may be direct or
indirect, structured or unstructured. Learning on the other hand, is the process by which
behavior changes as a result of experience. So the test of learning is behavioral changes or
modifications that occur. But, it must be noted that not all experiences are educative, as
behavioral changes may be positive or negative. In any case the goal of teaching is to ensure
learning, and if learning has not occurred, then the goal is not reached. The Dictionary of
Education defines teaching as "Transfering or conveying knowledge, attitudes and skills"
(Shukla, 2007). Soga (2000) sees it as a planned appointment between the teacher and the
learner over a given subject matter in order to bring about learning using appropriate methods
and materials in a moderately conducive venue.

However, when teachers work together to improve their practice, students learn more. This
simple yet powerful idea is at the heart of effective schools. Collaboration builds colective
responsibility for constantly improving teaching practice and so student learning. The challenge
for teachers and schools is to develop a shared understanding of what excellent practice looks
like. While it will not look exactly the same in every classroom, there are some instructional
practices that evidence suggests work well in most. These High Impact Teaching Strategies hits
have been brought together here to support the thousands of increasingly collaborative and
evidence-based conversations taking place between teachers in schools each day. These
strategies provide teachers and teams with opportunities to observe, reflect on and improve a
range of fundamental classroom practices. The hits are not intended to replace other teaching
strategies teachers might already use with success. Instead, they will add to the repertoire of
effective strategies that teachers can apply to the wide variety of leaming needs that students
present with each day.

Democratic Teaching Style

According to Zivorad et al., (2011) democratic teaching style is characterized by an

authoritarian motivation based on an example (model), complexity of a teacher who allows for
pupils competence, conscious discipline as an educational aid. Teacher as an exemplary model
tuning, a dialogue on teaching process contents, overcoming of the didactic materialism,
achieving complexity through the gaining of knowledge, skills and habits, democracy based on
informal relations and democratic personality of the teacher. Democratic teaching seeks to
involve students in civil and constructive discourse. Not only are students encouraged to
participate in these discussions but also all stakeholders (students, family, faculty) are invited to
forums that address community-oriented interests and issues.

Moreover, Democratic teaching style does not limit decision-making to those in charge but
works with everyone involved in the school to reach well-informed consensus and well-
educated conclusions Apple et al.,(2013). Visal Jain (2011) democratic teaching style, as the
name suggests, is based on democratic principles and is best among the three. Teachers who
follow the principles of democracy in their classroom give an adequate opportunity to their
students to have maximum learning in form of creativity and critical thinking. Students learn
from their own mistakes. Teacher gives freedom to students to express their thinking and to
question every aspect of learning.

It encourages children to have an inquiring mind teacher do not create boundary of learning
instead leaves lot of options for students to maximize their learning. It encourages
independence among students. Here a teacher acts as a guide and not as a dictator. A teacher
who has democratic teaching style acts politely with students but at the same time maintains
discipline in a positive manner teacher nurtures the students thinking. Students are open for
verbal interaction and are expected to create something new by applying their body of
knowledge. Democratic teaching style creates an atmosphere of acceptance and high
expectation It creates an environment of order and routine. If the teachers would adopt a
democratic style for classroom management, the students would learn more, effectively and
learning will last forever. They will develop self-reliance and learn socially competent behavior.
They will own and solve their problems and will learn from mistakes. They will enjoy the
authority of their own work and are likely to achieve and be motivated Apple et al., (2013).
Authoritarian Teaching Style. This type of teacher dictates exactly what to do in a step-by-step
manner and offers much direction at each step. They explain art concepts and principles, art
history chronologically with slides and reproductions, concern for skill and craftsmanship,
student ability to follow directions and be responsible. The teacher offers himself/herself as a
model of master artist and art authority. Students rated as low in art ability tend to learn about
art via this method. The authoritarian teaching style refers to a teacher who has complete
control over their classroom. Authoritarian teachers create a highly-structured learning
environment with a strong emphasis on the rules. They expect undisputed compliance from
their students and do not tolerate inappropriate behavior in the classroom. If students don't
behave exactly as expected, then they are strictly punished, regardless of their circumstances
Madeja (2010).

Furthermore, the authoritanan teacher places firm limits and controls on the students Students
will often have assigned seats for the entire term. The desks are usually in straight rows and
there are no deviations. Students must be in their seats at the beginning of class and they
frequently remain there throughout the period. This teacher rarely gives hall passes or
recognizes excused absences. Often, it is quiet. Student's know they should not interrupt the
teacher. Since verbal exchange and discussion are discouraged, the authoritarian's students do
not have the opportunity to learn and/or practice communication skills. This teacher prefers
vigorous discipline and expects swift obedience. Failure to obey the teacher usually results in
detention or a trip to the principal's office. In this classroom, students need to follow directions
and not ask why John Santrock et al., (2010).

Added on, in this type of teaching style, a teacher acts as a dictator and students are considered
as subordinates, where the order comes from the teacher and students lack freedom. Here a
teacher asks vigorous discipline, expects swift obedience, discourages verbal exchange, and
gives few praises to students. A teacher who exhibit authoritarian style, creates a boundary for
students where they can think only what they have been asked by the teacher. It is just a one-
way process where the job of teacher is to give lecture and the students have to listen it
without being having an inquiry. Paulo Freire in his famous book Pedagogy of the Oppressed
have explained this kind of teaching style and termed it as the Banking concept of education.
The authoritarian classroom management style is basically a style where the teacher has
complete control over the classroom. Students are not actively involved or responsive. In this
strictest form of class management style, it is quite likely that a student not following the set
rules can be punished Vishal Jain (2011).

However, here is no scope for friendly student-teacher relationships in this overly structured
style. In this classroom management style, there is no student autonomy in deciding how they
will learn, collaborate with their peers, or how they will engage in class. It is observed however,
that the majority of students perform better if they collaborate with their peers and have some
kind of classroom involvement. This makes students feel accepted, heard, cared for and
promotes a feeling of safety inside the classroom. Furthermore, a positive relationship with
their teacher encourages students to reach their full potential. An authoritarian structure might
make you feel that things are under control, but it can become counter productive and hinder
your students' growth. Unless there is any strong reason, you should avoid having an
authoritarian classroom management system at your school Vishal Jain (2011).

Laissez Faire Teaching Style. Laissez faire style of teaching in schools is characterized for
minimal involvement of the teacher in students' work. Under such circumstances the teacher
provides the students with information needed for their work Shan et al., (2014) the teacher
presents a connection between the students and the outer world. Students have a high level of
freedom choose methods and aids for achieving their aims without teacher's involvement in
their work, when this style of teaching is used Marojele et al., (2011).

Henceforth, this style is neither mentioned nor presented in pedagogic- didactic theory and
practice sufficiently. This style of work is characteristic for expert teams, which exactly know
who should be doing what, thus making the presence of the leader superfluous. The laissez-
faire teacher is not very involved in the classroom. This teacher places few demands, if any, on
the students and appears generally uninterested. Classroom management style vanes from one
teacher to another depending on the topic of the lesson, the objectives of the lesson and the
type of students taught. However, in this style, behavior of teachers may lead to uncontrolled
students' actions and occasionally classes get out of control. Teachers with this style are much
loved by their students. The classroom management style adopted by the classroom teacher
often determines how the students behave. As observed by Onyali (2014), effective classroom
managerscreate orderly life, safe environments where students feel valued and comfortable,
thus, setting the stage for teaching and learning.

As observed by Kolak (2010), teachers' classroom management styles influence other

determinants of leaming process like students' discipline Santrock (2013) teacher places few
demand or controls on the students. Do your own thing describes this classroom. This teacher
accepts the students impulses and actions and is less likely to monitor their behavior. The
teacher strives not to hurt the students feelings and has difficulty saying no or enforcing rutes.
If a student disrupts the class, the teacher may assume that the student is not getting enough
attention. When a student interrupts a lecture, the teacher accepts the interruption with the
belief that the student must surely have something valuable to add. When discipline is offered,
it is likely to be inconsistent.

Indifferent Teaching Style

 According to Christopher Dunbar (2011) the indifferent teaching style is not actively involved in
the classroom. This teacher makes little, if any demands of the students and appears to be
largely disengaged. The instructor who is uninterested typically thinks that preparing for class is
pointless and doesn't want to burden the students. Things like field trips and unique projects
are not possible. This instructor won't spend the necessary time on preparation and might
reuse the same materials year after year. Discipline in the classroom is another issue. This
teacher may not have the skills, confidence, or courage to correct students.

The indifferent teacher is not very involved in the classroom. This teacher places few demands,
if any, on the students and appears generally uninterested. The indifferent teacher just doesn't
want to impose on the students and often feels that class preparation is not worth the effort.
Things like field trips and special projects are out of the question. This teacher simply won't
take the necessary preparation time and may use the same materials, year after year. Also,
classroom discipline is lacking. This teacher may lack the skills, confidence, or courage to
discipline students Kris Bosworth (2011).

Learning Style

Have been cited as an effective means for helping teachers recognize the incredibly diverse
needs students bring into the classroom Felder & Brent, (2011). According to Zapalska and
Dabb (2012), an understanding of the way students learn improves the selection of teaching
strategies best suited to student learning. In addition, these theories provide a framework that
enables teachers to knowledgeably develop a variety of instructional methodologies to benefit
all students (Williamson & Watson). This extends to those with special learning needs. And
Guild (2012) even suggested some identified students might simply be exhibiting difficulties
associated with a mismatch between teaching and learning styles.

Visual

Visual learning is the ability to structure, organize and give meaning to visible items. The skill of
reading the written language is an example of a highly specialized visual skill "Many media and
many styles of visual presentation are useful to the language learners. That is to say, all audio-
visual materials have positive contributions to language learning as long as they are used at
right time, in the right place Wright and Cakir, (2011).

Henceforth, language learning and teaching process, leamer uses his eyes as well as ears but
eyes are basic in learning Rivers and Cakir, (2014) claim that "it clearly contributes to the
understanding of another culture by providing vicarious contact with speakers of the language,
through both audio and visual means". Visual leaming is a teaching and learning style in which
ideas, concepts, data and other information are associated with images and techniques. Visual
learning is the major transmitter of our cultural heritage second only to the spoken word Sless
(2013). Visual learning refers to the process through which learners gain knowledge and
understanding explicitly through, visual tools that include, printed words, paintings, drawings,
sculpture, photography, cartography, diagrams, video, television, graphs, charts, images, films,
newspapers, signs, slides etc. However, these tools help in delivering educational content more
effectively.

Auditory

According to Filiz Kayalar (2017) Listening skills are important for academic achievement of
students at school years and career readiness of college students Although not all people listen
well, language learners can develop listening skill in classroom environment and acquire
targeted instruction. The new emphasis on the importance of speaking and listening in the
Common Core of language courses requires teachers to use and implement necessary
strategies and tools that focus on Auditory Learning and Teaching Strategy.

Additionally, learners spend a significant portion of their course period engaged in auditory
learning, which depends on the capability of their brains to effectively receive and process
auditory signals from teacher and peers. Young learner's do not have the ability to process
auditory information as adults do as their auditory skills are not developed well until adult age.
Some learner's are sensitive to poor acoustical conditions in classrooms and this can interfere
with learners development of spoken language, reading, and writing skills, thus affecting
academic performance. In order to promote the effectiveness in language classroom, the sound
enhancement technology is provided for every student in the classroom to get greater acoustic
accessibility.

Kinesthetic

This learning style is the way to act and using the stimulus that used by the students in the
leaming process learning style is the combination between how the students get and then
arrange and also develop all information that she or he gets. Furthermore, the learning style is
the consistent way doing by the students to get the stimulus and information, the way to
remember, the way to think and the way to solve the problem. Leaming style is the way and
technique that they use to learn and process information and knowledge Stembrg (2016).

However, it helps students learn more fast and easier with selecting and using the appropriate
learning style that they like. Learning styles refer to the variations in your ability to accumulate
as well as assimilate information. Basically, leaming style is the method that best allows you to
gather and use knowledge in a specific manner. Most experts agree that there are three basic
learning styles they are visual style, auditory style, and kinesthetic style. Logsdon (2016) the act
of writing can also help them retain and process the information they are writing about writing
an answer to a question before saying it out loud may be of value to them. Interacting with a
computer or keyboard is also of more interest to them than reading.

On the other hand, projects that involve the student in creating displays and props that explain
subject matter, such as shadow boxes, models, animations or videos may be useful to them.
They may like to create a game to review information. They will enjoy taking things apart and
constructing things acting out subjects, role-playing games, demonstrations, and experiments
and tab work will be of more interest to them. Students may enjoy field trips and scavenger
hunts they often enjoy physical games, exercise, dance, drama, and sports. However,
kinesthetic learning is a process in which students learn by actively carrying out physical
activities rather than by passively listening to lectures. Pedagogical research indicates that
kinesthetic learning is a fundamental powerful, and ubiquitous learning style.

Theoretical Framework

This study was anchored on VAK Learning Theory Visual- Auditory- Kinesthetic (VAK) model
asserts that students are visual learners, auditory learners, kinesthetic learners or a
combination of these. Here's how you can incorporate the VAK model into your learning and
development (L&D) strategy to support your staff as they strive to improve ther skills.

VAK Learning Theory

According to Water Burk Barbe (2015) states that VAK Leaming Theory gives a straightforward
means of outlining and comprehending students learning styles. The most crucial benefit is that
it enables to create instructional strategies and experiences that cater to different learning
styles. To identify the pre dominate learning type this approach considers the three primary
sensory receivers visual auditory, and kinesthetic (movement). It is made up of a blend of
perception and memory and is based on the different ways that people may express
themselves. The VAK model offers various viewpoints on how to perceive the world, how to
relate to it, and where to innate talents. Additionally, it offers an alternative viewpoint for
comprehending and illuminating a person's preferred or dominant thinking and learning style.

Beginning in the 1920s, psychologists and experts in education (of children) including Fernald et
al., created the initial VAK principles. Most people have a dominant or favored learning style,
according to the VAK model, while other people have a mixed and evenly balanced combination
of the three styles. Everyone possesses a combination of preferences and strengths. Nobody
has a particular prefered style or look. It's also crucial to keep in mind that this instrument is
only one of many resources available that may help to comprehend a person's overall
personality preferences, and abilities. It can determine the form of leaming that will beneft the
most of pupils that they're aware of their chosen leaming styles. This gives the option to select
the leaming methods that suit for the pupils. There is no right or incorect leaming method. The
idea is that there are several leaming styles that are suitable for needs. Leaming happens
through observation for those who are visual leamers. They have a strong capacity for visual
memory they favor leaming through visual materials charts, posters, maps, and displays.

While speaking, they regularly move ther hands, and while they are thinking they frequently
look up (Pritchard 2009). Listening is the primary method of leaming for auditory leamers. They
have a strong aptitude for auditory memory and prefer the audio repetition and summaries are
preferred and podcasts, lectures and debates are also advantageous to them. When focusing or
memorizing information, these students often sit their heads and shit their eyes (Pritchard
2009). The act of doing is how kinesthetic leamers learn. They rely extensively on interactions
with other people in the classroom and especially with their own bodies. They are able to
recollect details about experiences or emotions related to bodily occurrences with ease. Field
outings, exercise, object manipulation, and touch are the best ways for them to learn. When
learning, kinesthetic learners frequently need to take breaks since they find it difficult to sit still.

You can employ these modalities alone or in conjunction with others. The learning styles can
alter over time, shifting from one modality to another (remember that their research confirmed
that the majority of learners are either visual or mixed). Barbe et al., also identified a distinction
between modality preferences and modality strengths. Although a student may excel in one
modality over another, this does not always mean they will favor that modality in their
subsequent performance. When an instructor and student with the same modality strength
were paired, Barbe et al., (1979) found that the student's performance increased. They
recommend that teachers make use of students' talents in particular learning modalities when
organizing lessons. When teachers and educational leaders are aware of their modality
strength, this method of learning may be successfully implemented.

Conceptual Framework

Figure 1 showed the relationship of the variables of the study. The independent variables
are teaching strategy which has four indicators democratic teaching style authoritarian teaching
style, laissez faire teaching style and indifferent teaching style. A democratic teaching style does
not limit decision- making to those in charge but works with everyone involved in the school to
reach well-informed consensus and well-educated conclusions Beane (2014). Authoritarian
teaching style the teacher offers himself/herself as a model of master artist and art authority
Madjeda (2011). Laissez faire style of teaching in schools is characterized for minimal
involvement of the teacher in students' work Solvie (2012). The indifferent teacher just doesn't
want to impose on the students and often feels that class preparation is not worth the effort
Bosworth (2011). Teaching strategy is a great way to generate curiosity among young learners
and engage an inactive class. Through such an approach, children develop skills of researching
co-relating, and reflecting on information through independent exploration and engagement
with the content.

Leaming style have been cited as an effective means for helping teachers recognize the
incredibly diverse needs students bring into the classroom Felder (2011). Visual learning style is
one of the most exciting and stimulating method (Baratta 2010) Kant recognizes the importance
of vision and thinking and states that there is no separation between these two. They are of
one process. Visual learning is the ability to structure, organize and give meaning to visible
items. Auditory leamers are reported to be excellent listeners. The characteristics of auditory
leamers include getting information by listening, preferring listening to reading or writing,
having difficulty in communicating through body language and facial expressions, having the
ability to reproduce symbols, letters or words by hearingthem, finding written directions more
difficult to follow than spoken ones enjoying dialogues, plays, dictation, and to favor music
Kanar (2012). Kinesthetic leaming is a learning style in which one prefers a "hands on" approach
to leaming or to leam by doing. Kinesthetic leamers prefer this physical interaction to say,
reading a textbook or watching a lecture. Kinesthetic leamers leam through active movement
and expenence Logsdon (2015).