Teaching Styles

Seminar
Friday, November 18, 2016
Engr. M. Usman Sardar
Engr. Ishfaq Ahmad
Mr. Tahir Alam
Dr. Muhammad Ibrahim Khalid
Professor

Department of Electrical Engineering

Riphah International University, Lahore Campus

Teaching Styles
Seminar
Friday, November 18, 2016
Engr. M. Usman Sardar
Engr. Ishfaq Ahmad
Mr. Tahir Alam
Dr. Muhammad Ibrahim Khalid
Professor

Department of Electrical Engineering

Riphah International University, Lahore Campus

Sequence of Seminar presentation

Teaching styles
- Expert Style of Teaching
-

Formal Authority Style of Teaching

Personal Model Style of Teaching
Facilitator Style of Teaching
Delegator Style of Teaching

Method Associated with Each Style of Teaching

-

Cluster-1
Cluster-2
Cluster-3
Cluster-4

Factors Associated with Selecting a Style of Teaching

Mean Teaching Style Rating for Faculty Rank and Course
Level
Conclusion
References

Expert Style of Teaching

Teachi
ng
Style

Description

Advantage

Possess knowledge and

expertise
that
students
need.

Expert

Strives to maintain status

as
an
expert
among
students
by
displaying
detailed knowledge and by
challenging
students
to
enhance their competence.
Concerned
with
transmitting
information
and insuring that students
are well prepared.

The
information,
knowledge and
skills
such
individual
possess.

Disadvantage

If overused, the
display
of
Knowledge can be
intimidating
to
inexperienced
students.

May not always

show the underlying
thought processes
that
produced
answers.

Formal Authority Style of Teaching

Teachin
g Style

Description

Advantage

Disadvantage

The focus on
clear
expectations
and acceptable
way of doing
things.

A
strong
investment in this
style can lead to
rigid, standardized
ways of managing
students and their
concerns.

Possess status among the

students
because
of
knowledge and as a role of
faculty member.
Formal
Authorit
y

Concerned with providing

positive and negative feed
back, establishing learning
goals, expectations and
rules
of
conduct
for
students.
Concerned
with
the
correct, acceptable and
standard ways to do things.

Personal Model Style of Teaching

Teachin
g Style

Personal
Model

Description

Advantage

Disadvantage

Believes in teaching by the The hand on

personal
example
and nature of the Some
teachers
establishes a prototype for approach.
may believe their
how to think and behave.
approach is the
best way, leading
some students to
feel inadequate if
Oversees, guides and An emphasis they cannot live up
directs by showing how to on
direct to such expectation
do things and encouraging observation
and standards.
students to observe and and following a
then
to
emulate
the role model.
instructor's approach.

Facilitator Style of Teaching

Teachin
g Style

Description

Emphasizes the personal

nature of the teacherstudent interactions.
Guides students by asking
questions,
exploring
options,
suggesting
alternatives
and
Facilitato encouraging
them
to
r
develop criteria to make
informed choices.
Overall goal is to develop
in students, the capacity of
independent actions and
responsibility.
Works with students on
projects in a consultative
fashion and provides much
support
and
encouragement.

Advantage

Disadvantage

Style is often time

consuming and can
be ineffective when
a
more
direct
approach
is
needed.

The personal
flexibility , the
focus
on
student's needs
and goals, and
the willingness
to explore the
options
and
alternative
courses
of Can
make
the
actions
to students
achieve them.
uncomfortable if it
is not used in a
positive
and
affirming manner.

Delegator Style of Teaching

Teachin
g Style

Description

Concerned with developing

students
capacity
to
function autonomously.

Advantage

Disadvantage

May
misread
students readiness
Contributes to for
independent
Students
work students
work.
Delegato independently on projects perceiving
r
or as a part of autonomous themselves as
teams.
independent
learners.
Some
students
may
become
The teacher is available at
anxious when given
the quest of students as a
autonomy.
resource person.

Method Associated with Each Style of Teaching

Cluster-1
Primary Styles:
Expert/Formal Authority
Secondary Styles:
Personal
Model/Facilitator/Delegator

Cluster-2
Primary Styles:
Expert/Personal Model/Formal Authority
Secondary Styles:
Facilitator/Delegator
Demonstrating ways of thinking/doing

Lectures
Term Papers
Tutorials
Guest Presentation
Video/Audio Presentation of
Content
Guest Speakers
Teacher-centered class decisions
Strict standards/requirements

things
Coaching/Guiding students
Illustrating Alternatives
Sharing personal view points
Sharing thought process involved in
obtaining answers
Using personal examples to illustrate
the content points
Having students emulate the teachers

Method Associated with Each Style of Teaching

Cluster-3

Cluster-4

Primary Styles:
Expert/Facilitator/Personal Model
Secondary Styles:
Formal Authority/Delegator

Primary Styles:
Expert/Facilitator/Delegator
Secondary Styles:
Formal Authority/Personal Model

Small group discussions

Student-designed group projects

Laboratory projects

Independent study

Instructor-designed group

Independent research projects

projects

Position papers

Student teacher of the day

Student Journals

Self-discovery activities

Modular instruction

Learning pairs/debates

Self-discovery learning projects

Case studies

Contract teaching

Role pays or simulations

Cooperative learning activities

Problem based learning

Factors Associated with Selecting a Style of

Teaching
1. Capability of students to handle course commands. Capability
determined by students:
Knowledge of course contents
Ability to take initiative/responsibility
Emotional Maturity
Motivation and Ability
2. Need for Teacher to directly control classroom tasks. Control
maintained by how instructor:
Organizes course and defines what must be learned
Specifies performance levels for students
Maintains control over classrooms
Closely monitor student progress
3. Willingness of teacher to build and maintain relationship. Interest
indicate by how much teacher:
Encourages two-way communication
Listen Carefully to students
Assist with resolving conflicts
Provide positive feedback and encouragement
Stresses good interpersonal communication skills
Is concerned with building rapport
Shows students how to work together.

Mean Teaching Style Rating for Faculty Rank and Course Level

Rank

Instructor (n=23)
Assistant Prof. (n=193)
Associate Prof. (n=258)
Professor (n=286)

Expe Formal
rt
Authori
ty

Perso
nal
Model

Facilita
tor

Delega
tor

3.90
4.29
4.35

4.51
4.93
4.84

5.16
5.29
5.22
5.25

5.17
5.02
4.93
4.85

3.92
3.68
3.80
3.70

4.39
4.33

5.02
4.93

5.24
5.32
5.17

4.72
5.08

3.50
3.87

Level of Course
Fresh (n=365)
Junior-Senior (n=260)
Graduate (n=130)
Where n is the no. of
classrooms in that group.
a is the difference in mean
ratings on this teaching
style were significant.
b is the variation in mean
rating s on this teaching

Conclusion

Our investigation of teaching style suggest that a verity of style

must blend together in the classrooms.

The teacher styles must be introduced gradually in the course.

The expert, formal authority, personal model, facilitator and

delegator styles appears to be prevalent aspects of how faculty
present themselves in the class rooms. They are not isolated
qualities that affects few teachers.

These styles also contribute to a teachers ability to assume as a

role of motivator and performer.

It is quite apparent that in so many different ways- teaching in

the classroom appears to be a matter of style.

References

Grasha, Anthony F. "A matter of style: The teacher as expert, formal

authority, personal model, facilitator, and delegator."College
teaching42.4 (1994): 142-149.

Grasha, Anthony F. "Learning styles: The journey from Greenwich

Observatory (1796) to the college classroom (1984)."Improving College
and University Teaching32.1 (1984): 46-53.

Lowman, Joseph. "Mastering the techniques of teaching." (1995).

Sand, J. "Student perceptions of teaching styles: Their relationship to

course out comes."Unpublished senior thesis. University of
Cincinnati(1994).