“Learning to be an

excellent teacher Becoming

is a career-long
undertaking, an
because a great teacher is Effective
never a finished product Teacher
but rather
always in the process of
becoming.” -T.E. Cronin GSR 989
Sept.24
Learning Logs #1
Reflecting back, forward, inward, outward
 For example, do you tend to rely primarily on
group work, or lecture as a teacher, or both?
Were you exposed to both methods as a
student?
 Which of these methods did you enjoy most as a
student?
Learning Logs #1
 My experiences as a teacher/learner
◦ How I prefer to learn (thinking back/inward)
◦ What teaching methods I have been exposed to (thinking
back/inward)
◦ Qualities/characteristics of effective teaching (thinking
forward/ inward)
◦ Defining elements I wish to include in my teaching style
(thinking forward/inward)
◦ Teaching metaphor (thinking inward)

 Reflecting on the GSR 989 first class

◦ Comparing this course to other graduate courses at U of S
(thinking back/forward/outward)
◦ Providing feedback on the course itself (thinking outward)
Learning Logs #2
 Respond to personal comments; becomes a dialogue
Think about the following questions, but don’t necessarily
respond to all of them:
 How do you define your teaching style?
 What qualities/characteristics are important to you as a
teacher?
 Why are these qualities/characteristics important?
 How do you think your experiences or preferences as a
learner will affect how you will teach?
 Why is it important to “get to know your students?”
 How can you think about applying at least one
principle of Universal Design as a TA?
Learning Logs #2
 Thinking forward: How will you apply what you have
learned?
 Thinking outward: What has changed about what you
know about teaching/learning and why; Have your peer’s
perspectives helped to change what you think, and if yes,
why?
Think-Pair-Share
1. From the reading, which stories/qualities
resonated with you most and why?
2. What qualities/characteristics do you
remember most about the teachers you
liked the most (and/or disliked) the
most?
3. Come up with a list of 3, then share with
a neighbour.
What are Teaching Styles?
Take a moment to think about the people who
have taught you in the past (teachers, coaches,
parents, etc):
 What did you like and dislike about how these
people taught?
 Is there a quality or two that these teachers have
in common?
 Is this quality important for you to have as a
teacher? Why or why not?
What are Teaching Styles?
“Our teaching style represents those enduring
[personal] qualities and behaviours that appear in
how we conduct our classes. Thus, it is both
something that defines us, that guides and directs
our instructional processes, and that has effects on
students and their ability to learn.”
-Grasha 2002; p.3

Your teaching style is “who you are” as a person

and as a teacher (Grasha 2002; Palmer 1998)
What Influences Teaching Style?
“If style is what a teacher is, then there are
potentially as many different styles as there are
teachers” (Grasha, 2002; p.3)
 What influences teaching style?
 Personal qualities or effective teaching
characteristics
 Teaching strategies or methods employed
 Beliefs about the roles that teachers and students
should play (e.g. metaphors, archetypal forms)
 Culture and disciplinary backgrounds of the
teacher and students
 Grasha’s Five Teaching Styles

Expert/Formal Facilitator Personal Delegator

Authority Model
Style Description Advantage Disadvantage
Expert Possesses knowledge Knowledge competent May be intimidating,
(Teacher-centred) and expertise; focuses may create a passive
on facts; gains status learning environment
through knowledge
Formal Authority Focuses on traditions, Produces clear High expectations;
(Teacher-centred) rules, and expectations and often does not see the
expectations; gains standards for students need for a
status through “welcoming” class
authority/position environment
Personal Model Leads by personal Focus on hands-on May focus less on
(Learner-centred) example; teaches by learning; teaches theory and
(Student-centred) demonstration and through mentorship concentrate more on
doing and role modeling practice
Facilitator Emphasizes personal Personal flexibility to Time-consuming
(Student-centred) nature of teacher- learner needs and
(Learner-centred) learner relationship; goals; openness
focuses on learners towards change
Delegator Encourages student Builds trust, May provoke student
(Student-centred) responsibility for confidence in learners anxiety due to lack of
(Learner-centred) autonomous learning guidance or structure
Modified from: http://www.cstl.semo.edu/cstl/workshops/tew/Teaching_Learning_Assessment/GrashaStyles.pdf
 Key Points about Teaching Styles
 Each teaching style has its own strengths and
weaknesses
 Every teacher possesses each of the five styles to
varying degrees

“Each individual style is

like a different color [or
shade] on an artist’s
palette.”
–Grasha (2002; p.153)

http://sweetclipart.com/multisite/sweetclipart/files/art_palette_1.png
Activity
Think-Write-Pair-Share
Step 1: Think about and write down your individual
response after reading the example scenario provided to
you.
1. What primary teaching style(s) did the instructor
exhibit in the scenario?
2. What secondary teaching style(s) did the instructor
exhibit in the scenario?

Step 2: When you are finished writing your responses, turn

to your neighbour (pair) and discuss (share) your answers
with one another.
 Four Clusters of Teaching Styles
Teaching Style Clusters Common to College
Faculty
Primary Styles:
Delegator/Facilitator/Expert

Primary Styles:
4
Expert/Formal Authority
(38%) Cluster 1
Primary Styles:
Cluster 2
Facilitator/Personal Model/Expert
1 Cluster 3
3 Cluster 4
2

Primary Styles:
Personal Model/Expert/Formal Authority

From Grasha, 2002; p.155

A Scenario to Consider
 Should teachers adapt their teaching styles based
upon:
◦ Student learning styles and needs?
◦ Teaching goals and reflection on their teaching
practice?
◦ The learning environment?
 Why or why not?
 Pair Share
1) What would you do in this situation if you were Mike?
Would you change your teaching style to meet the
needs identified by students and parents in this
scenario? Why or why not?
2) Why do you think this situation is occurring?
3) How does culture (of the teacher and of the students)
play a role in teaching styles?
4) Can you think of an example when this type of
situation may occur in a university learning setting?

Modified from: http://www.btrtesol.com/units/04understanding_key_principles/4f_teaching_styles.php#cultural_impact

For Next Week
 Learning Log #2, Understanding your Students, due Oct.1
 Observing a Model Teacher, due Oct.8
Readings on Piazza:
 Buskist, William and Bryan K. Saville. 2001. "Rapport-Building:
Creating Positive Emotional Contexts for Enhancing Teaching and
Learning" Observer, 14:3.
http://www.psychologicalscience.org/index.php/publications/observ
er/2001/march-01/rapport-building-creating-positive-emotional-
contexts-for-enhancing-teaching-and-learning.html]
 Weimer, Maryellen. 2010. "Building Rapport with Your Students."
Faculty Focus. http://www.facultyfocus.com/articles/teaching-and-
learning/building-rapport-with-your-students/]
You were born
to be real
not to be perfect.
Two Minute Memo
Which teaching style (or combination of styles) is most
appealing to you and why?

Compare and contrast Kim’s teaching style this week with

Amelia’s last week. What differences and/or similarities did you
note?
References

Grasha, A.F. 2002. Teaching with style: A practical

guide to enhancing learning by understanding
teaching and learning styles. Alliance Publishers.
Retrieved September 4, 2012 from
http://ilte.ius.edu/pdf/teaching_with_style.pdf.

Palmer, P.J. 1998. The courage to teach: Exploring

the inner landscape of teacher’s lives. San
Francisco: Jossey-Bass.