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TEACHING STYLE CLASSIFICATION

 

Student-Centered

Teacher-Centered

Effective

1 TEACHER

  • Facilitator
  • Relationship-driven
  • Goal = self-directed students
  • Motivation = internal/ build sense of self-efficacy
  • Authentic assessment to provide learners with progress knowledge to support learning efforts
  • Instructional focus – use of inductive and thematic teaching, with a student-centered, problem-based and cooperative emphasis.
  • Build students’ collective responsibility
  • Answers “why we are dong this”
  • Long-term goals (the management may be messy at first, but auto-pilot by end)
  • Our class

2 TEACHER

  • Orchestrator
  • Structure-driven
  • Goal = on task behavior
  • Motivation = external/ positive reinforcement
  • High quality traditional assessments to give learners an accurate accounting of their achievement.
  • Instructional focus – mostly direct instruction using clear objectives, systematic use of group work, interactive class discussions and engaging activities.
  • Build students’ collective efficiency
  • Answers “what is expected”
  • Short-term goals (the management should be in good shape by the second week)
  • My Class

 

Ineffective

3 TEACHER

  • Enabler
  • Reaction-driven
  • Goal = keep students happy
  • Motivation = student interests
  • Assessment is very open-ended with vague grading criteria and an effort to avoid grades or judgment all together, but ending up to be subjective and arbitrary.
  • Instruction is open-ended projects and independent work without a clear purpose, lots of freedom without responsibility or a built in consideration for motivational needs.
  • Students - increasingly self-centered

 

  • Chaotic energy
  • Goals are vague (management problems happen early and are still happening by end of the term)
  • The students

4 TEACHER

  • Dominator
  • Obedience-driven
  • Goal = let students know who is boss
  • Motivation = to avoid punishment
  • Assessment is grade-based and mostly competitive (curved and norm referenced) with grades used to shame low achievers into shaping up.
  • Instruction is focused on direct instruction using worksheets, lecture, and text driven activities. Learning is about retaining information presented to recall later on a test. Bored students are judged to be unmotivated.
  • Students – increasingly immune to coercion
  • Negative energy
  • Goal is to break student’s will (students respond out of fear, but slowly increase hostility and rebellion)
  • Those students

Teaching Style/School Climate Continuum Matrix


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