TEACHING

STYLE
PROF .MADYA DR. ABDULL SUKOR BIN SHARRI

ARULISWARI A/P NADESON

( 818249)

VASUDEVAN A/L SUBRAMANIAM

( 818260 )
SAMATA
( 817615 )

MOHAMMED

ALWAHAIBI

NEW TREND OF MATH CLASS

WHAT IS
TEACHING STYLE?

According to Cook (1991), a

teaching style is a loosely connected
set of teaching techniques believed
to share the same goals of language
learning.
Described the word style as
referring to the element of fashion
and changeability in teaching.

According

to Kathleen Butler
(1984) Teaching Style is a set of
attitudes and actions that open a
formal and informal world of learning
to the student.

It

is the powerful force of the teacher's

attitude to the student as well as the
instructional activities used by the
teacher and it shapes the learning
teaching experience.

According to Peacock (2001), the

teaching style
is the way a person teaches by nature,
habitual,
inclination or even a custom that is used
to convey
information and
in the classroom
According
to skills
Wright
(1987), one
teaching style involves a complex mix of
beliefs, attitudes, strategies, techniques,
motivation, personality and control.

According to Gregorc (1979), teaching style

is
more than a methodology.
He added that teaching style places subjective
demands upon the learner who may or may
not
have abilities to match such demands

Felder & Henriques (1995) also

stated that how much a given student
learns in a class is governed in part by
that students native ability and prior
preparation

(5)Fische
r and
Fischer
(6)Other
Teaching
Style

(4)Ornstei
n and
Miller

Teachi
ng
Styles
(1)Grasha
Style

(3) Jarvis

(2)Model
Doherty

GRASHA (2006)

GRASHA (2006)
Expert
Style

Delegat
or Style

Formal
Authority
Style

Facilitator
style
Personal
Model
Style

Expert Style
Teachers

who
have
the
knowledge and expertise in the
subject matter.

Teachers

who have this style are

always
encouraging
their
students to excel and teach in
detail and depth.

Formal Authority Style

Teacher

of this style always gives

positive or negative feedback to
the students

They

assume that the teaching

should be done in a standard
form, accurate, and school law.

Personal Model Style

Teachers

tend to act as a
prototype to students on how to
think and behave.

They

tend to direct and guide the

students to observe and imitate
the method shown after that.

Facilitator style
Guides

and directs students by

asking questions, exploring options
, and encouraging them to develop
criteria to make informed choices.

Overall

goal is to develop in
students
the
capacity
for
independent action, initiative, and
responsibility.

Delegator Style
Concerned

with
developing
students' capacity to function in
an autonomous fashion.

Students

work independently on
projects or as part of autonomous
teams.

MODEL DOHERTY
(2003)

1.)Style A - Order - Teachers will

make all decisions
2.)Style B - Drill - Students carry
out tasks assigned by teacher
3.) Style C - Reciprocal - Students
complete the task in pairs
4. )Style D - Check yourself Students
check
their
own
performance.
5. )Style F - Inclusion - Teachers
plan while students evaluate their
own work

6. ) Style F - Guided Exploration - Students solve

problems according to a set of guidelines given with the
help of assistant teacher
7. ) Style G - Divergent - Students solve problems
with the help of teachers according to a set of guidance
provided.
8. ) Individual Style - Teacher makes decisions on the
content, while students make decisions in planning
programs
9. ) Student Initiative Style - Students plan their
own program and the teacher as an advisor
10. ) Self Instructional style - Students are fully
responsible for their learning process.

JARVIS(1985)

1.

Controlled
didactic
style
through lectures and students
taking down notes.

2.

Socratic style when teacher

asks a question and students
respond.

3.

Facilitator style is when a

teacher prepare the learning
environment and the students
themselves care responsible for

General
Teaching Style

Autocratic Style
Anautocratic

teacher retains much of

the power and decision-making
authority in the classroom.
Figure 2 is indicative of the autocratic
style because it shows a teacher
conducting class by providing
information for the students to use in
their educational process.

Figure 2: Autocratic Style of

Teaching

The

teacher does not consult with

the students or allow them to
provide
input,
opinions,
viewpoints, desires, or needs
concerning
their
educational
experience.

The

teacher relates information to

the students who are expected to
absorb it as best they can.

Bureaucratic Style
The

bureaucratic style developed as

democracy reached modern times.
Abureaucraticteacher provides the
educational experience by following
the procedure and policy requirements
mandated for teaching to the letter.

Fig. 3: A Bureaucratic-Style Teacher Performing a

Demonstration

Democratic Style
The

democratic style has developed

during modern times.
Ademocraticteacher
leads and/or
facilitates the class while allowing
students to participate in making
some decisions and problem solving
for the classrooms needs

Results of a Discussion Led by a Democratic-Style

Teacher

Laissez-Faire Style
The

laissez-faire style has developed as

dissatisfaction toward the other three
styles emerged over time.
Alaissez-faireteacher expects his or
her class to meet their educational
desires with little direction and only
according to the classrooms needs,
constraints,
and
educational
requirements.

Onstein and
Miller (1980)

Expressive Style
Refers

to the emotional relationship created by

the teacher to the student or the class as a
whole, including warmth, authority, sympathy,
trust and some emotional aspects shown by the
teacher.
The interpersonal relationships between teachers
and students is involved in this teaching style
and related with attitudes toward learning.
This style works to control the students,
managing classroom activities as well as
negative or positive feelings toward teaching.
Teachers who practice this style will serve as a
helpful mentor and could tolerate students.

Instrumental Style
The

way teachers carry out the

task to assist students, planning
the lesson, setting up the
classroom standard and ensure
that
students
achieve
the
standards set.

Fischer and
Fischer (1979 )

Fis
ch
er
an
dF
(1
97
9 ) isch
er

The Task-Oriented
The Cooperative Planner
The Child Centered
The Subject Centered
The Learner Centered
The Emotionally Exciting and
Its Counterpart

The Task-Oriented
These

teachers prescribe the

materials to be learned and
demand specific performance on
the part of the students
Learning to be accomplished may
be specified on an individual
basis

The Cooperative Planner

These

teacher plan the means

and ends of instruction with
student cooperation.
Opinions of the learners are not
only listened to, but are
respected .
These teachers encourage and
support students participation at
all levels.

The Child Centered

This

teacher provides a structure

for students to pursue whatever
they want to do or whatever
interests them.
This style is not only extremely
rare , it is almost impossible to
imagine in its pure form because
the classroom, with its adult-child
ratio and adult-responsible
environment , automatically
encourages some interests and

The Subject Centered

These

teachers focus on
organized content to the near
exclusion of the learner.
By covering the subject they
satisfy their consciences even if
little learning takes place

The Learner Centered

These

teachers have equal

concern for the students and for
the curricular objectives , the
materials to be learned
They reject the over-emphasis of
both the child-Centered and
subject-centered styles, and
instead help students , whatever
their abilities or disabilities ,
develop toward substantive goals
as well as in their autonomy in

The Emotionally Exciting and Its

Counterpart
These

teachers show their own

intensive emotional involvement
in teaching .
They enter the teaching-learning
process with zeal and usually
produce a classrooms subdued in
emotional tone.

DIFFERENCE AND
SIMILARITY BETWEEN
THESE STYLES

The difference
Fischer
As a pervasive way of approaching the students that
and
might be consistent with several methods of teaching. It
Fischer
was assumed that if one followed a recognized method of
good teaching , all educable students would learn.

Ornstein
As an expressive aspect of teaching.It focuses on
and Miller emotional and personal relationship between teachers and
students. It is also associated with a sense of confidence
in students and understands the purpose of education in
general.
Jarvis
A simple instructional styles taxonomy focuses on how the
teacher interacts with the students.

Doherty
It focuses on physical education . It based on the central
importance of decision-making.Three aspects of teaching
were examined: pre-impact (preparation stage), the impact
(performance and delivery) and post-impact (evaluation
and feedback).

Grasha

Pattern of belief, knowledge, performance and

behavior of teachers when they are teaching.
The overall goal is to develop students ability to
be self-reliance, self-supporting,

initiative and

responsible. Also , to shape students ability to

learn autonomously. Teachers who practice this
style

require

their

students

to

always

be

prepared and emphasize the dissemination of

information to the maximum. Teacher provides
guidance and give direction to students to
explore or observe.

Teachers prefer to use a

structured teaching.
The similarity : Teacher-centered and Student-centered approach