Teaching Styles

 

According to Rodriguez and Bellanca (2007), the teacher behaviors that Kermin and his associates found to have the greatest impact on low-performing children in the classroom are equitable distribution, affirm/ correct, proximity, individual help, praise, wait time, courtesy, reasons for praise, personal regard, delving, listening, touching, higher-level questions, accepting feelings, and desisting. Considering these 15 behaviors and my teaching style, I think the three behaviors that I would mostly use are proximity, individual help, and praise. Since the students are not performing as expected, as the teacher, I should ensure that I consider each student as an individual. Teaching them as a group makes it hard to identify the special needs of each student. Treating each student as an individual is ensured through proximity and individual help. Being close to each student creates a positive relationship with the students and this makes it possible for them to share their problems with me. They will see as a friend and this way, I will be able to offer individual help. Praise is also important whenever a student achieves something positive.

On the other hand, I do not consider frequent use of desisting, higher-level questions, and touching. Even though touching shows that I am concerned with the student, I do not consider it very important because it can interfere with the student’s concentration. Similarly, asking higher-level questions might not help because the student will feel challenged by having questions he cannot handle. In the same manner, desisting does not help because it will only postpone a problem that would otherwise be solved if another teaching method was used. Nevertheless, all the 15 behaviors are important and employing all of them will ensure that all the students’ needs are incorporated in the teaching style (Fayer, 2010). The used teaching style with all the behaviors will ensure that needs of the students are identified and solved.      

 

 

References

Fayer, L. (2010).Bringing problem based-learning into the science classroom. Marion, IL: Pieces of Learning.        

Rodriguez, E. R., &Bellanca, J. A. (2007).What is it about me you can’t teach?An instructional guide for the urban educator.Thousand Oaks, Calif: Corwin Press.