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CHAPTER 11
Developing your teaching style
and techniques
Kay Mohanna, Elizabeth Cottrell, David Wall,
and Ruth Chambers
INTRODUCTION
This chapter will help you to understand your natural teaching style and consider
how to adapt it to various learners’ needs to help them progress from being depend-
ent to self-directed learners. Just as the learner has a favoured learning style, you
will have a preferred teaching style. Your teaching style has a powerful effect on the
dynamics of their learning experience. Thus, you should adapt it or adopt more
appropriate styles according to the purpose of your teaching.
An effective teacher does not just impart knowledge and skills, but does so in a
way that engages learners and leaves them with a deeper understanding and ability
to interpret that freshly gained knowledge, or to apply those new skills. The effec-
tive teacher empowers a student to want to learn more, to actually do so, and to put
their learning into practice.
BE AWARE OF YOUR OWN TEACHING STYLE(S)
Your appearance, voice, and what you say are vitally important in addition to your
teaching style. Your gestures and body language should not be distracting, and
should complement your voice and the messages of your teaching.
You will have developed your teaching style as a result of what comes natu-
rally to you, the training and feedback that you have received, and your experience.
There may have been some particular role models who have influenced your style,
as you have unconsciously emulated teachers whom you have found inspiring, or
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KEY TOOLS AND TECHNIQUES IN MANAGEMENT AND LEADERSHIP
deliberately avoided being like those with an off-putting style. You might have a
quiet, introverted personality and tend toward the
all-around flexible and adaptable
teaching style, or you may be an extravert and enjoy the
big conference
teaching style.
Your healthcare discipline may also influence your teaching style. Doctors often
adopt a dominating style and expect to be in charge, whereas nurses and allied
health professionals may be more learner-centred.
You will become more aware of the nature of the style that you are using and
how effective it is from continuing reflection, feedback, and evaluation of your
teaching over the years. However, good performance requires a supportive teach-
ing environment, sufficient time to deliver the required scope and level of learn-
ing, a reasonable teacher/learner ratio, and a good match between learners’ needs
and your expertise/knowledge. Non-work-related worries, such as health or finan-
cial concerns, working in unfamiliar settings, or being generally harassed, may
affect your performance and awareness of your teaching style. These factors may
affect your concentration, restrict your intuitive powers, and limit your reflective
insights.
You may not feel comfortable using all teaching styles. However, your ability to
vary your teaching style according to learners’ needs and level(s) and the purpose
of the learning activity will depend on your insight. Exploit those styles that you are
good at, and practise the other styles for delivering learning when there is minimal
pressure and you can obtain constructive feedback.
INVESTIGATE YOUR TEACHING STYLE
One way of considering the varied range of teaching styles is the Staffordshire
Evaluation of Teaching Styles (SETS) approach.
1
The underpinning research deter-
mined six main styles.
1
The all-round flexible and adaptable teacher
can use many different skills, can
teach both peers and juniors, and is very aware of the whole environment both
of teaching and of the learners.
2
The student-centred, sensitive teacher
is very learner-centred, teaches in small
groups, with emotions to the fore, using role-play and drama, and is not com-
fortable doing straight presentations.
3
The official formal curriculum teacher
is very well prepared, accredited, is very
aware of and adheres to the formal curriculum, and follows external targets.
4
The straight-facts, no-nonsense teacher
likes to teach the clear facts, with
straight talking, concentrating on specific skills, and much prefers not to be in-
volved with multi-professional teaching and learning.
5
The big conference teacher
most enjoys standing up in front of a large audi-
ence, and does not like sitting in groups or one-to-one teaching.
6
The one-off teacher
likes to deliver small self-contained topics, on a one-to-one
basis, with no props to help and no follow-up.
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DEVELOPING YOUR TEACHING STYLE AND TECHNIQUES
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Try working out your preferred teaching style(s) by completing the four steps of the
next exercise.
•
Step 1.
Fill in the questionnaire.
•
Step 2.
Score your answers.
•
Step 3.
Rate each of the six teaching styles.
•
Step 4.
Plot your ratings to compare and contrast your preferences for each of
the six teaching styles.
STEP 1: WORK OUT YOUR PREFERRED TEACHING STYLE(S) BY
ANSWERING THE FOLLOWING QUESTIONS
Rate the extent to which you agree with each of the statements below from 1 (do not
agree at all) to 5 (very strongly agree).
Do not
agree
at all
Q1. I vary my approach depending on my audience
Q2. I am less comfortable giving straight presentations than
teaching through games and exercises
Q3. I prefer to teach through games to relay learning
Q4. I like having external targets to determine the course
of learning
Q5. I prefer teaching sessions that are self-contained with
no follow-up
Q6. Props often detract from a talk
Q7. I am comfortable addressing large audiences
Q8. Preparation for my teaching focuses on me and my role
Q9. I am usually standing up when I teach
Q10. The best teaching sessions convey straight facts in a
clear way
Q11. I avoid being distracted from running sessions the
way I plan to run them
Q12. I am happy teaching general skills
Q13. I put no value on being formally employed as a
teacher
Q14. I dislike one-to-one (tutor) teaching
Q15. I am consistent in delivery of a topic, whatever the
audience
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
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2
2
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3
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3
3
Very
strongly
agree
4
4
4
4
4
4
4
4
4
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4
4
4
4
4
5
5
5
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5
5
(Continued )
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Do not
agree
at all
Q16. I like to give students the opportunity to explore how
to learn
Q17. I have developed my own style as a teacher
Q18. I prefer one-to-one (tutor) teaching
Q19. Eliciting emotions through role play or drama is a
valuable aspect of teaching
Q20. I am comfortable using humour in my teaching
Q21. I am rarely sitting down when teaching students
Q22. It is important to me that my teaching is accredited by
an official body
Q23. I am uncomfortable when I have multi-professional
groups of learners to teach
Q24. I am at my best when organising my teaching to fit an
external curriculum or organisational structure
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
Very
strongly
agree
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
STEP 2: COMPLETE YOUR SCORING GRID
Write your score for each of the questions in the correct boxes, then add up the
columns to obtain your score for each of the six teaching styles (out of a maximum
of 20 marks).
Question
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8/
Q9
Q10
Q11
Q12
Q13
Q12 =
Q13 =
(Continued )
Q10 =
Q11 =
Q8 =
Q9 =
Q7 =
Style 1
Q1 =
Q2 =
Q3 =
Q4 =
Q5 =
Q6 =
Style 2
Style 3
Style 4
Style 5
Style 6
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Question
Q14
Q15
Q16
Q17
Q18
Q19
Q20
Q21
Q22
Q23
Q24
Totals
Style 1
Style 2
Style 3
Style 4
Q15 =
Style 5
Q14 =
Style 6
Q16 =
Q17 =
Q18 =
Q19 =
Q20 =
Q21 =
Q22 =
Q23 =
Q24 =
STEP 3: RATE EACH TEACHING STYLE
Fill in your scores, obtained from the chart totals in Step 2, in the six boxes against
each of the teaching styles listed below.
Your scores
Style 1
Style 2
Style 3
Style 4
Style 5
Style 6
The all-around flexible and adaptable teacher
The student-centred, sensitive teacher
The official formal curriculum teacher
The straight-facts, no-nonsense teacher
The big conference teacher
The one-off teacher
Now you have the six scores out of 20 for your self-evaluation of your preferred
teaching styles.
STEP 4: PLOT YOUR PREFERRED TEACHING STYLE(S) ON THE SETS
HEXAGON
Plot the marks from the rating sheet in Step 3 with a cross along each of the six axes
to represent your score for each of the six teaching styles. Join up the crosses to pro-
duce a shape that represents your own combination of styles.
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