CONCEPT
The Grasha-Riechmann Teaching Style Survey assesses the teaching styles employed by teachers. According to Grasha (1996), teaching style affects how teachers present information, interact with students, and supervise coursework.
Grasha has identified five teaching styles:
BACKGROUND INFORMATION
Grasha (1996) defines teaching style as a particular pattern of needs, beliefs, and behaviors that teachers display in the classroom.
Each style has advantages and disadvantages as well as specific learning objectives. There is not one style that is effective for all objectives/disciplines (Hoyt and Lee, 2002). Almost all teachers possess a blend of each of the five teaching styles to varying degrees (Garsha, 1996). Although they have a dominant teaching style, they often mix in some elements of other styles.
The Grasha-Riechmann Teaching Style Survey assesses the teaching styles employed by teachers. According to Grasha (1996), teaching style affects how teachers present information, interact with students, and supervise coursework.
Grasha has identified five teaching styles:
- Expert (transmitter of information)
- Formal authority (sets standards)
- Personal model (teaches by direct example)
- Facilitator (guides by asking questions, exploring options)
- Delegator (develop students ability to function autonomously)
BACKGROUND INFORMATION
Grasha (1996) defines teaching style as a particular pattern of needs, beliefs, and behaviors that teachers display in the classroom.
- Teacher Centered – Teacher is the expert and authority
- Learner Centered – Facilitator of student learning
Each style has advantages and disadvantages as well as specific learning objectives. There is not one style that is effective for all objectives/disciplines (Hoyt and Lee, 2002). Almost all teachers possess a blend of each of the five teaching styles to varying degrees (Garsha, 1996). Although they have a dominant teaching style, they often mix in some elements of other styles.
my results
PERSONAL REFLECTION
Taking the Teaching Style Survey has confirmed what I believe has been my personal teaching style for several years: being a facilitator. As a facilitator, I strive to provide my students with the necessary tools so that they are able to become reflective and independent pupils that have the capacity of learning beyond the classroom constraints. Becoming a facilitator has not been difficult for me because the affective factor has always guided my teaching. I truly believe that creating a non-threatening atmosphere in class is of utmost importance. Hence, I try to be flexible, understanding and respectful when teaching. My second teaching style suggested by the survey is that of a personal model. I concur with that result as well. I honestly think that as teachers, like it or not, we become role models for our students. Thus, our behaviors and actions inside and outside the classroom should always be positive and inspiring.
Taking the Teaching Style Survey has confirmed what I believe has been my personal teaching style for several years: being a facilitator. As a facilitator, I strive to provide my students with the necessary tools so that they are able to become reflective and independent pupils that have the capacity of learning beyond the classroom constraints. Becoming a facilitator has not been difficult for me because the affective factor has always guided my teaching. I truly believe that creating a non-threatening atmosphere in class is of utmost importance. Hence, I try to be flexible, understanding and respectful when teaching. My second teaching style suggested by the survey is that of a personal model. I concur with that result as well. I honestly think that as teachers, like it or not, we become role models for our students. Thus, our behaviors and actions inside and outside the classroom should always be positive and inspiring.