1. TEACHING STYLES TEACHING STYLES

2. LEARNING OUTCOMES To examine different teaching styles To evaluate how teaching styles can affect performance To begin to identify your own teaching styles

3. What makes a good teacher There is no one right way to teach. You need to refine and adapt basic teaching skills and combine them in different ways to create your own unique teaching style. The process of development as a teacher is exciting

4. What makes a good teacher The art of successful teaching is bound up with developing both decision making skills and action skills. Observation can be immensely valuable at any time in your career There are always good and bad lessons

5. Your teaching style will largely be determined by your personality It will vary from person to person and from situation to situation as you adapt your behaviour to meet the specific needs of the pupils Every session can be viewed as a challenge to achieve specific objectives with a particular group

6. In order to meet the challenge you need to decide which cluster of teaching skills you feel will be most effective In teaching there is a continuum of styles from the very autocratic, command led style, where the teacher makes all the decisions, to the more democratic and interactive style where teacher and pupils discuss and negotiate issues

7. Styles... command problem solving reciprocal self teaching guided discovery practice

8. Teaching style continuum commandpracticereciprocalguided discoveryproblem solvingself teaching -------------------------------------------------------- teacher teaching style continuum child directed directed dependent learning independent learning

9. TEACHING STYLES Pupils LEARN in different ways. They respond to different methods of delivery. Teachers must therefore consider using a range of teaching styles – to cater for all pupils – to differentiate the tasks – to find the most appropriate method of delivering the activities in relation to the Learning Objectives

10. STYLE A: Command Likely Objectives Conformity to a single standard of performance Safety/discipline Efficiency in the use of time to acquire skills Essential Characteristics Teacher makes all decisions Pupils respond as a group Pupils do as they are told

11. STYLE B: PRACTICE Likely Objectives To improve skill To develop pupil awareness of the relationship between repetition and quality of outcome To help pupils to asses their level of performance Essential Characteristics Teacher makes most decisions Pupils will make some decisions A period of practice time on a task set by the teacher who can then help individuals

12. STYLE C: RECIPROCAL Likely Objectives To engage pupils in social interaction To develop communication skills To develop listening skills, observation and practical skills Improve understanding of the skill and quality of feedback to teachers/peers To develop tolerance/patience To provide max. feedback for performer Essential Characteristics Planned by teacher executed by pupil Pupils work in pairs, one as observer, the other as participant - change roles Clear criteria essential - often communicated on task cards Responsibility for correction/feedback by the observer

13. STYLE D: SELF-CHECK Likely Objectives To help pupil assess own performance To promote personal development in terms of honesty and the ability to be objective To help pupils recognise their limitations Essential Characteristics Planned by teacher Performance criteria essential Pupils checks own performance and makes decisions during activity time. Evaluates performance against criteria

14. STYLE E: INCLUSION Likely Objectives To maximise involvement at appropriate levels of performance To accommodate individual differences To help pupils rationalise their aspirations with reality To enable all to succeed Essential Characteristics Planned by teacher Pupil checks own perf. Starts at own level and progresses at own level Tasks are set so that an individual’s progress is highlighted

15. STYLE F: GUIDED DISCOVERY Likely Objectives To engage pupils in discovery learning through a guided process To develop sequential discovery skills and consequence of action To develop patience whilst matching response to task Essential Characteristics Teacher plans a target and systematically leads pupils to discover target Teacher fundamental to this style Choice of appropriate steps in the discovery process critical to success Teacher re-directs pupil who goes off at a tangent

16. STYLE G: PROBLEM SOLVING Likely Objectives To develop problem solving skills To develop awareness of the structure of an activity through the search for an answer To develop ability to confirm solutions To encourage independent thinking To promote confidence in their own ideas/responses Essential Characteristics Teacher presents questions/ poses problems - pupils invited to discover alternative solutions Frequently pupils are organised into groups to encourage shared thinking Pupils contribute to decisions at all stages which may influence development of work

17. The command style is often perceived to be the most prevalent style. It involves the teacher "telling" the performer what to do but allows little interaction The pupil led style provides almost no instruction or guidance, this style at best perhaps facilitates performance

18. Both are extremes with neither being a very successful method of deliveryHowever, there will be times when you have to act in a very authoritative manner………... Safety reasons - potentially dangerous situations The organisation of a very large group, especially if it unfamiliar to you A particularly troublesome group!

19. The fundamental role of the teacher is to initiate pupils into new areas of learning. The teacher must help the pupils to 'open the doors' to these new areas How you teach is as important as what you teach in achieving the aims of P.E. and the objectives for your lessons

20. Equally there may be times when you stand back and not impose on the situation at all. A co-operative style, offers leadership and guidance whilst encouraging pupils to share in decision making and take more responsibility for their own learning. This style is more in keeping with the philosophy that the person is more important than the sport or the outcome of the competition

21. The transmission of value permeated behaviours is as central to teaching as giving knowledge; 'Tell pupils and they will forget, Show them and they will remember, but Involve them and they will understand'

22. Good communication skills are also very important in delivering teaching styles.

23. Which style if any do you personally prefer? Can you think of situations that you have been involved in where the teaching style has been appropriate, un-appropriate?

24. Finally which style of teaching fits in with your personality? Which styles will you think about using in your teaching placement? How important do you think getting the style right is?