Teaching%20Styles%20Self%20Evaluation

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Teaching Styles Self Evaluation

• This assessment will help you determine your
  teaching style.

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1. Do you find your teaching style

• may lead to an inflexibility for managing the
  concerns of students.
• may cause students to feel inadequate when they
  can't emulate your example.
• works well for most students but is very time
  consuming.
• may leave students feeling anxious about their
  ability to meet your expectations.

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2. Which of the following do you like to use when
evaluating student learning?

• teacher made tests
• student self-assessment tests
• performance based criteria
• problem solving and critical thinking

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3. When planning lessons, you prefer to have

• whole class lessons.
• role playing.
• peer tutoring.
• brainstorming.

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4. When you teach face to face, your
instructional time includes

• lectures.
• demonstrations.
• films/videos.
• class discussion/brainstorming.

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5. You believe in teaching by

• being the source of information.
• personal example and establishing a prototype.
• emphasizing student-teacher interactions.
• being a resource person as needed by the student.

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6. One of your goals is to have your student

• function well within the learning structures
  needed.
• observe and emulate what was observed.
• able to work independently and under his/her own
  initiative.
• able to work in an autonomous manner.

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7. One advantage of your teaching style is that
it

• focuses on clear expectations.
• emphasizes direct observation.
• allows students personal flexibility.
• helps students see themselves as independent
  learners.

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8. Assignments given to students are usually
based on

• your personal preferences or on specific
  instructional models.
• a sequence of steps leading to mastery but which
  you orchestrate.
• a student portfolio or learning log which has a
  self assessment component.
• problem solving based on research of course
  material.

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9. Your teaching style develops a rhythm which
contains

• Four steps content selection,
• presentation/reception, reflection,
  application.Three steps selection, skill
  development, mastery performance.
• Five steps creating awareness, collecting data,
  choosing innovation, implementing a plan,
  reviewing results.
• Twelve steps ranging from pose and reflect on a
  problem, skill development exercises to interim
  evaluation, learner responses and development of
  solutions.

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• THE END