A level PE Teaching Styles Essay

Teaching Styles Essay Sample 3

Discuss how an individuals style of teaching can change according to the type of activity, group dynamics and/or the environment.

ref: L Newall

The teaching style chosen by an individual is influenced by name factors. Firstly, personal preference will play a fairly large role. The individual may find a lesson more enjoyable to teach in a problem solving style as it would give more variety in the lesson. Another individual may feel command style is the best way to get the information across so they will use this style as much as possible whereas someone else may feel a reciprocal approach is more beneficial to the students.

However, the preference of the teacher may be over ruled by the circumstances of the lesson. There are other factors that must be considered to increase successful learning.

Group dynamics is one of these factors. If the teacher finds the group are fairly reliable and keen and other factors agree then they may choose to use a reciprocal style of teaching may be used. Pupils may find this beneficial as they are taking more responsibility for their own learning. Reciprocal style is "characterised for immediate feedback and social relationships between peers," (Mosston and Ashworth, 1997). In a lesson of tennis observed, the pupils were asked to, in pairs take it in turns to performer serve. They were then told to give feedback to their partner on their performance As the lesson went on, the analysis and the way it was conveyed improved, showing that this style of teaching can improve communication and analysis skills. Mosston and Ashworth suggested that Physical Education could help development in "physical, social and emotional" aspects of life,as giving pupils may boost self esteem and leadership qualities.

However group dynamics may lead to reciprocal teaching being unsuitable for the lesson. Disruptive members of the group could mean that the teacher could not trust the whole group to be able to carry out the whole task. Even just one or two disruptive pupils could force the teacher to change the format of the whole lesson. In this situation, a command style of teaching maybe adopted. The teacher would lead the whole group through the activity, so they would give an instruction, which the whole group would have to follow. The pupils have no choices in this style of teaching. Command style teaching is"based on the behaviourist ideas of command and response," (notes,Walden, 2000). I experienced an example of this observing a hockey lesson. Two pupils were not carrying out the task they had been set and were becoming a disruptive influence. At this point, the teacher chose to adopt a command style of teaching and regained the focus of the group.

The type of activity may affect the style of teaching. If the task is very complex, or the group is of a fairly basic standard, then it may more beneficial to adopt the command style. This should guarantee the information being successfully transmitted to the students.

Safety of the task is also an issue. Javelin lessons in our school always follow the same format to ensure safety. The teacher would teach us a basic component of the throw and the group, stood in a line, would all throw their javelin in the same direction. We would then be instructed to walk to their javelin to collect it. This very command style lead lesson ensured minimum risk of accidents within our lessons. Reciprocal style would not be practical in this situation.

However, if the nature of the task was more flexible so that there was room for adaptation according to the pupils involved. I observed a lesson on dribbling in basketball where the teacher had a group of pupils of very mixed ability. They had a group of more advanced students working on tricks to use to get past a defender, which involved a problem solving style of teaching The beginners of the group stayed with the teacher and went through the basics in a more command style sub-lesson group. There was also another group in the middle of the court who had been given a set skill to practice in small groups. As this involved the pupils giving each other feedback, this brought a reciprocal element to the lesson.

As well as these factors, the environment can also play an important role. The weather can be important. When it was very cold the group will need a lot of motivation and physical activity to keep them warm and on task Therefore, a command style would be more practical. Also, when it was very wet then it will be dangerous to work on slippery ground. An alternative activity would have to be used by the teacher.

So, there are a number of different factors involved in deciding the teaching style for a lesson. A teacher could not stick to one style for one lesson, or maybe even within a single lesson. They would have to consider group dynamics, the task involved and the environment. After considering these factors, the teacher can then make the best decision to encourage more successful results. Even after reaching this decision, the teacher would have to be prepared to change this style of teaching within the lesson for as we have seen, the factors involved are constantly changing.