This assessment will help you determine your teaching style.

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.