The purpose of this article is to guide the teacher in implementing the learner-designed individual program style (LDIP) in physical education settings. The LDIP style is one of the 11 spectrum teaching styles that promote self-directed learning. The spectrum of teaching styles is a conceptual framework that helps describe and organize the…

In this thoughtful guide for novice and veteran educators alike, Baruti K. Kafele takes readers on a reflective journey designed to reignite their passion for teaching. Kafele's 50 questions and penetrating insights reveal how you can: (1) Inspire students of all racial, ethnic, and socioeconomic backgrounds to strive for academic excellence; (2)…

This reprinted 1979 article with a 1988 update discusses ways to help gifted children learn to competently manage and direct a substantial part of their own learning. It discusses goals for self-directed learning, developing the necessary skills, the characteristics of five different instructional styles, and resulting changes in student behavior.…

A charismatic teaching style turns the dance studio or classroom into a theatrical setting in which the dance instructor is "star" and the students are "supporting players." (CJ)

The power of the inclusion style of teaching is in that learner performance can be assessed from the perspective of standards related to all three of the learning domains. It allows teachers to address diverse students' individual needs, which is particularly important in physical education, where classes have significant discrepancies in…

A teaching style classification system that can aid in the evaluation of teachers is outlined. It allows the evaluator the use of systematic and orderly evaluation practices. (MD)

Examines how communicative practice has been used and misused by some teachers in the classroom and how the importance of correction technique has been virtually ignored. Refers mostly to question-answer conversations and picture descriptions. (EKN)

Poses questions that are relevant to the division of labor in a team-teaching situation and offers suggestions for making team teaching a success. (FL)

Asks whether students who create computer programs with LOGO and those who use reading software with speech synthesis profit more than they would with a teacher. (CRH)

In terms of second-language learning, examines: (1) What is the significance, educational and statistical, of the performance difference between field-dependent and field-independent students? and (2) Does the learner's cognitive style interact with other factors in the learning situation, such as the teacher's cognitive style, to affect…

Teachers of regular classes containing gifted students should develop their ability to identify those gifted students, analyze their teaching approaches, assess the students' ability and developmental stage, organize the classroom into different working levels, and collaborate with other teachers to extend and elaborate the curriculum. (CL)

Describes how teachers can bring enthusiasm, excitement, and energy to their teaching through skills from oratory and theater, involving the practice and use of visuals, vocals, and verbals. Notes ways to learn how to do so. (SR)

Considers how personality type theory might help account for the behaviors of writing center tutors. Highlights how personality preferences influence tutoring styles. Argues that including a study of personality type theory in tutor training can help tutors become aware of their preferred tutoring styles and the effects of those styles on the…

Drawing from a literature review of books, periodicals, and documents published since 1971, this paper provides the necessary background for a business/industrial trainer to reach trainees more effectively by identifying students' learning styles and matching styles with appropriate strategies for teaching/learning. Part A provides a summary of…

Describes the inservice teacher training program developed by the Lennox School District for first- and second-year teachers and experienced teachers new to the district. It combines training workshops with a continuing teacher/coach relationship emphasizing positive reinforcement. (MD)