Broad Run High School is a melting pot of diverse learners. Each person has their own perspective and voice. While everyone is different, an interesting pattern emerges when it comes to the preferred learning styles of students. Similar to how students have their own learning preferences, teachers also have their own teaching style which they utilize in their classroom. This suggests that despite everyone’s differences, students and staff share a common ground for success.
There are many teaching styles, but I’ll be focusing on the five prominent approaches: authority, demonstrator, delegator, facilitator, and hybrid. According to Thinkific, the Innova Design Group, and Resilient Educator, the authority style centers around lectures and note-taking, a familiar sight in core classes. In contrast, the demonstrator style thrives on active learning, with teachers guiding students with demonstrations and activities. Facilitators, though less common, focus on student-led exploration and the development of critical thinking skills. The delegator style is also one that isn’t as common at Broad Run, but focuses on collaborative learning through group projects, labs, and more. This can provide good peer feedback and teamwork skills. Finally, the hybrid style of teaching is a dynamic blend of the other teaching styles, usually modified by teachers according to their students and themselves.
A survey answered by a handful of students at Broad Run of different grade levels revealed a preference for hybrid learning when they were asked about which teaching style they personally prefer. In the second part of the survey, students answered the question, “What traits do you look for in your learning environment?” with many characteristics/wants, but here are the most prominent ones: the desire to have a positive connection with their teachers, available resources at all times, and straight forward teaching. Overall, it appears that students want an environment where they can comfortably grow.
We know that students have very complex and broad minds, but the way students develop varies from person to person. While most teachers strive to create inclusive learning environments, it’s unrealistic to expect them to perfectly match the needs of every student. To combat this, ninth-grader Emaan Khan states, “When a professor’s style of teaching doesn’t match up with my learning style, I usually try to go online and look for any resources the teacher has provided. I then write notes based on those resources.” Understanding what is effective learning from a student’s perspective is crucial, as it helps teachers or other people such as tutors or even parents understand how the mind of a kid works. Ninth-grader Melanie Mills expressed this about overcoming subjects she doesn’t understand due to the professor’s teaching style, “If I can’t understand a teacher’s style of teaching, then I try to help myself by talking to my teachers, asking friends for help, or I’ll speak to my counselor.” This highlights the importance of students advocating for their learning needs and seeking support when necessary.
While teachers shoulder the responsibility of presenting information in engaging and accessible ways, students must actively participate in order to shape their learning experience. By recognizing the needs of both the students and staff, advocating for their needs, seeking support when necessary, and using resourceful strategies like those shared by Emaan and Melanie, students can bridge the gap between diverse learning styles and teaching approaches.
