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SUMMATIVE TASK How Teaching Styles Differ March 06, 2020 Teaching English or any other subject requires certain skills. Anyone can have enough knowledge on a subject matter to enable him or her to teach it should that person desired. Not all of us, however, are able to transfer that knowledge to a group of students just because we know what we are talking about. We all went through secondary and post-secondary school with unprofessional teachers, unprepared teachers, impersonal teachers, know-it-all teachers who lectured us ad nauseam. I remember one professor in college. The course was "Technical English Writing." This class was a three-hour class once per week. Promptly as six p.m. he would take attendance and spend a good twenty minutes doing so. Following this ritual, he would embark on one of personal stories that would usually last a good hour! there were about twenty of us, sitting on a small theater-like classroom. Well, we would frequently fidget and change positions on our seat several times before he would change the subject. This went on throughout the semester! I truly learned what Not To Do in class as a teacher. I personally have developed my own style. I believe we as teachers must try several methods/styles to see which work and which do not. My objective while teaching is for a student to learn the subject and use it as it relates to daily life. Even if the student dreads that subject, as long as I help him or her to develop a love for learning, I feel I have accomplished my mission. Ever since I started teaching, I always emphasized the importance of Listening, Repeating, Writing, Reading, and Re-writing the essence of whatever we read. It sounds simplistic, but this strategy actually covers all the three primary methods of learning; it helps the Auditory, Visual, and Kinesthetic Learners. I insist and demand of my students to develop good study habits. Being prepared for class is essential, for I engage all students and they must interact in class. One strategy I use is to ask rhetorical questions, especially if I notice a distracted student; I call him or her by name: “Why is it critical to run a ‘cost estimator’ before insuring a property, Henry?” I know the names of my students by heart since I make it a point to memorize their names in the first two weeks of class. Another strategy I use is to facilitate discussions if the subject matter and lesson plan permit it. Lastly, I elicit questions relative to the lesson covered before calling it a day. It is my habit to inform my students half way into the class that we will dedicate the last ten or fifteen minutes to recap; and if time permits it, to a Q & A session. Assessment/Evaluation Assessing my students’ learning and proficiency on a given subject is more beneficial to them if I engage them throughout the semester. This practice enables me to pinpoint strengths and weaknesses way before the end of the semester. What difference does this make? I do not want any surprises upon giving a final exam. Actually, I have never failed a student who shows up to class, asks questions, and otherwise participates in class.