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Traditionally, the concept of teaching style has been viewed in a pejorative manner. "It has been... more Traditionally, the concept of teaching style has been viewed in a pejorative manner. "It has been confused with affectation, denigrated as a kind of posturing to mask a lack of substance, or tolerated as a natural manifestation of personal eccentricities" [Eble, 1980, p. 1]. Thus, to define our styles, as teachers, to understand it, to develop it, and to use it effectively entails moving beyond the limited and negative sense in which it is sometimes perceived. Style in teaching is more than a superficial collection of interesting mannerisms used to create an impression. It is best viewed as a pervasive quality that plays an important role in several aspects of our teaching. Our personal qualities guide and direct the selection of instructional processes. Thus, style becomes the mechanism responsible for how we convey the substance of our disciplines. Style also reflects what Reinsmith (1992; 1994) describes as the teacher's presence and the nature and quality of the encounter with students. As a result, the efficacy with which we display our styles as teachers has two effects on students. It may facilitate or hinder their ability to acquire content and skills and it influences the learning styles our students adopt.
Traditionally, the concept of teaching style has been viewed in a pejorative manner. "It has been... more Traditionally, the concept of teaching style has been viewed in a pejorative manner. "It has been confused with affectation, denigrated as a kind of posturing to mask a lack of substance, or tolerated as a natural manifestation of personal eccentricities" [Eble, 1980, p. 1]. Thus, to define our styles, as teachers, to understand it, to develop it, and to use it effectively entails moving beyond the limited and negative sense in which it is sometimes perceived. Style in teaching is more than a superficial collection of interesting mannerisms used to create an impression. It is best viewed as a pervasive quality that plays an important role in several aspects of our teaching. Our personal qualities guide and direct the selection of instructional processes. Thus, style becomes the mechanism responsible for how we convey the substance of our disciplines. Style also reflects what Reinsmith (1992; 1994) describes as the teacher's presence and the nature and quality of the encounter with students. As a result, the efficacy with which we display our styles as teachers has two effects on students. It may facilitate or hinder their ability to acquire content and skills and it influences the learning styles our students adopt.