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Thriving in Academe
Tales from Real Life

Searching for Answers

Once, I attended a presentation on reaching students by using various strategies, a workshop that included a discussion on the frequent mismatch between teaching styles and learning styles.

Afterward, an instructor asked me, “Why don’t we just let students know our teaching styles and let them choose the section they’ll take accordingly to their learning style?”

Although I was surprised by the completely teacher-centered approach, I realized that this comment was probably reflective of what many of us do: follow the teaching method that we experienced ourselves and are comfortable using.

Rather than addressing the question, I explained that students in a commuter college, most of whom have jobs and families, don’t have the luxury of working their schedules around teachers’ learning styles.

Now, I wish I had been more honest in answering the question. I wish I had been more upfront about who I thought should be more capable of adapting to others and who has the experience and the obligation to vary the learning environment to allow for various abilities and styles.

I thought of the students who come alive in group activities and those who are engaged only when given time to work alone. If I used only one approach, which students would be left out?

Although it is often uncomfortable, instructors have a responsibility to give every student a chance to succeed in our subject areas by varying the activities we use in the classroom.

— Marianne Williams
Durham Technical Community College

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