Teaching to the Student's Learning Style

Of course a student's preferred learning style may change due to time or circumstances, and so teaching styles need to be a flexible, ongoing process. In addition, individual learning preferences should be integrated into the subject matter. "It is more effective to design curriculum so that there is some way for learners of every learning style to engage with the topic, so that every type of learner has an initial way to connect with the material" (Delahoussaye 2002, p. 31). Delahoussaye (2002), however, also points out that indices of learning should measure behaviors instead of attitudes or preferences since individuals cannot change attitudes as easily as they can change or create behaviors to accommodate attitudinal weaknesses. This approach obviously presents a challenge to the teacher, but if the teacher's approach is both humanistic and student centered, a greater chance exists that the challenge can be met to the benefit of both learner and instructor. Nuckles (2000) argues that being student centered engages teachers in a humanistic approach to education in which they function as facilitators of learning. Perhaps teac

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ve value of parental involvement in schools is well documented and research indicates that one of the most effective ways to increase student achievement is for parents to be actively involved in the education of their children (McDonough, 1995;Pape, 1999;Parental involvement in schools increases student achievement, 2005;Parent involvement in schools, 2005). Parents are a child's first and most important teachers, and it is commonly accepted that learning takes place before and after school, as well as in school. According to McDonough (1995), research "proves that almost all of the differences in student achievement across states are attributed to factors which can be controlled in the home" (p. 2). Students whose parents are involved in their school not only tend to have fewer behavioral problems and better academic performance, but also are more likely to complete secondary school than students whose parents are not involved in their school (Parent involvement in schools). A 2002 National Education Service study indicates that when parents are involved students tend to achieve more, regardless of socio-economic status, ethnic/racial background or parents' educational level (Parental involvement in schools increases student ach
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Approximate Word count = 2231
Approximate Pages = 9 (250 words per page)

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