Teaching Styles (are defined by who is making which decission) and are divided into:

• Command
• Task/Practice (teacher begins sharing the Execution Decisions with the students)
  • tasks such as where the student stands in relation to teacher, or where they will start/stop a task are first and easy decisions to be shared and they make the students more involved and active in teh lesson
• Reciprocal Style (students are to assume the roles of Observers and Performers to drive the Evaluation Decisions)
  • Note that teacher should NOT pair up with a student other than for demonstratio purposes and that teacher needs to be AVAILABLE to ALL students giving feedback
  • Teacher needs to speak to the Observer, not to the student body not to usurp the authority given to student

In the next three teaching styles the teacher poses questions, paths, and problems for the students to explore. The questions, paths and problems posed by the teacher actually make the students uncomfortable (cognitive disonance/stimulus), and, as a result, they seek ways to answer, explore, solve (cognitive consonance/discovery) and thereby, move themselves out of that uncomfortable state of mind.

• Guided Discovery (questions and tasks used are gradual, and leading to a ONE desired answer)
  • asking random questions does not make the style of teaching a GD 
• Guided Exploration
• Problem Solving

Learning Styles:

• Feeler
  • quiet behaviors
• Watcher
  • "hanging back" behaviors
• Thinker
  • questioning behaviors
• Doer
  • impatience behaviors

Feedback:

• Intrinsic - Extrinsic
• Group - Individual
• Positive - Negative
• Descriptive - Prescriptive

Feedback Timeline:

• Concurrent (given while student is performing)
• Immediate (given as soon as student finishes performing without any time delay)
• Terminal (given after student finishes performing but wits until the teacher gets around to him/her)
• Delayed (given about a previous performance after another activity has been performed)

Summary:

The teaching aspect of snowsport teaching is to assume the responsibility of learning and doing everything possible in our lessons to effect a positive change in our students' performance.  Heaton's structures are simple to identify and follow and they should assist a teacher in structuring the delivery to best fit his/her audience.

For more information check the www.psia-e.org Education/The Teaching Dimension section webmastered by Joan E. Heaton.