The Dynamics of One-on-One Teaching

Abstract

A comprehensive model of the dynamics of one-on-one teaching is described. Adoption of specific teaching styles is influenced by the learning styles of students; the interest in faculty to build interpersonal relationships with learners; teacher need to control the task; the capability of students; and situational constraints. In clinical settings, thesis work, and other areas, faculty preferred the use of Personal Model, Facilitator, and Delegator teaching styles. Relative to classroom teaching, these styles were used more frequently and the Expert and Formal Authority Styles were less prominent. This is consistent with the goals of one-on-one teaching to develop the ability of learners to work independently.

Key Words:

• faculty development
• learner needs
• learning styles
• mentoring
• one-on-one teaching
• personalizing teaching

Additional information

Notes on contributors

Anthony F. Grasha

Anthony F. Grasha, an executive editor for College Teaching, edited this special section. He is a professor of psychology at the University of Cincinnati, in Ohio.