The learning style inventory reveals I am a visual learner. As the term denotes, I respond more to visual aids or illustrations that enhance my learning ability. In this case, I often prefer information that is presented in visual representations such as graphs, charts, and diagrams. Therefore, I am able to connect the subject matter more appropriately if presented visually, compared to when I have to either read it or write it down. My learning style can further be reinforced by the fact that I remember best when I picture the concepts I learn in my mind. Thus, I am able to remember these concepts clearly, and with more ease.
On the other hand, the teaching style inventory reveals I am an authoritarian. This means that my typical focus in classroom settings is in lecture halls and classrooms that focus on one-way presentations. This involves teaching in settings with a large group of students. Since I am able to give organized direction, I also expect the same from my students. Furthermore, I also require them to take notes diligently while I give my presentation. My depiction of successful teaching is provided by the fact that my students can perform well on their tests, a sign of subject mastery.
Billings and Halstead (2012), indicate that one’s teaching method should complement students’ learning styles, a concept referred to as learner-centered focus. This represents a shift of focus from one’s teaching style to students’ learning styles. This ensures students are able to comprehend course materials and adopt them in the course of real-life experiences. This is especially relevant in the nursing field. According to Gaberson, Oermann, and Shellenbarger (2015), clinical learning activities should be adopted by students through transferring knowledge obtained from classroom settings to real-life situations in the course of their practice.
References
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, Missouri: Elsevier Saunders.
Gaberson, K. B., Oermann, M. H., &Shellenbarger, T. (2015). Clinical teaching strategies in nursing. New York: Springer Publishers.
