Situational Teaching Model
Situational Teaching Model
Dr. El Ghrari Halima, Mohammed V University,
Rabat, Morocco
ABSTRACT
The presentation about “Situational teaching styles” can be listed under the attempts aiming at developing the Moroccan educational system through the implementation of more flexible and more adaptable teaching styles. The importance of this presentation lies in the fact that it summarizes the first book in Morocco that approaches the issue of teaching styles from a leadership perspective and, at the same time, tries to go beyond the conventional issue that narrows the range of teaching styles down to two: the democratic and the authoritarian styles. Furthermore, the book recommends different teaching styles that vary according to the teacher’s situation. Of equal importance, the book asks many questions related to teaching styles and seeks practical answers inspired from studies done in the field of Organizational Behavior and Situational Leadership (Paul Hersey and Kenneth Blanchard Model)
The approach based upon flexibility and adaptability. Hence, we delineate the most important characteristics and behavioral traits of each teaching styles depending the students' readiness level. The aim of the book is the improvement of students’ aptitude so that the authoritative teaching style can be avoided, and replaced by a democratic teaching style based upon participation and empowering students to become responsible for their self learning and training and ready to overcome the challenges of globalization and speedy change.
INTRODUCTION
Moroccan University is undergoing administrative and educational reforms aiming at the development of its educational situation and enhancing the teaching environment and creating encouraging work conditions and proposing teaching styles that are more flexible and adaptable with different situations and new students’ needs.
The university reform fall under the general context of change Morocco is currently
Dr. El Ghrari Halima, Mohammed V University,
Rabat, Morocco
ABSTRACT
The presentation about “Situational teaching styles” can be listed under the attempts aiming at developing the Moroccan educational system through the implementation of more flexible and more adaptable teaching styles. The importance of this presentation lies in the fact that it summarizes the first book in Morocco that approaches the issue of teaching styles from a leadership perspective and, at the same time, tries to go beyond the conventional issue that narrows the range of teaching styles down to two: the democratic and the authoritarian styles. Furthermore, the book recommends different teaching styles that vary according to the teacher’s situation. Of equal importance, the book asks many questions related to teaching styles and seeks practical answers inspired from studies done in the field of Organizational Behavior and Situational Leadership (Paul Hersey and Kenneth Blanchard Model)
The approach based upon flexibility and adaptability. Hence, we delineate the most important characteristics and behavioral traits of each teaching styles depending the students' readiness level. The aim of the book is the improvement of students’ aptitude so that the authoritative teaching style can be avoided, and replaced by a democratic teaching style based upon participation and empowering students to become responsible for their self learning and training and ready to overcome the challenges of globalization and speedy change.
INTRODUCTION
Moroccan University is undergoing administrative and educational reforms aiming at the development of its educational situation and enhancing the teaching environment and creating encouraging work conditions and proposing teaching styles that are more flexible and adaptable with different situations and new students’ needs.
The university reform fall under the general context of change Morocco is currently