From: Learner-centered education: ICU residents’ expectations of teaching style and supervision level
Learning behavior | Teaching style |
Novice | Directing style |
- Not performing task to acceptable level - Being intimidated by task - Being unclear - Procrastination - Asking questions about task - Avoiding task or frustration - Being defensive or uncomfortable | - Providing specifics: who, what, when, where and how - Close supervision and accountability - Incremental instructions - Keep it simple and specific - Guiding, telling, directing - Predominantly one-way communication |
Advanced Beginner | Coaching style |
- Anxious or excited - Interested and responsive - Demonstrating moderate ability - Receptive to input - Attentive - Enthusiastic - New task, no experience | - Providing specifics: who, what, when, where, how and why - Need for explaining decisions, and clarification - Ask questions to clarify ability level - Reinforce small improvements - Two-way dialogue - Explaining, clarifying, persuading |
Competent | Supporting style |
- Demonstrated knowledge and ability - Appears hesitant to finish or take next step - Seems reluctant to perform alone - Solicits frequent feedback | - Encourage input - Actively listening - Two-way communication and involvement - Support risk-taking - Compliment work - Praise and build confidence - Participating, encouraging, supporting, empowering |
Proficient | Delegating style |
- Keeps teacher informed of task progress - Can operate autonomously - Is result-orientated - Shares both good and bad new - Make effective decisions regarding task - Performs to high standards - Is aware of expertise | - Delegating task - Follower-made decisions - Relatively light supervision - Monitor activities - Reinforce results - Remain accessible - Delegating, observing, entrusting, assigning |