A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, and Delegator

y interest in teaching styles was a natural extension of my work over the past twenty years on student learning styles. During this period of time, I conducted re search, wrote articles, and presented at workshops and conferences on various styles of students such as competitive, collaborative, dependent, independent, participatory, and avoidant. My re search described how such characteris tics affected students' behavior in class and how faculty members could accom modate such qualities in students (Grasha and Riechmann 1975; Grasha 1983; Grasha 1990). Learning styles, unfortunately, were only one-half of the teacher-student in teraction. The personal qualities of col lege teachers and their effects on the learning styles of students and upon what transpired in the classroom were missing from my work. Such qualities are sometimes called teaching styles, and a number of schemes for describing them were mentioned in the literature. Current typologies allowed college teachers to be classified as enthusiastic, organized, intuitive, introverted, ego ideal, as a motivator, artist, dialogist, or