Yes and no. The intent of any teaching behavior is to trigger learning behavior and to achieve learning outcomes. So there is a common purpose for all teaching. Non-Spectrum teaching may often appear fuzzy and arbitrary; Spectrum Styles are prescriptive and empirical. Because the Spectrum is based on decision-making behavior, the roles for both teacher and learner are clear and observable. Each Teaching Style provides a unique behavioral plan (set of decision expectations) for both teacher and learner known to positively impact specific learning outcomes. An organic relationship is forged between the behavior of the teacher and learner and the learning objective at hand. Most importantly, each Teaching Style along the Spectrum is independent of personality (either teacher or learner) or educational philosophy.
Because the Spectrum is a universal model, any teaching approach or teaching method can be analyzed in terms of decision making and can be placed fairly accurately along the breadth of the Spectrum. Since placement along the Spectrum carries no intrinsic value, the position of a Teaching Style on the Spectrum is simply a location. Because the Spectrum is a system that embraces a range of teaching-learning options, no one behavior is more valued than another, and each contributes to the mission and goals of education.