The learning focus of the Self-Teaching Style is individual tenacity and the desire to construct one's own learning experiences. This teaching-learning style does not exist in the school or classrooms. This style is governed by the individual's decision-making expectations and desires.
*All subject matter has content that is appropriate for the different teaching styles. Physical activities were selected to more visually convey the decision making concept of each style.
In the anatomy of the Self-Teaching Style, the individual learner (L) participates in the roles of both teacher and learner and makes all the decisions—in the pre-impact, impact, and post-impact sets.
(feedback and assessment)
*The arrows represent the decision shifts from the Learner Initiated Style-J to the Self-Teaching Style-K.
In the Self-Teaching Style, the individual participates in the roles of both teacher and learner and makes all decisions in the pre-impact, impact, and post-impact sets.
Self-Teaching Style does not have a specific designated set of objectives. The individual’s cognitive, emotional, ethical, social needs and desires determine the specific objectives.
Self-Teaching Style is motivated by the objectives that the individual has established to be achieved.
The internal logic of the Spectrum leads to the realization that it is, indeed, possible for a person to make all decisions for him/herself. This behavior cannot be initiated or assigned by a teacher; however it does exist in situations when an individual is engaged in teaching, producing, discovering and expressing him/herself.
This style is NOT reserved for only the Leonardo da Vinci or Edisons. It could be for any person who fathoms the intricacies of a complex hobby, an individual who is fascinated by and driven to know something, or a scientist who is propelled to understand the unknown. It could be for any person who is bold enough to push back boundaries, tenacious enough to endure obstacles, and mantic enough to march to a different drummer.