The manner in which a teacher uses particular instructional techniques has been referred to as the teacher's “style.” Teacher observation and evaluation is frequently structured to demonstrate styles and instructional techniques to future teachers. Previous research using videotaped teaching examples for subjects' evaluations indicates that a discrepancy exists between the actual effectiveness of teaching procedures that contribute to music learning and observers' perceptions of their effectiveness. We examined perceived differences among three teaching styles and identified subjects' perceptions of their own teaching styles. Two groups of subjects, 188 elementary education students and 99 music students, rated three teaching scripts that were developed to exemplify three different teaching styles: (a) lecture, (b) questions, and (c) positive feedback. Discriminant analyses used in the comparison of subjects' responses on 10 teaching variables for the three teaching conditions indicated that the differences among the conditions were most attributable to the variable of student participation. Positive feedback was perceived as the most effective style and was selected most often by subjects as the most desirable style.
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