This report describes the effect of teachers' activities in two classrooms on learning styles of fifth grade pupils. After one year of instruction and analytical observation, the change of four learning styles, that is, learning through practical activities, logical thinking, concrete observations and learning styles not characterized by any other three, are attributed to the difference of teaching styles of two teachers. Through analysis from observation, questionaire and interview with the teachers, the activities in the classes and the views of the two teachers are compared. It has been revealed that the learning styles are influenced by the way in which learners' responses are accepted, a teacher's perception of pupils individually and in groups and a teacher's preference for pupils having certain specific learning styles. In the class taught by the younger teacher with 3 year experience, logical thinking is prefered to other learning styles, so pupils having similar learning style to his own are accepted more positively. The number of pupils having learning style not characterized by any other three mentioned above has increased. In the class taught by the teacher with 27 year experience, the pupils having different learning style are equally praised, so the number of pupils having various learning styles has increased and those having not characterized learning styles has decreased.
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