The human brain is, more or less, a mystery, which we will eventual understand, at least from a physiological perspective. Part of the challenge comes from the fact everyone’s brain works somewhat differently. For teachers, this means a dynamic teaching style, which addresses various learning styles, is necessary. Because those who learn through sight may not be able to understand concepts presented to them in other ways, it is helpful for teachers to comprehend the needs of every student.
The learning style of a teacher determines how he or she will teach, thus the visual learner can usually learn far more efficiently from teachers who are also visual learners. The reason is that most individuals find it difficult to comprehend how others see the world. Certainly, training can help teachers acquire alternative teaching methods, yet they will continue to favor and perfect the learning methods that reinforce their learning styles, unless they better understand the needs of others.
The visual learner is someone who needs to literally see things in front of their eyes. Although few purely visual learners probably exist, many students heavily lean on this learning style. Those who are also hands-on learners can be at a disadvantage when it comes to more abstract concepts, yet the vast majority of visual learners simply need things “spelled” out for them. Fortunately, the school system is generally setup to support the needs of visual learners. Books, which clearly layout lessons, and chalkboard lessons are visual learning aides while a need to see something is far less disruptive than a need to hear something out loud.
Unfortunately, visual learners may need a lesson completely written out to comprehend it. Teachers present lessons with both visual aides, i.e. what they write on the chalkboard, and their spoken presentations. If the written part of a lesson is simply an outline then the visual learner may well have difficulty grasping new concepts in class. In math, the teachers generally provide a fairly detailed spoken and written presentation; whereas, language and social studies courses may rely more on discussion groups, thus the visual learner may have difficulty performing in these classes.
Teachers can help those who are visual learners by ensuring visual cues exist in their lesson plans in addition to auditory components. While textbooks serve as a visual component, group exercises and novel applications may not have these necessities. If students do not perform equally well in these types of classroom experiences or must constantly write everything down, they may well be visual learners. In all, visual learners need to see concepts and they may not be able to learn by simply hearing a concept explained.