Ideally, learning styles, assumptions, classifications and conditions should intertwine with an instructor’s technique(s). For example, an instructor that is teaching a class in an auditory fashion might not get the message through to a student that learns and retains information best from visual instruction. The same could be said as this relates to emotions and problem solving. When combing these variables the instructor has to be a sort of a chameleon when disseminating a lesson plan among a variety of students with as many varying learning styles.
