THERE ARE MANY DIFFERENT METHODS OF TEACHING AND MANY DIFFERENT METHODS OF LEARNING. FOR MAXIMUM LEARNING, TEACHING STYLES AND LEARNING STYLES SHOULD BE CONGRUENT, THIS IS ESPECIALLY TRUE WITH THE DISADVANTAGED LEARNER. THE DISADVANTAGED CHILD COMES TO SCHOOL WITH A CERTAIN PERSONALITY, WITH CERTAIN NEEDS, AND WITH CERTAIN BUILT-IN MECHANISMS. HE INTERACTS WITH HIS CLASSROOM ENVIRONMENT IN A NUMBER OF WAYS. BASICALLY, THE ENVIRONMENT EITHER SATISFIES HIS PERSONALITY NEEDS OR HIS PERSONALITY COMES INTO CONFLICT WITH THE ENVIRONMENT. AS THE CHILD INTERACTS WITH HIS ENVIRONMENT, HE DEVELOPS A MECHANISM FOR LEARNING AS SHAPED BY HIS EXPERIENCE. THIS MECHANISM MAY BE EITHER STATIC OR DYNAMIC, DEPENDING ON HIS INTERACTION. TEACHING STYLES ARE ALSO SHAPED BY THE ENVIRONMENT AND PERSONALITY. ONE OF THE MOST EFFECTIVE TEACHING STYLES FOR THE DISADVANTAGED CHILD IS TO MAINTAIN DISCIPLINE WHILE ENCOURAGING EXPRESSION. A CHILD SHOULD PROGRESS FROM CONCRETE EXPERIENCES TO ABSTRACT PRINCIPLES. HOWEVER, TEACHERS OF DISADVANTAGED SHOULD NOT ASSUME THAT ONE TEACHING STYLE WILL FIT ALL SITUATIONS. FLEXIBILITY ENABLES THE URBAN TEACHER TO MEET VARYING CLASSES SUCCESSFULLY AND TO MATCH TEACHING TO THE CHILD'S LEARNING STYLE.