Thus, some teachers draw the implication that they must match their teaching to the student's particular style, and some students who have been labeled as having a particular style feel that they can only learn from a certain kind of teaching. Learning about learning styles may be helpful to teachers who have not previously thought seriously about differences among students. Where they go awry is when teachers become so committed to a particular set of learning style categories that they miss individual differences and changes over time. Similarly, students who believe they have a particular style that cannot be changed are likely to give up when taught by a teacher whose method doesn't match their style. Having classified the students into particular learning styles, a teacher often feels that the problem of learner differences has been solved.
Some teachers become devotees of one or another learning style system.
Each individual is unique, falling at different points along the various continua that the learning style inventories purport to measure. Even when considered as dimensions rather than as categories, few measures of learning styles have been validated as being useful. Most of the attempts to match students with teachers have proved to have relatively little effect upon learning. It is plausible that, at least initially, trying to fit teaching to a student's learning style may be helpful. To assume that one must teach to a particular learning style misses the fact that a given student may be best taught by one method early in learning and by another after the student has gained some competence.