4. LEARNING.

ACTIVITIES OF TEACHERS AND STUDENT ACTIVITY DURING TRAINING

The learning process is studying special education science - didactics. It determines the general learning, which is characteristic is essential for all items in the school education. Therefore, the challenges posed by the teacher or the teacher in their activities to their students and alumni are called didactic objectives. These tasks could include: the development of skills to classify real objects into groups for some of their common features: the color, size, shape and other, more complex, and the development of skills to observe different phenomena, to compare them, to establish a cause-and-effect, time and spatial relationships, the ability to make up a story about natural phenomena on the picture to read the text more on a given topic. This is common to all the subjects and skills make sense of the didactic objectives. 4. 1. The relationship of the teacher and the students' efforts in the educational process Education includes activities teachers and students' activity, which are interrelated and interdependent. The leading role of the teacher in teaching objectively determined social purpose of his profession, which is to transfer the young generation of the rich experience of mankind in all spheres of human activity: in the sphere of knowledge, work, communication, public relations and evaluations, aesthetic views and tastes, etc. In the training process all this is reflected in the educational, developmental and educative functions undertaken teacher. Teacher primarily teaching, it passes through the experience of knowledge equips students abilities, skills training labor. But at the same time it attaches to the students the basics of philosophy and morality, promotes the interests and abilities, develop their cognitive powers. Teacher's activity opens up great opportunities to influence the formation of a holistic student's personality. Concrete actions teachers contributing to the realization of complex functions of training, are planning, in which the teacher provides for the process of joint activities with the students, helping students with difficulties during the activity, monitor the results of their teaching. At the same time, organizing the cognitive activity of students, the teacher continuously increasing requirements for her to contribute to the gradual and continuous progress in their learning. Activities of students in the learning process aims to learn, to acquire knowledge, skills, and learn the basics of science, technology and ideology of art, culture, and develop strong moral and ideological positions, prepare yourself for the benefit of the society. Apprentice - active participant in the process of learning. He decides to various cognitive tasks, perform practical tasks involved in the discussion of answers of their comrades, collecting herbarium plants, collection of leaves and minerals, making sketches of birds, flowers, terrain, etc., studying native land and worked in various clubs and studios. Therefore, the teacher should build training so that students can actively participate in this process. If they are actively and consciously study, work creatively, perform their tasks, then there are real educational groups, have high demands all students. Mannered academic team, uniting students with high spiritual and moral standards, is the best for the success of the teacher in the classroom. The leading role of the teacher is subject to the maximum activity of the students. He is constantly guiding the learning process, determines it, visualize the entire course of the educational process and the development of its students through a variety of organizational forms, methods and techniques of teaching. Its success depends largely on how he manages to organize training activities, characterized by such features as active, independent and student awareness. Formation activity and independence of students - one of the essential tasks of the teacher's Moreover it is not only an indicator, but the most important factor fruitful exercise. Formation activity and independence of students in the learning process takes place in the performance of independent work. Selecting the content self-tional work, the teacher carefully planned ways of working students: whether they solve mathematical problems, there are stories in pictures, draw on any subject, are the composition of autumn leaves. Disciple, doing independent work, actively use the knowledge and skills acquired, makes creative search activity on which it orients teacher. Teacher's activity should always be aimed at instilling in students a positive attitude to learning. Thus opened internal processes, contributes to successful learning. Activity, independent scientists contribute significantly to development of students' motivation to learn with interest, aggressively and creatively.Constant enrichment of learning motivation, in turn, has a positive impact on the quality and learning outcomes. Observations of the children coming to school, as well as special studies on problems of learning motivation, indicate that the vast majority of children want to learn. They are attracted by the novelty, the desire to go to school due to their desire not to be in the position of a small, but "run a serious business", "learn how things like the older kids." However, this desire to learn not all students kept during all the years of

training. Sometimes, for various reasons (the accumulation of the negative experiences, lack of success is simple relationships between team members, illness, etc.), students lose interest in school and learning. Support the student desire to learn, to find the necessary incentives in the learning process is one of the concerns of teachers. The activities of the teacher and student activities in learning are inextricably linked and are due. This interaction is the teacher should always be considered. In the real learning process it has alternative manifestations of the teacher and students. A special role in the process of learning is given problem situations, for they greatly stimulate cognition 55 cational processes students form their creative thinking. Intense is the process of cognition, active imagination works (students looking for had a good idea are, argue). The teacher's role in these situations is to stimulate and guide the search for students. This search should focus on the solution of the problem.And while the truth is mined here by active actions of students, the teacher, in the apt words of Socrates, is the "midwife of truth" because it puts the problem, creates problematic situations and direct the activities of students in their decision. There are a variety of axiomatic knowledge that students should learn consciously and firmly remember that was done on the basis of their knowledge of the different branches of science. Such, for example, knowledge of the multiplication table, geographical information about continents, countries, the situation of land and oceans, the details of the structure of plants, their taxonomy, knowledge of human anatomy, the historical data of history, biographical information about authors and their works, etc . Here is very important informative role of the teacher. He does it by using storytelling, explanation, or other sources (books, movies, demonstration facilities) for transmission of scientific precision and pedagogically sophisticated information. In solving problems of teacher heuristic function is to select issues, tasks, relevant content, allowing students to actively operate on prior knowledge. It gives students the opportunity to think for themselves, and then analyzes them with ways and means of solutions used by students. In solving problems modeled on either the teacher or by students shows a possible way of solving by uncovering full path to follow from the analysis of the conditions of the problem to the results. Pupils seek out relationships and dependencies in the content of the problem and establish connections between existing knowledge and the conditions of the problem. This option is the least useful for the development of students, because their activities are the reproductive level, as a way of analogy does not necessarily leads to the need to integrate. Solving the model is justified only as a stepping stone to more complex activities that contribute to the development of skills. Another activity is the teacher and students in algorithmic learning. The meaning of the teacher is there to equip students accurate algorithm and the logical sequence of steps for solving the problem of a particular class. Algorithm - a reliable pillar of the student, it helps to find and implement a rational logic, is a reliable way to solve these problems, avoiding the extra efforts by students, freeing their mental effort to solve more complex problems that allow the commission of acts not one but a number of ways . Thus, the relationship of the teacher and students are diverse. They depend on the learning objectives, content, learning material and the level of preparedness of students. 4. 2. General characteristics of teaching We have already shown that the arrival of the school, with the beginning of systematic studies student learning activities developed as a socially important and socially valuable. With the beginning of the systematic teaching in the school varies significantly to the child's position in the system of its relationship to society. Teaching - the main activity at school age. It is closely associated with the work, with the political, cultural, aesthetic and sporting activities, as well as with the game. Along with other activities training activity affects all aspects of the development of children and youth, Teacher should always carefully monitor the students. Great help to him in that has knowledge of the general characteristics of learning and development at various age levels. Below we give this feature for young children. For younger students entering school turns his life. Regime change activities, sleep and rest. Significant place in the mode of the day takes a serious activity telnoct obeyed by all (need to get up early to come to school on time, to sit at a desk for a long time without showing the usual physical activity, you need to prepare lessons at home, and so on). Change the child's relationship with adults and friends. Among adults, there is a special person - a teacher who constantly requirements that checks and controls to regulate the activities and conduct of the child. And with his friends appear to business relations based on common learning activity. In these circumstances, the first year of teaching junior high school student possessed considerable knowledge, acquires the necessary means to enable it to penetrate into the principles of science and culture. As the circle of knowledge, complexity content of the material, to check the phenomena of nature, society, complicating active actions from words and numbers of younger schoolboys gradually begins to show interest because the content side of teaching. This interest is, of course, beneficial effects on the nature of cognitive activity. A child from the end of the second year is liable to self-regulation, to the analysis of their training opportunities for self-control ("I solved this problem correctly, because here the mistake"). In the nature of teaching primary school children in appropriate circumstances, there is a tendency to reproductive activities, the desire to solve the problems on the model literally learn course material through repetition. However, if you teach younger students the general principles in solving problems of a certain class, the common way of selecting properties, concepts, this way they quickly learn;

change process and the nature of teaching, facilitating further smaller expenditure of effort and greater effect. And this child will help the teacher who is the organizer and leader of the learning process. 4. 3. The activities of the teacher in the learning process The activities of the teacher in the learning process plays a key role. The teacher gives the students the task. Constantly increasing the degree of difficulty and level of job demands, and thus cares about the development of students. The teacher introduces students into situations where they learn the basic content, improve their skills, acquire a variety of activities, based on which they have formed valuable qualities. The teacher uses all the learning resources (methods, techniques, tools) in order to purposefully organize intellectual and practical activities of students and mobilize their mental processes for a successful learning activities. The whole learning process of students is carried out under the direct influence of the teacher. Each educational activity is due to an act of the teacher, planning and organization of training. The teacher controls the learning process and make adjustments. The activities of the teacher in the learning process creates favorable conditions for the work of teachers and students, as well as for the development of students and staff. When planning a teacher training process is based on government documents, especially in the \ chebnyh programs. It relies on the guidance available to the. This gives him the opportunity to find the main content of the training, to define the logic of constructing the training process, selection of essential activities necessary to achieve the goals. He thinks creatively instructions given on each subject in the curriculum. Planning involves the correlation of the specific recommendations in the learning process in the appropriate class, how this process can be foreseen. Only real creative anticipation of the process may be the best embodiment of the teacher assigned objective problems. The basic outline of a plan must equally meet the objective requirements and specific conditions of the planning process. Another important condition for the success of the learning process is its organization, management and control. The organization provides training imple-tion planned, full use of all available resources for the task: it encourages students to manage their forces in training activities, and takes into account the time factor in the construction of the lessons. The organization of the learning process is directed to a gradual increase in selfsequence students and their level of training. Regulation of learning means that the teacher on the basis of the analysis, as well as monitoring and control of the learning process and its results vary their activities and those of their students and to make changes.When planning can not be provided all the conditions of the learning process, right down to the smallest detail. Often directly to the process of learning activity is not the same expected. Therefore, the teacher should be closely monitored for the educational process. He has to analyze how students approach to the task, in order to identify common errors and reveal their causes. On this basis, he changes his own activities. For example, it is considering the introduction of other forms of presentation of learning material, begins to focus more on the development of students' skills and increases the requirements to carry out their assignments. When regulating the activities of the students must take into account such factors influencing them, as the state of their health, environmental conditions of training activities, the experience of students, etc. Timely monitoring of the learning and cognitive activity of students can address deficiencies in the work of the teacher and the student, promote better organization and management of the learning process. In the control compared with the planned reality. Inspection results can embrace as a proper solution of problems and deviations, and individual characteristics of the solution process. Monitoring will help determine the baseline for further process of acquiring knowledge, to observe the training activities and the performance of students assigned tasks, identify errors and difficulties in learning, as well as their causes, determine the degree of accuracy, the amount and depth of learning and skills formed. On this basis, the teacher can also set how efficiently they use certain organizational forms, methods and means of education. The quality of education has a significant impact leadership style teacher. It is characterized by the unity of the high requirements that apply to the individual student, and a deep respect for him. Pedagogy rejects two extreme trends observed sometimes in the practice of teaching. One of these trends restricts the self-learners. Education is based on the requirements of teachers and reduced ability to turn the initiative and autonomy of schools; erects similar style on teachers and students an impenetrable wall, semantic and emotional barriers. Another trend is that the teacher is led by the desires of students, it does not present a 60 them due to requirements not see the need for the gradual complication of the educational process. Such training does not stimulate students. Pedagogy rejects both these trends. Style of leadership in education has the following common features.Huge impact on teaching teachers has ideological direction, based on sound knowledge of the subject, on a broad general education, and expressed in his world, in his moral character. The success of the learning process to a great extent depends on the features of the style of the teacher, as efficiency and energy, the desire to intensify the learning process, especially teaching. Thus, teachers can not find the optimal degree of difficulty. They offer their own student assistance with their efforts and thus increase the effectiveness of training. Easy learning weakens the will, attention, consciousness in the process of learning. Orientation to increase the difficulty in support of the necessary tension in the training of students, makes them think were speculations and assumptions be smart. Such teachers

engage children willingly because feel his progress, his spiritual development, their growing skills. Pedagogical optimism - a precious feature of the style of the teacher. Belief in the power of students to support their initiative and independence of children reinforce our confidence in their capabilities. A teacher who has teaching optimism appeals to students for advice when there are difficulties in dealing with complex issues, it takes into account the interests and inclinations of students enables them to improve their knowledge through self-solving problems. Such a teacher encourages students to move to higher levels of learning and development. It seeks to ensure that each turn in the creative process. Positive attitude to work and communicate with the teacher helps students of high intellectual and emotional tone exercises and increases its efficiency. Fascinated by the teacher has a strong influence on their children kindness, located to the students, he sensitively guided in their onthe-buildings, state of mind. Such teachers are observant, know who to call and when to meet, to get a successful response. They satisfy the desire to answer the student and try not to cause those who are not prepared to answer. They know when to give a difficult task, and when to wait with them, they most want to see every student had the joy of success and learning. Therefore, the tone of communication is painted kindness and humor. The above features of the style of teaching does not exhaust all the possible effects of teachers on students and their activities. In the style of one teacher shows the brightness of its nature, the external effect of his skill, in the style of another - all external quality combined with a deep insight into the processes of change in the student's personality. In the style of the teacher, as in the rest of his career, of course, affects him individually. 4. 4. Organizational forms and methods of teaching In the schools of our country the main organizational form of learning is fun-task system. It dates back to the ideas of the Czech educator Jan Amos Comenius, who proposed to create a stable age classrooms and systematically study these classes certain items. Class-task system allows all schools to operate under uniform curricula and programs, provide socially necessary education to the majority of children. Why is the "majority", but not all. Yes, before it was "all."Currently, there are a variety of schools: high schools, colleges, public and private, individual learning is practiced at home. Of course, it is assumed that all these so-called alternative ways to get the general education should give children the same amount of knowledge and skills corresponding to the uniform state standards. In practice, not always the case. Often children enrolled in alternative education institutions do not receive the necessary knowledge, and as a consequence - the fall in the value of education, additional expenses and additional teaching parents with tutors. In public schools to date class-task system was the leading form of teaching. Stable composition class as a base class-lesson system of training allows you to form study groups, working together for a long time the first time. This allows you to achieve better results in education. Organizational unit in the class-learning system is a lesson. 4. 5. Lesson and its structure Secondary school lesson - the main form training. One lesson is defined teaching and school organizational requirements. Curriculum and schedules provide consistency object lesson. This achieves clarity and rhythm in the school, created a stable system environment, providing favorable conditions for a focused, coherent and rational learning with strong results in the development of personality. Every class should go from a certain initial level to a higher level of personal development. This means that you must pass a certain (limited) training material (new material, repetition or the deepening of previously passed), to provide a solid knowledge and assimilation of material forming the intended personality traits. Thus the students understand the lesson as an independent unit. At the end of the lesson, they can summarize and say that they have learned and learned. However, such a lesson is completed can only be relative. The learning process is not a sum of isolated results. In the course of its development is a constant system of learned knowledge, opinions and beliefs. Assimilated during the lesson skills based on previous lessons, they are used in subsequent topics pouring into new knowledge and skills, move to a more broad and general knowledge in work skills and habits of behavior, ideological views and beliefs. Formation as a socialist personality can only be made in a continuous process. Lesson as an independent unit with the relative completeness of the process of learning and development takes its function in relation to its place in the educational process

whole or in large stages (phases) of the process. The curriculum is a subject divides into sections of educational material (themes, areas, etc.), the purpose and content of which are associated with the general course of the subject's age and the students of the class. These sections are selected and arranged in an appropriate manner. Included in one section of the program learning material requires interconnected consideration. Planned objectives also require planning and training on the subject as a consistent process aimed at gradually achieving their learning goals. In addition, included in the section course material creates opportunities for opening links with other subjects, as well as training and forms of extracurricular

activities. Lesson function is determined primarily from its place in the tutorial section of the program. This function is determined by the proportion of the lesson in the totality of educational problems of a certain section of the program, that portion of the contribution of the lesson in the achievement of the development of personality and learning its specific educational material, and the function is also a lesson in the fact that it enables communication of content and its methodological support between preceding and subsequent lessons. This implies not only a precise definition of what knowledge and skills, which collective labor skills must be learned and deepened in the classroom, but also the relationship of these goals to the general sections of the curriculum. For example, the outlined assimilation of knowledge in the classroom should take into account the need to follow their generalizations; or, considering the importance of the ideological content of the material to be assimilation, the teacher should provide the most effective lessons for the formation of students' specific beliefs. Of particular contribution to the solution of a didactic lesson objectives section of the program and of its connection with other lessons follows link the old and new learning material, resulting in the assimilation of the new material can be carried out as a continuation and deepening of both addition and already passed the training material and may serve as a preparation for the passage future topics. Finally, there is one dominant didactic task lesson: the lesson is devoted to the introduction section of the program, learning new material or enshrined NIJ, organizing material in this section or the control (testing knowledge), or he performs all these tasks at once in their relationship. The structure of the lesson depends on their function in the process of studying a large section of the program or in the process of education in general. As part of program sections is manifested in a sequence of lessons that correlate. The training of students gradually learn the course material. And the teacher must work to stimulate an appropriate educational process, administer and control it. In solving various problems of teaching not only traced their connection with the material and the methods and means of presenting it, and study, but also form social relationships with the student teacher, with fellow practitioners. The contribution of education to the development of the schoolboy to a large extent on the quality of academic work - its active, conscious, creative, disciplined character, and the terms of such work with a combination of collective and individual forms of independent learning activities of students. Therefore the structure of the lesson should include a sequence of steps of the learning process and guide the activities of the teacher. Part (steps, phases, milestones) lesson and their sequence are determined primarily by the purpose and content of the lesson, students' existing baseline knowledge and skills and applicability lesson. Lesson necessarily constructed so as to ensure the completion of the process of assimilation (from the initial level of learning support to fully achieve the intended results.) In parts of the lesson (sometimes in the classroom as a whole) is dominant, as a rule, the solution of a didactic task. In accordance with such a task the teacher must submit a study of school children on a certain line, focusing their attention in the direction dictated by the task. In certain parts of the lesson, the teacher prepares learning, introduces students to the new material, to obtain the reference level of achievement, puts a new goal, or even give an overview of what is to be studied. This increases the availability of school-conscious usvoe NIJ new teaching material. Then the material is presented to the teacher, read in conjunction with the class or in student groups and absorbed in self-study students (with a book, for experimentation by observation, etc.). The deeper the material, the better the learning success. But the process of learning it is far from over. Training material studied with different points of view.Formed with deeper knowledge, for example, with the moral and ideological point of view, in terms of the development of science, in terms of this knowledge to practice in general and for each student in particular. Secured important positions, methods of learning and persuasion. Digested material, fulfills the sequence of actions in the system to form a solid knowledge and skills. Acquired knowledge or system used widely and variously, systematized with broader aspects (due to previously acquired knowledge), and again at a higher level with a deeper moral and ideological point of view. Received interim results are controlled by levels.

Teacher and student in individually oriented educational process: conceptual and didactic aspect Kuznetsov Michael E.

- Professor of Physics NGPI, Head. Laboratory individually oriented learning technologies. Research interests - the theory and practice of individually oriented educational process. e-mail: crash@nvkz.kuzbass.net personality-oriented features of the educational process from the point of didactic system, in terms of its invariant structure: for education, the participants of the educational process, educational content, methods, forms, organization, monitoring of results, and communication as a key condition of personality oriented teacher training. In this case, we follow the character of changes in all these elements of the didactic structure of the transition from traditional to individually oriented education paradigm. The new understanding of education, morals, skills and enterprise puts a premium on the development of students' abilities to self-determination in the activity and communication, selfmodification, disclosure, natural gift of man, the development of the ability to think, speak, act, and in the end - to find their place in this world, self-actualization. People (and children in particular), it seems, are genetically inherent need for self-realization of themselves as individuals, "need to be a significant" (D. Carnegie). Knowledge and skills in the subject needed (about neglect of subject knowledge is not out of the question), but not only and not so much as a goal, but as the most important means of self-development, self-motion, self-learner, and as a result - a means of personal fulfillment. "Foundations of Science" and related cramming, exams, inspections, being mentioned not only an end in itself schools, but not even its purpose, but only a means, one of the many means of proper education of personality "(1). Similarly, in professional -Teacher Education lack of focus teachers and students to purchase professionally relevant knowledge and skills. discussion should cover the continuous development of personal, philosophical qualities, their enrichment concrete possibilities of a teaching profession. In the process of acquisition of knowledge and skills necessary to develop psychological mechanisms of self-organization and self-transformation. In general, it is self-transformation is the acquisition of new skills by students, ie new ways of acting with scientific concepts and material objects, as well as communication and reflective abilities. Ask ourselves, what we are to look closely at that the focus in school - he knows a student or as he advances in the

development of their abilities to master the new, heuristic methods of action? The honest answer to this question helps to clarify for myself how close to us the new value of education. Orientation for new values requires a review of educational content. The content of education should not only subject knowledge and skills, not only how to solve typical problems of subject, but the way the mechanisms of self-transformation and self-development of students. For selfchange, self-development is important not only pragmatic result, but, above all, the process of going to this result. "The attachment to the results of work makes it impossible to do creative work. Therefore, to achieve complete absorption by the process of the need for domestic refuse expectations of its results, as increasing prestige remuneration, evaluation by others" (2). How is this achieved? This is not a simple question, but the answer is a common vector as follows: subject knowledge should be in organic unity with the methodological, cultural, reflective knowledge, in unity with the subjectivity of experience in student and teacher. It is these nadpredmetnye knowledge can shift the emphasis in educational content with the values of the final product in the form of subject knowledge and skills on the value of the process for their preparation, to the mechanisms of self-transformation and self-learners. "If you take the plunge and consider the development of a mechanism of self-transformation, self-disclosure of the content of education and training, then all other content discussed above are only a link or conditions of the development of this mechanism" (3). In particular, these links will be pivotal methodological ideas, around which are organized subject matter, the specific problems of life, personally meaningful for students and for teachers. The content of education "becomes a function, the product of interaction among educational activity" (4). The personal aspect of knowledge seamlessly connects to the logic. Changing the orientation of the target and change the emphasis in teaching methods. The basic method of traditional education is still information-receptive or illustrative and explanatory. The essence of it can be expressed as: showing the mode of action master playback exercises control over the assimilation of operations. Of course, running the sample, and its explanation, and control its playback teacher can implement in different ways. Depending on this, a rather wide range will change the effectiveness of teaching methods, but their essence remains the same - this is only illustrative and explanatory options method (5). Illustrative and explanatory

learning method tends to monologue training as a monologue allows for a limited amount of time to convey a lot of information. And that is what is important for teachers, based mainly on the knowledge transfer of the box. Personally oriented training, not denying the importance of illustrative-explanatory method, without clearly defined boundaries, tends to search and research method. Its essence is to: identify and understand students' lack of previous learning and methods of action setting in studying together with the teacher search activity assessment study found self-assessment process and its activities. In other words, do not show the mode of action, and the search, "growing" the method. The teacher's role - in the organization of search activity "from within." Teacher - a joint search party and its proposals should be open to critical analysis and evaluation. Teacher raises and answers a training mission with the students, not instead. The main form of the search activity of students is dialogue and polylogue, in which the content is determined by the next tutorial task explores ways to address it. The most successful form of organization of the dialog are the work of students of communication in small groups, educational games and other non-traditional methods of classes in which the scientific content of the most naturally with the individual experience of students. Illustrative and explanatory method is addressed mainly to the mechanisms of perception and memory student - listen and remember. Search and research method works through student comprehension of his work, he turned to the ability of a person to rebuild their actions, their cash experience, their motives and needs. It is addressed not only to the exchange of ideas, but also feelings, experiences. At the level of perception and memory, without personal feelings can not master the subject as part of a global culture of human ("what does not cry - that does not sing"). In general, the possibility of personal interaction in the search and research method is much broader. New target accents require significant changes in the positions of student and teacher, their communication in the educational process. In the mass-traditional training, students are the object of training influences teacher, "vessel", which should be filled with knowledge, artist teacher guidelines and instructions.Diligence, obedience - almost ideal in traditional training. But obedient disciple, the Executive can not be a business partner of a teacher. The teacher, in turn, -

the supplier of knowledge and recipes. He leads the student to a goal, only known to him, often devoting student in the process of moving (as a doctor who treats a patient without explanation). For relationships characterized by traditional training and performance management, leadership and obedience, constant evaluation of student activities. Fairly typical student answer without fear guarantee correctness of the answer, the fear of ridicule. Essentially, in this case should not talk about communication, and information about the process - the exchange of knowledge. Alternative to the traditional relationship is student teaching as a subject, their activities, "flower", which grows "Gardener" - a teacher. Teacher provides, creates the conditions for selfmodifying student, for its transition to a new state, gives the process of self-transformation cultural forms. He cares about Mon Imani student learning goals and objectives, making their students, it changes the setting of educational objectives based on the needs of students, teaches self-setting learning tasks, including tasks of self-change students. Student has the right to be wrong ("learning from mistakes"), in an opinion different from the opinion of the teachers and other students, openly demonstrating their abilities. Disagreement with the student teacher is not considered a resistance, which is sure to be broken. In individually oriented instruction "resistance" is a natural consequence of different understanding of reality, the differences in values and attitudes the student and teacher. Moreover, resistance to them for normal personality development. "Relying only on that which resists" (B.Paskal). In this case we can talk about communication as the exchange of not only knowledge, but also thoughts and feelings. As a result, children feel comfortable in school, happy to "lost" there. I must say that in this atmosphere, "grow", and the teacher, learning is developmental and the teacher himself, he becomes a "self-sustaining system." The difference in the approaches of the two types of learning is clearly evident in the control of learning outcomes. Tasks in the mass-traditional training is usually designed for the average student, which emphasizes memorization and reproduction of subject knowledge. Same job for all students - a sure way to ruin the ability of children. Personality-oriented education is impossible without multi-level, differentiated tasks with a choice of jobs and important to the student how to perform (the reference notes, diagram, literary and artistic images, models and

other unique methods of semantic processing under study). In the control, the emphasis on the application of knowledge to identify the methods used, general logical and specific, the evaluation found the mode of action, student self-assessment of their actions, that is, on the process of teaching. It is in this process manifests subjectivity student as an individual. The result, characteristic of mass-traditional education, is competent, disciplined artist preset programs, functionary, conformist, manipulator and object manipulation. Such an outcome is not unique to the school, but for Professional Education. "From the teacher-training institutions are still mainly produced teachers functionaries," fixated "on a purely methodological issues of their daily teaching activities, but of little interest to the general educational and pedagogical situation that exists in the country and the world, issues of strategy and policy in the field of education" (6). The ideal outcome of individually oriented learning is self-sustaining, self-regulating person with flexible conscious knowledge, the subject of his teaching, and then - subject, the master of my life, "the director himself."

INTRODUCTION When they start school, most children are ready and willing to learn. How can schools and they stimulate strengthening this predisposition and ensure that at the end of their studies, young adults have the desire and ability to continue to learn throughout their lives? Otherwise, they will not acquire new knowledge and skills do they need to successfully adapt to a rapidly mutation. At school, most of student learning is organized by teachers. However, learning is more effective when students can manage themselves and, moreover, individuals will have to look after themselves the most of their learning after school. To do this, they must be able to set goals, to persevere, to measure their progress to adapt their learning strategies to the circumstances and overcome their difficulties. Students who leave school being able to set learning goals independently and with feel that they can achieve are better able to learn everything throughout life. It is also important that students have a real interest in the matter they study in school. those who are interested in mathematics, for example are probably more likely to organize their own learning and develop their skills to become effective learners mathematics. It is therefore relevant to consider the interests of students for mathematics in the analysis of effective learning strategies in this matter. Conversely, anxiety vis--vis mathematics can become a barrier to effective learning. Students who are not sure to cope with learning situations in mathematics may to avoid such situations and to miss important opportunities for

their careers and their lives. Finally, the climate in schools is important, insofar where students spend most of their time learning in the school. contributes to the creation of environments conducive to learning. If a student margin and feels he is not interested in learning activities at school, it may not fully exploit its capabilities to acquire skills to basic master key concepts and develop real learning skills. To conduct an overall assessment of the returns to education in countries must take into account not only academic achievement, but also attitudes and the cognitive and affectifs. this purpose, a more general profile students 15 years has been prepared on the basis of information gathered during the PISA 2003.Il gives an idea of learning strategies and some noncognitive aspects of performance that are important for education

Learning throughout life: student motivation, commitment and how they perceive their abilities. Most of these aspects have also been associated with mathematics, since they are the major domain in PISA 2003. This chapter presents and analyzes the results. It seeks to understand interactions between the various aspects of students' attitudes towards learning and their learning behavior and relationships between these variables and the level of competence of lves.Par Moreover, it compares the distribution of these characteristics between students, between schools and between pays.Il summarizes the results of PISA 2003 in the matter and explains how they were obtained and they are presented, before passing to the analysis of

following aspects. The commitment of students towards mathematics and school. This analysis relates to the interest and enjoyment of students as well as external factors stimulation. Motivation of students in a particular subject is often considered the "engine" of learning, but the analysis extends also to more general attitudes towards the school, especially the feeling of belonging to the school. The self-image of students. This analysis focuses on how students perceive their own abilities in mathematics as well as some their attitudes.Il is established that these two aspects have a significant impact how students set goals, their strategies learning and performance. Anxiety vis--vis mathematics, common in many countries students known and it determines the performance. Learning strategies. This analysis identifies strategies apprentices wise. It is also interesting to study the relationship between these strategies, and one hand, some aspects of motivation and self-image, and other hand, performance in mathematics. This chapter gives a large place to the comparison of the approaches adopted by both sexes with respect to learning. Indeed, it shows that the interest and enjoyment of mathematics, self-image, feelings and strategies learning mathematics are very different according to sex, even if performance differences between the sexes are relatively moderate in this matter, as we have seen in Chapter 2. These dimensions are also relevant for public action in another respect: research shows involved in decisions that students move towards sectors or curricula that showcases mathematics and that Consequently, they influence the choice of post-secondary education and the

careers. When interpreting the analyzes presented in this chapter should be keep in mind three important caveats:

INTRODUCTION Several studies show that students from low socioeconomic backgrounds experience more difficulty in school and lagging academic greater than from wealthy backgrounds (Coleman, 1966; Forquin 1982, Sevigny, 2003). These students may by therefore more abandon school before graduation from high school. Many researches confirm that these students maintain a graduation rate degrees lower (Brais, 1998; Sevigny, 2003). This is why the customer has been special attention to counter that threat dropout. In particular, by the establishment of programs for the prevention of school dropout. However, these programs prevention implemented in schools in Quebec have, until now, product little or no positive impact on the graduation rate for students at risk. In this regard, the Research and Janosz Deniger (2001) reveals about programs of this type, that: Programs are effective enough to temporarily hold students to high risk school and to increase their motivation and academic performance. Interventions appear however, less effective for back in the regular sector (formal mandate more evaluated programs) or lead to any form of graduation (p. 71). Moreover, it was established that 80% of dropouts have fallen behind when they

dropping out of school (Ministry of Education, Recreation and Sports, 1991). In fact, it is possible distinguish this group of students in a first tranche of which about 30% has been delayed only from the secondary and a second tranche of approximately 50%, which has already begun to accumulate a delay from the primary school. In this regard, the Ministry of Education of Quebec

eaching strategies has several milestones. The enincluding teacher must prepare carefully explain and present explicit models. Students should always have the opportunity to practice strategies and that this practice is tour. Responsibility for the use of strategies can then pass from the teacher to the student. Components following conbueront the acquisition and use of strategies by students. Components a lesson on strategies Preparation for learning Assess the skills necessary for learning a new strategy and teach these skills. To brainstorm to find strategies to solve a problem. This gives the opportunity to determine what how students approach problems in addition to providing the ability to analyze the effectiveness of their strategies. Once the

Teaching Strategy Describe strategy. Discuss the importance of strategy.

Model the steps of the strategy. Teach the steps of the strategy. (Note: If this is a complicated strategy and provided several steps, it might be more efficient to divide it into lessons, modeling stages, from the repeat and practice one step at a time.) Explain the purpose of each step during the modeling. Ask students questions about strategy. Ask students to repeat the steps. Ask students to practice using the strategy in various situations. As students practice using the strategy, give them specific comments. Provide clues that students can rely on to know when to use the strategy, that is to say the transfer. Integration and implementation Execute the strategy with students. Invite students to use this strategy.

Review the evidence that students can rely on to know when they must use strategy. Review the steps of the strategy. Allow students to execute strategy and guide them until they use it correctly. Continue to provide specific comments. Show parents and teaching assistants how to use the strategy. Give work to the students for whom this strategy is useful. Monitor the use of the strategy by the students. Summary of learning Ask students to note the situations in which they used strategy. Make a revision lesson on the use of strategy. Discuss how this strategy will report to the next strategy so that students can see the continuity and generalize strategies.

The establishment of a professional learning community: the experience of an innovative school reading
Martine Leclerc, Nathalie Clment and Andrew C. Moreau In a context where teachers must consider the needs of increasingly diverse students, it should reconsider the traditional structures within the school. Teachers' work, often done so lonely, should be revised to encourage the sharing of knowledge and creativity through teamwork where members learn from each other and change their practices. This is called workingprofessional learning community (CAP). In this paper, we present a positive experience work-related reading in school CAP lived St. Paul School Board of Ports-of-the Outaouais. In most North American schools, teachers who have a degree of autonomy in many areas of their activities, working in isolation for decades. Nowadays, some new practices encourage rather a school structure that leverages the interdependence and interaction of teachers' (Roy and Hord 2006). This expression is professional learning community means that this mode of schools that focuses on the collaboration of all stakeholders and encourages staff to collectively undertake activities and reflection to continually improve educational outcomes for students. The St. Paul school has invested in a project that aimed to develop a CAP that promotes teamwork cycle to improve student learning in reading (see Figure 1). This team included the director of the school, five teachers and two special education teachers working in lower primary. During the years 2007-2008 and 2008-2009, twenty meetings were held, where coaching and educational support was provided by a pedagogical consultant and resource person in the area. Figure 1: The learning community at St. Paul's School

Some theoretical guidelines To develop a professional learning community, many changes are needed. Literature on the subject (Hall and Hord 1987; Hord 1997; Leclerc and Moreau 2008, Miller 2005; Wenger 1998) proposes six indicators of these changes:

1. 2. 3. 4. 5. 6.

The vision of the school staff is focused on the success of all students. It implements physical and human conditions that allow teachers to collaborate, learn and share together. Culture within the school must be a sharing. There must have demonstration of leadership from management, but also the teachers. Dissemination of expertise and collective learning must be part of the goals. The topics should be focused on student learning 1 (Leclerc and Moreau 2009).

From all of these indicators, when school is committed to this approach, it is possible to follow its evolution over months in its three stages, namely initiation, implementation and integration. These benchmarks are useful to recognize the elements on which the team must work to progress. Changes During these two years of work in professional learning community at St. Paul's School, several changes have been experienced by the team. 1) Knowledge and skills in teaching reading

Teachers now consider themselves more competent because they have not only gained new knowledge about effective teaching of reading, but also a new language. They learned to put words on certain concepts, which greatly facilitated the harmonization of practices from one class to another.

They changed some practices to better take advantage of class time to enhance the learning of reading. For example, they have added to the morning routine a period of independent reading or reading to students. They now fill the running records of Clay (2003) to identify the strengths and weaknesses of each student's reading and determine the level of each. With these cards, each teacher can create a profile class to better target interventions to emphasize. For example, they use tanks in which they classified the books according to reading levels. Thus, when the student chooses a book, it can be taken into account.

They set up a system that encourages students to read more. The use of bags for regular exchanges reading books in the classroom and the use of a book read to encourage reflection among students are now common practice. Rather than using commercial hardware, they make with students, repositories have a more concrete meaning for children.

They are now more differentiated instruction. Student teams are formed based on reading level and groupings are flexible. When a student exchange level book (Clay 2003), he changed the group. This approach takes into account the specific needs of students change over days. With this approach, teachers say they can better target the needs of students in reading and do more teaching in small groups. The lectures and the textbook have been abandoned in favor of education made from authentic texts that correspond to the needs and interests of students. Teachers are now working more strategic instead of trying to do everything they intervene more specifically, by first examining the points of convergence between students to target concepts mastered, and then determine what should be the subject of further investigation. "We no longer follow the method (proposed in the textbook) as we did. We read a text from books leveled without following the manual one page to another ... The themes are shorter and interventions and are also suitable according to the students. '

2) Path Team

The approach has had a considerable influence on the work environment. Indeed, to meet once a month to discuss student learning, to appropriate a new language by exploring the concepts essential to learning to read and to develop new skills in this area is an activity that promotes certain rapprochement between individuals. Teachers learn to be more confident to share their concerns and to take advantage of the expertise of others. They symbolically opened the door of their classroom to observe a colleague to come or that the remedial work is done more in their class. The specialist said she has participated in classroom assessments and was able to identify some students who had great difficulty.Not only do teachers have got to know, but they have learned more about all school students.

Collaborative meetings have also provided fertile ground for the exchange of ideas and led teachers to help each other to solve problematic situations related to student learning in terms of reading. They know they can now rely more on each other and benefit from the expertise of the entire team. Each person can go beyond individual learning and collective learning experience.

Teachers most often have discussions on pedagogy. They share what's going on in their classrooms, they are in the staff room or elsewhere. They discuss many more educational situations and express their opinions in more informal situations.

They argue that the CAP work leads them to develop a joint project linked to reading success and no longer focus solely on individual actions. Getting to know all school students, they more often work in consultation and seek to maximize instructional time in reading one year to another, targeting essential learning and harmonizing their ways.

3) Impact on student

The student is now enjoying an approach focused on learning needs in reading. This is due to the fact that teachers are more differentiated instruction. With observational data (Clay 2003), the team is able to question the profile of each student, identify earlier those difficulties and to offer intensive sessions so they can grow.

Some students who had reading difficulties have improved so surprising. Teachers believe that this stems from changes in practices that take account now of the concept of "zone of proximal development" (Vygotsky 1980). This is the area in which the student can solve, with help, a problem he could not solve alone. This site and the constant state of success.

The impact of this approach on student motivation to read is striking. Teachers believe that according to these new ways of doing, students are valued, have a greater sense of themselves and are proud of their learning.

Conclusion At the end of this project, which took place over two years, many favorable comments were expressed in terms of work professional learning community at St. Paul's School, in relation to support changes in practice to greater cohesion in the team and have a positive impact on the learning of reading among students. However, we must point out some difficulties in the implementation of this mode. First, collaborative meetings require financial resources that teachers have quality time and that these meetings can be held during the workday. In addition, the effectiveness of

collaborative meetings will be noticeable insofar classroom teachers reinvest the proposals made by their colleagues as a result of collective learning and made it reflect on their own practice. The positive impacts of such a change again encourage training that teachers receive that today, in most school boards, is still highly centralized and heavily focused on learning and not on the transfer of these in practice. In addition, training sessions are generally highly oriented learning of individual teachers and not to collective learning. In order to encourage teachers to develop a degree of autonomy during these meetings and that they be productive, it is essential to put in place a structure that supports teamwork, which facilitates exchanges between teachers and fosters interdependence with respect to student achievement. It is only under these conditions that we can really talk about professional learning community that seeks success for all. Finally, as this experience proved beneficial for staff and students, it deserves to be repeated on a larger scale, particularly in disadvantaged areas, like that of St. Paul's School, where teachers are facing challenges given the urgent needs of the customer.

One of the issues of concern to the internal improvement of education is how to generate that schools are not just a place of learning and work for the students, but also, first, to their teachers. As written by Sarason (2003: 138-39) "can not create and sustain over time conditions for effective learning for students when, at the time, did not get there for the professional development of its teachers." If you often aims to create a new culture of learning for students, it should be stressed that this does not happen at all if not also generated a culture of learning for teachers themselves. Thus, increasingly, talk of "reculturizar" to conform school as a professional learning community. In turn, each center should aim to increase its share capital by networking, laterally, other schools, families and municipality. Thinking central collective task is to make it the place where we analyze, exchange experiences and reflect together on what is happening and what is to be achieved. It shares the belief that if we work together, everyone can learn from everyone, share professional and personal achievements, and also of the difficulties and problems encountered in teaching. If individual teachers can do little when faced with the pressures and limits of collective practices and established institutional habits, promote educational change as a problem solving means start building professional learning communities (Morrissey, 2000
20;

Hord, 1997

21

, Stoll, Fink and

Earl, 2004), through reflection and joint review of the practice itself, to increase their own satisfaction and effectiveness as professionals for the benefit of students.

Building the capacity of the school to function as a professional learning community is an important focus for professional development and a promising strategy to support and sustain school improvement. If the benefits are undeniable and are documented in the literature
22,

also

the problems in establishing them are parallel, as is an organizational and individual change of what is meant by professional practice.'s Professional learning communities represent a practical organizational configuration, with the support they have received from the "learning organizations" (Bolivar, 2000; Senge, 1997), calls "collaborative cultures" which are discussed in the following section.

3. 1. An effective professional learning community

Current theories of "situated learning" emphasize that cognition and learning processes are socially constructed and organized around networks or communities of practice, where new members learn by participating in networks. A community of practice is the mutual commitment of the participants, as a joint venture that has been negotiated, with or stories shared modes of doing things, they learn from each other, agreeing common meanings of situations. As noted by Wenger (2001):

Communities of practice are learning the social fabric of an organization. [...] Consequently, the ability of an organization to deepen and renew their foster learning depends on the formation, development and transformation of communities of practice '( p. 300).

As a community of practice, and not an aggregate of professionals, share the knowledge gained about the good ways of teaching, while joint action center that also set an identity for participants. Support development of schools as organizations happens, as a priority line of action, for the reconstruction of schools as places of learning and innovation not only for students but also for the teachers (Bolivar, 1999, 2000). But professional learning communities are not just for teachers to work more at home or to have a better environment in schools [Morrissey, 2000
23],

but to increase the capacity of teachers as

professionals for the benefit of what matters school's mission: improving learning for all students. So we want effective learning communities. In a good research on the subject [Bolam, McMahon, Stoll et al, 2005
24],

define that

"An effective learning community has the capacity to promote and sustain the learning of all professionals in the school community with the collective purpose of increasing student learning."

A school set up as a professional learning community (Louis and Kruse, 1995 Bolam, McMahon, Stoll et al, 2005) is structured around these dimensions:

Shared values and vision: a set of values and shared visions and built around the goals of the school, committed and focused on student learning, dominated by high expectations and there is a culture of improvement.

Collective responsibility for improving the education offered: they are committed to learning for all students, there is some peer pressure for all teachers to act in the same direction.

Focused on student learning and the best expertise of teachers: focus on the mission to increase learning opportunities for students, which means that the teachers care about learning continuously, through planning, work and team teaching.

Collaboration and de-privatization of practice: cooperative relationships that allow mutual support both as a learning organization. There is a provision to pool everyone knows what to do, ask for help from others and a remedy, within a professional relationship, where colleagues are critical source of knowledge and feedback.

Professional learning at the individual and group: all staff, including consultants, are involved and value enhancement of professional learning, taking place a set of activities to this end. Reflective practice is developed through inquiry and research on teaching and learning (eg mutual observation, self-assessment, action research), data were analyzed and used for improvement.

Openness, networks and partnerships: external initiatives are employed to analyze what happens internally, the staff is open to change and to establish networks and partnerships with other schools or institutions, so as to support learning together.

Inclusive community, mutual trust, respect and support: working relationships are based on mutual trust, respect and support. It looks extremely that all members can feel actively involved. Individual differences and dissent are accepted within critical reflection that promote the development of the group, not existing in principle dichotomy between individual and collective.

Moreover, a professional community respects the "right to difference" of its members, where individuality is not individualism, without preventing common action, for collegiality is also a

professional basis, so as organizational patterns relations in a facility, the team work together and combine with the exercise of professional autonomy. The question is how school cultures dominated by privacy rules, can be transformed into places where the above characteristics predominate. This issue has been the "touchstone" of many proposals for improvement that have come recently.

3.2. Process for developing a Professional Learning Community

The lines of action should be addressed jointly to redesign workplaces, and (re)

culturizar centers. The first seeks a new organizational design, reasonably-thinking-we can not expect significant changes in the dominant culture in teaching without altering the roles and structures that increase-co-teacher professionalism and sense of community. If it is difficult to act directly in the school culture, as something intangible, structural changes at the organizational level seem to be well manageable, a condition causing cultural changes, as individuals change, changing the context in which they work. It is about developing cooperative relationship contexts where different actors (internal and external) education in a community of professionals committed to help rebuild the social and cultural framework of the school for their own professional development. The aim, then, redesigning teacher roles and work to promote a sense of community in the center, with relations of collegiality and collaboration, involving teachers in the development of the institution, leading to a commitment by staff with center agreed missions. Work on joint projects can be an ideal starting to transition from individualism to professional community. However, the issue is complex, is not without its tensions and conflicts, being key combine individual dimension (independence in certain tasks) and joint issues (interdependence on others). There are also unexpected and unpredictable factors, external (government initiatives) or internal (eg staff turnover), which always threaten to give the question-any of them-to the development of change projects. Without going too far in utopia, we must start from the existing school culture in schools, with all the constraints, and the need for a redefinition of the working conditions, to open-spaces-from within socio-political decision on whom to collaborate. Create and develop professional learning communities depends on various processes in and out of school as follows (Bolam, McMahon, Stoll et al, 2005): focus on learning processes, the best use of human and social resources, manage structural resources, and support from external agents.

Focus on learning processes. Opportunities are offered for continuing professional development, which will be more effective if it is based on the work context and incidental opportunities offered by the practice (experiential learning, reflective practice, professional socialization, action research, advice). Self-assessment is one of the main sources of learning from data analysis and decision making action plans. Finally, individual learning is passed through the collective creation of knowledge transfer and exchange involved with colleagues in a collective enterprise.

Leading Professional Learning Communities.'s Hard to develop Professional Learning Communities in one school without the active support of leadership at all levels. This includes the creation of a culture of learning flattering, ensure learning at all levels of the organization, promote reflection and inquiry, and pay attention to the human side of change. In this task, the management team [Bolivar, 2001c
25)

has a leading role,

supported by internal or external agents of change as advisers. Since we want all teachers to be agents of change, leadership must tend to be distributed or multiple.

Develop other social resources. As human enterprise is key to effective use is made of human and social resources. Productive collegial relationships are based on trust and respect. In this direction it must take care of the group dynamics so that, instead of opposing groups, cooperation prevails.

Managing structural resources: time and space. Professional exchange opportunities are facilitated by the use of space and time in a school. Hence, plan time for such learning occurs at school, in the classroom or in meetings, is critical (Stoll, Fink and Earl, 2004). Spatial factors can also increase or inhibit collective learning opportunities.

Interaction and relationship with external agents. A professional community can not stand alone, it needs external support, relationships and alliances. First, is documented (Fullan, 2002; Domingo, 2001) that external advice is critical in the process of change. Furthermore, in the current context, the centers must build alliances and relationships with families and local community, social services and other agents or institutions. Finally, in the network society, schools need to network with other schools in your area to support and exchange.

In the end, that he was a professional community, individual or group learning should be extended to the school as a whole, which is not without unresolved issues. In research conducted by Kruse and Louis (1997) the authors discovered a set of dilemmas concerning the tension between belonging to a team combining (cycle or department) and at the time, to the wider community around the school. The teachers are identified, first, with the team they belong and just-in-second with the center. The dilemmas experiencian teachers are combining the equipment and time to time to the center, focusing on curriculum designed on the computer with the center, organizing equipment and reflective dialogue around the center, team autonomy

standards established by the school, preserving peace within the team with critical analysis of practice. Thus, the researchers conclude, the development of strong interdisciplinary teams is not without serious problems to develop a sense of professional community center, based on a learning organization. The point is that they can be identified and managed.

Page 1

Creating and maintaining effective professional learning communities Professor Louise Stoll Past President of the "International Conference for effectiveness and improvement school "and a visiting professor at the Institute of Education, University of London To think that the quality of teaching and learning can be improved if teachers work and learn together has led us to increase our interest in the communities professional learning to improve student achievement. But, why are proposed just now professional learning communities? What exactly is a professional learning community (CAP)? How to recognize that a school is a learning community? And most important, if teachers decide they want creating and maintaining a learning community in your school, what they can do to get it? In this paper we deal these issues based on the results of creating and maintaining effective professional learning communities, funded by England's Department for Education and Skills (DfES), the National College for School Leadership (NCSL) and the General Teaching Council for England (GTCE), which took place during the from January 2002 to October 2004. The objectives of the study were to identify and provide practical examples: characteristics of effective professional learning communities and how they are in different types of schools; Key factors in and out of schools, that facilitate or hinder the creation, development and maintenance of these communities;

 innovative leadership and management practices to find time and create opportunities learning and career development, and optimize their impact. During the project conducted four main research activities: a review of all national and international information that was on the CAP, a questionnaire did in some kindergartens and primary schools, secondary and special throughout England; case studies in 16 schools across the country - are three, five schools primary, five secondary schools, three special - in various stages of development as professional learning communities, and workshops with representatives of these cases practical. You can find more details of the methods used and our observations in the report 1 the project. In this paper, I will explore five points: 1. Why are important professional learning communities? 2. What is a professional learning community and how can you recognize? 3. How to create and develop a professional learning community? 4. CAP? Pass through different stages of development? 5. How to evaluate the efficacy of a professional learning community? While you're reading, you might want to reflect on the following questions, which I hope to argue with your mates: Does the idea of CAP is useful to you and your colleagues in your context? Why you? Why not?

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Does it fit in your strategies and development plans of your school? What are the general implications for planning and implementation? How can you present these ideas to others?

1. Why professional learning communities? The concept of professional learning community has become popular in many countries. Experts have focused attention on the issue for a while, especially North American 2 But there is a growing impression that learning communities hold the promise of professional support implementation of improvement initiatives and progress of education reform more generally. Schools need to be able to meet the challenges that accompany the changes in society, technology, environment, working models, economics and politics. Furthermore, the base knowledge is growing very quickly - for example the new sciences - and now know much more about learning. Youth also mature faster. The automatic respect for teachers and is not guaranteed - it has to win 3 . Vital that the learning and development needs of individual students can be satisfied, to ensure their welfare, academic progress and results. With so many challenges in a complex and changing world, continuous learning and sustainable development of each member of the school community is essential, even greater need for entire school staff is a 'professional informed' 4 . In a rapidly changing world, if you can not learn, forget what learn and relearn, you're lost 5

. It has long been known that professional development is important for teachers, but it is increasingly clear that send an individual workshops or courses isolated has little significance in practice or produce positive changes in whole school. It has been shown that the school as a place for learning teacher, offers more opportunities for development 6 And a concentrated effort to promote a series of experiences of continuing professional development (CPD) is having an impact more positive. The challenges of change are also too large for teachers were locked in their classrooms and try to solve them alone. This means that we need a coordinated collaborative effort, including professional development in collaboration 7 . Support staff also plays an important role in helping to increase the improve student learning and school performance, and their development and participation as key members of the learning community of the school is essential 8 . Expanding Horizons is a part of it. It is increasingly important to be open to ideas, wherever they come, drawing on the skills and experience of colleagues in other schools, national 9 and international 10

, And community partners 11 having a vital interest in helping improve opportunities for students. Looking beyond our own school not only allows us to increase learning in school, it also means that all those involved in the education of children and young people have a collective sense of responsibility to ensure that Students can progress and get results 12 And that the enhancement of a school is not expense of other local schools 13 . The rationale for promoting professional learning communities is that when teachers and other colleagues work and learn together focusing on learning - Own and students - the total capacity of the college and, finally, the system is established, helping to create values and promote a wider range of results, and generating and maintaining these improvements. Essentially, anything you focus on

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- Be introduced into the curriculum or assessment reasoning skills for learning, or trying to improve the reading ability of a particular group of students, etc. - You need to work in parallel to develop a learning community professional regarding these efforts to help include them in your work. 2. What is a professional learning community and how you can recognize? This was our definition of a CAP:

An effective professional learning community has the capacity to promote and sustain the learning of all professionals in the community school with the common purpose of improving student learning. Although the CAP are not exactly the same in all schools, we found that shared to a greater or lesser extent, eight characteristics, regardless of context or the stage where they are. We first note some of these characteristics in the review of the information on the CAP and subsequently confirmed our findings - vision and shared values, responsibility collective student learning, reflective curiosity by professionals collaboration focused on learning, and professional learning group and individually. Also discovered three other features that were important members not only teachers, trust, respect and mutual support, and be receptive relationship between centers and fellowship. Vision and values One of the key features of a PDA is that all members must share vision and values and lead to learning for all students. In nurseries, primary schools and special schools (schools with pupils with special) was easier to find that almost all staff share a common core of educational values. Moreover, in most secondary schools, the values were shared by a department or a small group of teachers in particular, more that for the whole school. However, there were exceptions in a secondary school, where they had been trying to break down barriers between teachers in different subjects, the culture was described as: . . . not a culture of hierarchy of subjects, but one that says that the learning ... is a priority and must be conducted in any of its forms and everyone has a role in it. The group of more senior members of the school was encouraging staff to

take a vision of learning that encompasses the whole school, and tried to ensure that emphasize the principles of teaching and learning. We realized that the teachers were more willing to share their vision and educational values (in nine schools) to share leadership and management values (five schools), and this meant that, although the staff agreed goals and purposes of the school, sometimes disagreed on how to be the best way to achieve these goals. Collective responsibility for student learning Another key feature was that teachers share a sense of responsibility for the learning of all students in the school. Again, it

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find more evident in kindergartens and special schools, where Teachers and support staff work together to control and support groups students. The situation was quite different in some primary schools and more at the high school, where collective responsibility was most evident among teachers who taught a particular subject or a particular course. A high school principal commented that it was easier for teachers to show this collective responsibility learning when the school worked well when in difficulties. Without However, since the amount of data on student performance available for teachers has increased dramatically in recent years, is really easier to share information about the educational process for all students. Typically, students are assigned individual learning objectives that are monitored regularly and teachers are involved in discussions about how improve learning and achieve these goals. This, in turn, provides a sense of collective responsibility. Curiosity reflective by professionals Another key point is the reflexive curiosity by teachers. All schools collected data and controlled the progress of the students, but used this

information differently. Some had very sophisticated mechanisms for provide detailed information to teachers, while in others the method was more informal. The data could reflect learning problems, we were interested in how schools reacted to it. We see many examples in which experienced teachers to find ways to improve learning and teaching. These examples include: conducting monitoring activities and other research projects at school or work with teachers from other schools; establish and manage specific learning objectives for students, individually; ask the opinion of the students, for example, what a lesson was made good. The classroom observation is often named as an effective tool for learning, and the deputy director of a secondary school said: The momentum that has helped us in the past two or three years is that people are no longer on the defensive when being observed or intermixed - There is a whole new culture. . . Collaboration focused on learning There are many examples of collaboration between teachers in activities focused on student learning and mutual learning from professionals, other property, and this occurred in all types of school. Examples included: faculty and staff support working together to plan the sessions or to discuss the progress of the students individually, in their departments, teachers shared the preparation of curriculum materials and learning resources by placing the material in the Intranet school, and a teacher of new technologies was teaching a special school before to start the day, to teach their colleagues to use certain programs computer to help communicate to children with speech difficulties. In one special boarding school, collaboration between staff and school zone area assistance and childcare was also very important. Professional learning: individual and group As expected, the CAP is characterized by a significant amount of learning

planned professional and informal, individual and group. The majority of responses our survey reflected that most or almost all teachers in their schools "Learn together with colleagues", "take responsibility for their own learning" and

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"Performance managed to increase professional learning." In many schools, teachers were enrolled in higher education courses, working on projects, were temporarily transferred to other schools or taking courses. The director of a nursery gave an example of how to learn together: Since recently going to a music course because he had a grant special musical instruments in areas with few resources. All we signed up for the course. . . one month after starting the next quarter, will meet with all teachers and talk about what has worked well and we would not have done before that course. . . if share our ideas, someone will say, "This worked very well" and another will say, "Oh yes, I remember. I'll try this in my group. " Members not only teachers An important finding was that the CAP included not only teachers, in many cases all adults working in the school were members. This included personnel support teachers or not, the management team of the school, school board members, the porter, etc.. The implications could be considerable, not only because all members community needed to understand the values and goals of the school. We found that teachers and assistants in kindergartens and special schools working especially together, but it was not difficult to find examples of employees with different occupations working together to achieve the objectives of a particular CAP. A primary school teacher, as he described his school, said:

. . . there really is not a hierarchy. The good thing about this center is that all work as a team. No one says "this work is very other than that, "is the principal or housekeeping. All are part of the same team and is a quality team. We found that secondary schools were far less open when include members, although there were examples of support staff working with certain departments. Trust, respect and mutual support We found that CAP also characterized by trust and respect among colleagues and by supporting each other. This does not mean that the members had great personal friendships between them but if they were to share their teaching practices and their experiences needed to be sure that their colleagues would respond professionally. The challenges were significant, but the challenges to support, as a director commented: The staff is our greatest resource. If you do not collaborate, cooperate, and you question have accurate expectations and not give the best of them ... I have a duty officer to assist you. A high school teacher, talking about his school, said: We encourage you to take chances and be more creative as you work with your colleagues and you develop and share good practice. An elementary school teacher spoke about his colleagues as follows: They are all very positive. No one in the school to which I can

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bring in a professional or personal ... Being responsive, relationship and fellowship centers

A key feature of the CAP was that members were open to new ideas and willing to collaborate with the community and with members of other colleges, did not think only in their own community and were on the defensive. The vast majority of schools had at least one connection to other centers. These links were often very productive. A primary principal described as: . . . Working together, we have an improvement plan and a budget group common that we can put in a pot that can be used to practice and enclosures. The director of a nursery said: As we are a small school we evaluate ourselves external factors and make us think. . . If you're good, you can still improve. The relationship between centers was used to share and generate ideas, for example teachers a primary school watching how their colleagues in a nearby school taught their students the same age, fellowship among specialists different schools, secondary schools to support local schools. Some members departments in small secondary schools were especially grateful by the relationships between centers, as well fighting isolation. . . . to perfect your department often have to leave the school. In my first year I learned a lot of things to be examiner and work with teachers from other schools to correct work our students. . . 3. How to create and develop professional learning communities? We wanted to understand how teachers created and developed their communities professional learning. Our tests showed that it is not easy but is a great work over several years. Progress is not easy, a crisis or change in the

School staff may mean that the development of the CAP stand or even recede. Our research suggests that there are four general processes that contribute the creation and development of the CAP. Optimize resources and structures to promote the CAP Decisions are taken on the organization of a college or how they are used the Resources can greatly influence the development of CAP. There may be factors on which members have limited control, such as the quality of the buildings and the number college campuses, but others, such as fee schedules or learning time professionals, reflect strategic choices and opportunities that must be exploited for the development of the CAP. The two major factors that facilitate development of a CAP are time and money, as teachers of all types of school. When there were many means, the development of CAP was paralyzed. There many examples where collaboration among teachers was made easier by times: science classes at the same time so that teachers could teach in team; allocate time, half an hour before the start or end of the day, the joint planning or teacher training. Funding was often a

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key issue and a number of schools was in favor of seeking grants to help improve their school as a learning environment and encourage learning of teachers, for example through research grants. The principal of a primary school hired a project manager to not deviate from what she saw as its task Home: I could not really concentrate on what I have to do here, which is promote teaching and learning, so we use money, and I convinced the school board that if we really want to improve school must provide us with expertise.

The use of space was important. While employees of small nurseries worked together in a large room in a large secondary school rarely could meet unless they deliberately encouraged. Some centers secondary areas provided for teachers to meet subject or by course. Having coffee in the room encouraged its use during breaks, and sessions Short informative early made the people to relate. Some colleges shared the pastoral offices in the same area, and this facilitated the exchange between responsible for the trades. A high school teacher described his experience: Sharing is informal. It is really about and chat informally. No formally got together to discuss the best way to teach children ... For us it works, but I think mostly works because All science labs are together and have a common room where we sat. A primary director reorganized the physical space to facilitate collaboration, making classes were as venues for specialists in the subject. Promote professional learning The professional learning is essential for the functioning of the CAP, and was very important to find ways to encourage and organize opportunities for learning. The DPC was often centrally coordinated, especially in large schools, but the schools varied practice. In centers where it was strategically planned, training opportunities for professionals reported by the school development plan and systems to manage the professional performance. All our schools took advantage of the opportunities available for external training and encouraging staff to attend courses outside the center, although some schools favored the formation of teachers within the school. The provision within schools was variable had examples good induction programs and training days for professionals providing opportunities for shared learning. There were also examples

interesting attempts to support teachers with transfers them to learn (for example, observation with feedback and related classes) but they were very usual in our schools. Assess and maintain professional learning community Our project was not large enough to see the development of the CAP over time. Some schools openly discussed on the community professional learning and perfecting deliberately, but in many cases the language of CAP was not used, although the older members promoted their development. Steps to promote CAP included making meetings with members, preparing and coaching teachers, enhance professional learning in

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meetings and practices to improve the school environment for learning. However, we realized that schools rarely controlled or assessing the impact of apprenticeship, which meant we did not track to maximize good exercise. However, when this does happen, the development is much more assured. Lead and manage to promote the development of the CAP Create, develop and maintain a professional learning community is a task strategic leadership and management major, this was a clear finding. There consistent messages across all our centers, the collaboration of the directors and more senior staff was crucial, not only to achieve working relationships positive. It was important to instill respect and create a culture in which members feel valued. Leaders also need to encourage the target was learning. Succeeding leaders had a clear sense of their own values and vision, and had confidence to organize a good practice. In most was distributed leadership schools, and several experienced directors and advising

and provided support for leaders at different levels. In some schools this has meant that intermediate leaders more important when making decisions and encourage their responsibility for learning. In other schools all members had some responsibility, eg moderating meetings, manage projects for learning, direct professional development of their colleagues and monitor the development of ICT (Technology information and communication technologies) in the whole school. All leaders were seeking to promote learning at different levels, and saw the CAP as how to get it. 4. CAP? Pass through different stages of development? At the beginning of the project, we thought that a school could be in one of the phases of CAP: in creating, developing and consolidating. The teachers surveyed and interviewed in schools in our study recognized these different stages and were able to say at what stage were as CAP. In the cases studied discovered a relationship between the stage of development and the degree of exposure of the eight characteristics, although there were several exceptions. According to our data we conclude that in any English school the CAP manifest the eight features already described, at different levels, and that their "profile" the eight characteristics change over time as circumstances change the school. (We have designed two evaluation activities in our study - entitled profile and implementation - to help analyze the profile at all times). It became shows that the context and environment of the center deeply influenced the development of school as CAP and CAP conclude that although the common features and

adopt similar processes, the practical implications for developing a CAP only could understand and operating in specific conditions - such as stage, size and location - Specific contexts and environments. 5. How to evaluate the effectiveness of a CAP? Our findings suggest that CAP should be judged according to three criteria. The first criterion is the final impact on student learning and social development. Saw that the impact on the students was the most important indicator of the effectiveness of the CAP, although it was difficult to calculate. We saw that if staff are involved a lot in learning professionals and students, this would lead to higher levels of progress students in primary and secondary schools. Furthermore, in secondary schools, where supported more professional learning, the level of student progress was also higher.

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The second criterion is the intermediate impact on learning, performance and attitude professionals. The attitude improved in most of the schools that had communities professional learning enthusiast, we find many examples of the impact on the teacher learning that emerged from the individual or collective professional learning, and some opportunities for professional learning that teachers did reflect more deeply on their practice. Summing up the first two measures of efficiency, we note that the impact is not separate conceivable purpose. Professional learning communities are a means to an end, the goal is not simply to be a learning community professional. A key purpose of the CAP is to increase the effectiveness of professional teachers, for the benefit of students. That is why our project definition

suggests that the end result of a CAP has to be appreciated by the students, but there is an objective means of promoting and maintaining professional learning in possible. The third criterion is the extent to which the cap is able to develop the eight characteristics and processes described above and to maintain over time. Conclusion Professional learning communities are complex. At first we found it easy consider the idea that the CAP should be developed in three stages, but our experience led us to conclude that the differences between the CAP are more subtle. Reflecting on our findings, I would like to reiterate that: An effective professional learning community has the capacity to promote and maintain the development of all professionals in the community school with the common purpose of improving student learning. I would also like to point out that: A professional learning community is a group of people, motivated by common learning vision, who support and work together, looking ways, inside and outside of their immediate community, to ask about their practice and together learn new and better proposals to improve learning for all students 14 .

Role of Teaching [Name of the Writer] [Name of the Institution]

Role of Teaching

Introduction In this century student can learn in different way, much of their learning occurs from their social networking, piers and through their smart phones but not learned much from the instructor who is highly trained and gifted in the term of subject at hand. That makes the teacher role much vital; however the teacher motivates their students and uses different structural methods for train student today. This paper attempts the teacher role for motivating student through known structure which helps to transform students learning towards their knowledge.

Discussion Role of Teacher Role of teacher is become more than the complex one that involves the specific set of skills, organizing, discipline, listening and planning. The excellencies of scholar knowledge for the material to be taught that the teacher should be create the stable climate in classroom where students experiencing the warmth, clarity and productivity. This shows the clear picture that role of teacher is more than the good understanding for material. School is the place where kid future education and its behavior in shape. Teacher is playing the major role either positive or negative students behavior. Teacher must have to love his career in order to provide assist, enthusiasm and offers warm environment to their students. All the teacher must have to provide such environment where students get encourage to learn more as they can. To achieve this, teacher must have to be well prepared because students whole career in teacher hands.

Intrinsic Vs Extrinsic Motivation The goals of students do create the major difference between intrinsic and extrinsic motivation among them. The intrinsic motivation of students has determine the sake of learning, these students enjoys their study and seeking for learning with creative ideas. Extrinsic motivation on the other hand studying about influence from outside such as the praises from teacher, receiving food grade or receiving some reinforcement that peer might offer. Research has suggested that the intrinsic motivation will be more effective then the extrinsic motivated person because it might be the fact that intrinsic motivated become also extrinsic motivated. This is a much difficult task for the teacher to become the students intrinsically motivated. Some student treated learning enjoyable while other faces study as much challenging.

Group Dynamics Motivating Learner Groups dynamics and the motivation for students do play an important role in the instructional design. Through goal alignment s, motivation of student s can be easily improved. Group dynamics specify the learning situation which is collaboration, competitive and cooperation. This has noted that duration of the project, expertise distribution among the group members, members social status and the rate of interaction among the group members are considered to be an important part. Online group dynamics allows the learners negotiating the interaction for having more explicit since the meeting from face to face interaction does not much possible among the group members.

Structural Factors The job of the teacher does representing professional criteria. The teachers role has to instruct the students particularly in the area of study. Teacher is not the primarily authority that defined the person with powering for making issues settlements, having the right on control, determine and command. The true and optimum role of teacher should be motivating the students for learn.

Students are more motivated for learning through demonstrating from inside their classroom that makes the instruction blocked for them. Teachers can motivate their students through using different factors; structural factors are one of them. A structural factor includes elements that has building the structural for the lesson that organization and memorization lesson. Some of the structural factors that do affect the learning for students are include encouragement, sequence, relevancy, patterns, stimulation and applicability. Patterns help the students that help the people for organizing and allowing the students to see their goals and they might achieve them. Learning has done is such sequence that allows the idea for building upon other. In learning encouragement is the essential part because when the people does feel discouragement which is become as obstacle in learning. The most efficient way of learning has determine that the environment in the classroom should be stimulating one because if the classroom is without estimation then student will loose the interest. When we talk about student motivation then learning relevancy is the important structural factor that impact directly on student efficiency. The applicability is the final structural factor for learning, because if the lesson does not applied in the life of student then this is become more likely for cementing students memory in long term case.

Suggestion for Motivating students and Conclusion This is occurs as the greater challenge that teacher face whenever he entered in classroom. This paper attempts to looks toward the overall motivational factors and the most effective structures for teaching students. Advice for the novice teacher to motivating the student s is more or less same for the student who is not in a mood of learning. The first advice for the teacher is to become teachable as the same they desiring for students. Teacher should always be flexible and ready to learn themselves .teacher have to uses the different methods for motivating different students aim for learning effectively and adjusting their abilities. Performing the above suggestion helps for novice teacher to create trust among student and students receive the greater desire from teacher.

Professional Learning Communities. An Improvement Strategy for a New Conception School

Gabriela J. Krichesky and F. Javier Murillo Torrecilla
Portugus / Ingls

Summary
Transform the school into a Professional Learning Community (CPA) is one of the newest improvement strategies and successful in recent years. Its very nature invites you to review and transform the traditional concept of the school, trying to enhance the learning opportunities for the whole school community through collaboration and mutual support, with the aim of improving the learning process of students. The CPA is ultimately a tool for reform that thrives on factors such as educational leadership and distributed collaborative working culture, professional development based on the learning needs of students, inquiry and reflection on practice and work systematic evidence, among others. This article seeks to unravel the complexity of this concept through a historical review for recovering theoretical background of the term. In turn, describes its main characteristics and operating conditions necessary to drive and sustain this improvement strategy. Finally, we highlight the importance of leadership against the development of CPA and the impact they generate on educational practices.

Teachers and students

'Quality education attracts children to school and keeps them there.' This is the conclusion of the 2006 report of the Institute of Statistics of UNESCO on teachers and quality of education ( UNESCO-UIS, 2006 ). In fact, studies show that investing in teachers - including their training and motivation - improves both access to education and the quality of education (seeUNESCO, 2004 , Save the Children, 2010 ; Shriberg , 2007 ). The best teachers can inspire, guide and educate children for the future of a nation. In emergency situations, teachers have a greater role to play. Because they must not only impart knowledge, but they must also inspire confidence and provide a sense of security and normalcy. In fact, their role in these moments is crucial: they are responsible for the well-being of children during and after an emergency (which was, in fact, largely ignored). And yet - although their wages in low-income countries, may represent the main expenditure budget for education - teachers often have the lowest status and are the lowest paid of all staff ( and Brannelly Ndaruhutse, in 2008 ).

Teachers are they forgotten the dynamics?

In the race for the reconstruction, teachers are they missing that would ensure quality education? (See Kirk and Winthrop, 2007 ). In situations of post-conflict or post-disaster environments learning many children are

poor: they are often without equipment and conditions are not conducive to learning. In some cases, the only thing they have is a teacher. And that is why, these teachers should be the best possible.

What are the characteristics of teacher training in emergency?

Teachers need to know to continue to work in a stressful environment : there may be conflicts in progress, family members may have been killed or have disappeared and students and other educational personnel may suffer from trauma.

Training institutes for teachers may be incapable of operation or may run out of space to accommodate a large number of new teachers;

The accelerated training of unqualified teachers (often many) must be organized, these teachers are to work either in schools or government schools NGOs (or the UN). Training can be provided by NGOs or UN agencies, whether for teachers who work in the school system or government institutions run by NGOs and other communities;

Training is necessary:
o

new topics ( peace education, conflict resolution , mine awareness , issues of health and hygiene , etc.).

new methods (child-centered pedagogy, psycho-sociology, participatory teaching techniques);

new educational programs (transition programs, accelerated learning programs , etc.)..

Training must be recognized by the government for teachers to receive a formal degree , be compensated and recognized, at least after the emergency.

The teacher-student as learning motivation.

Needs assessment. We know that in the teaching-learning process multiple factors affect the success or failure of which will determine the quality of the results. In the interaction of the process involves two crucial elements such as the teacher and the student, who, according to their expectations towards learning develop a good or bad relationship. The teacher and class leader, coordinator of learning activities, will encourage the student to acquire overcoming feelings of personal value, estimation, a concept of himself or the opposite, feelings of worthlessness, frustration, apathy and inadequacy. Teachers as an essential part of the educational relationship we are required to promote an optimal environment for the generation of good teacher-student relationships based on trust and mutual respect. In research on the phenomenon of attrition conducted in 1991 by the subsystem DGTI centers technological baccalaureates, found: Teachers of mathematics, physics and chemistry: have better profile to teach the subject. But are those with the greatest problem of deficiencies in the academic performance of their students. Was observed with the lowest score on personal preparation in educational aspects. In its conclusions mentioned: "One aspect of the didactic dialogue is the lack of empathy on the part of the teacher and the inappropriate relationship established between him and his students." Taking as a basis the previous investigations, there is a need that the teacher has to know

and implement the theories of motivation in the teacher-student relationship as a motivator for learning.

THEORETICAL BASES Amidon and Hunter (1996) defined education as a process of interaction that involves primarily classroom talk that develops between teacher and students. The achievement, according McClellland (1965): He has to teach participants the concept of achievement motivation and its importance to succeed. He has to create strong positive expectations about the student can and will achieve a greater orientation towards performance, as it should be. He has to show that the change sought is in accordance with the demands of reality, the constitution of the individual and cultural values. It will make students propose realistic goals, and specific practices from this new reason for achievement. He has to make the student registers an advance toward the goals they committed. It should provide an atmosphere where people feel accepted and respected honestly. Social cognitive theory (Bandura) highlights the following: Goal setting and self-evaluation of progress are important motivational mechanisms. Goal setting works in conjunction with outcome expectations and selfsufficiency. Persuasive Creativity is important for students because they can be more effective if someone reliable as the teacher tells them they can learn. Rewards encourage self-sufficiency when linked to the achievements of the students.

D and according to the principles of motivation Klausmeir model: To set and achieve goals that learning

is required to be made in appropriate difficulty level, the feeling of success in the task being performed increases motivation for other future, the feeling of failure decreases motivation for future work. Instruction Guide: help set and achieve targets in relation to the school's educational program. The observation and imitation of a model facilitates the initial acquisition of social behaviors, such as self-control, independence and persistence. Instruction Guide: provide real-life models and symbolic. Talking and thinking about social values and behaviors provides a conceptual basis for the development of behaviors. Instruction Guide: facilitate conversation and discussion of social values. The self-esteem: Refers to get the estimation of others. One goal of the teacher in the classroom is to encourage students to appreciate themselves and their achievements positively. Persistence in motivation: if you get a student to learn to develop what might be called persistence in motivation, it will be able to cope with a large number of problems without the help of outsiders. MOTIVATIONAL STRATEGIES IN teacher-student relationship BACHELOR IN CENTRAL INDUSTRIAL AND TECHNOLOGICAL SERVICES NO. 41 Proposals to teachers: Give prior academic and behavioral history of the group, through information contained by support departments such as school services and educational services.

Know the rules and regulations of the school assessment. Submit the work program, schedule of activities of the course, evaluation forms. Dynamic presentation, provide insight brief biographical background of students. Create a work environment in which the rules are clear, the equitable distribution of the task. Avoid preferential treatment, giving preference to outstanding students. Develop interpersonal communication skills through group activities, such as teamwork, cultural visits, study tours.

Meeting the commitments agreed with the students, such as delivery of qualifications, review of tasks. Bring a real personal advancement they can find. You can use the list, using codes since this campus is working with larger groups. The student was pleased that they have reports of their activities. Be alert to indicators of the group regarding the operation of the class. Monitor respect, courtesy and avoid confrontations between students and teacher. Harnessing the creativity of students into class activities. Detect group leaders to harness their skills to promote the growth of the group. Encourage participation and consider the individual characteristics of each student. Show real interest in personal or group consultation about your concerns, suggestions.

CONCLUSIONS: As noted in the theory of motivation, attitude and treatment of the teacher is essential to building a healthy relationship between teacher-student education. It is desirable that teachers be alert to avoid homogenize and standardize students. We with our treatment and attitudes, and

then lead unsolo like we were against objects and not subjects. There can be no genuine educational activities without the teacher-student duo, precisely because education is given to intrapersonal and interpersonal relationships. Intrapersonal because the educational process should originate and develop from within people. Interpersonal because the objective thereof is the interaction of people. The true teacher is one who causes growth because it is able to see, to discover and appreciate the potential that lies in the interior of the learner.

THE ROLE OF TEACHERS IN LEARNING

Ana M. Sarabia Higuera, Aguilera and Paola Ruvalcaba Mirna Santn Astorga
Students of the 11th quarter of a degree in Educational Psychology

Mazatlan, Sin., April 2003

Index
I NTRODUCTION THE ROLE OF TEACHERS IN LEARNING Main theories that address the role of the teacher, the student and LEARNING Cognitive Theory Constructivist Theory Humanist Theory Behavioural Toria Sociocultural Theory INVESTIGATIONS ON THE ROLE OF TEACHING AND LEARNING CONCLUSIONS

REFERENCES

INTRODUCTION This paper is the presentation of a paper that deals the teacher's role in

learning.
The aim of the presentation of this topic is the importance of knowing how that influences the performance of teachers and the various factors involved in teaching, who are themselves involved in student learning. This paper is based on theories such as the theory behavioral, humanistic, cognitive and sociocultural, in which will be addressed and compared aspects such as learning, vision of the student and the teacher. Subsequently presented some research about teaching and learning, which consider them in the development of this work.

index

THE ROLE OF TEACHERS IN LEARNING

Several theories are about learning, in which, addresses various aspects that are involved in it. Below are presented several theories that talk about learning and in particular, the learner and the teacher in the teaching process involved. It is important to note that each point in each theory presented are contrasted with each of these, in order to observe the difference therebetween. It is noteworthy that some of the authors presented in purely represent each theory to theory, but allow their opinions to refer to the theory, in fact, these authors are based on some of the theories that are presented below, although it does not really belong to them.

index

Main theories that address the role of the teacher, the student and

LEARNING Cognitive Theory

According to Ferreiro Gravi (1999) cognitivism from the perspective of information processing assumes that human beings are capable of a regulated, it searches, organizes, transforms and creatively uses the diversity of information to different purposes. This author states that the cornerstone of cognitivism is the development of cognitive potential of the subject so that it becomes a strategic learner who can learn and solve problems where the learning is gained significantly on this, so that the purpose of this theory focuses on teaching thinking or teach to learn, through the development of strategic skills for converting the subject in an active processor, interdependent and critical knowledge construction. In this regard, Cobian Sanchez, et al. (1998) tell us that learning involves the student takes a willingness to learn and commit to seek work for it, where the teacher's main function is to prepare the class and act as a mediator between the student and the culture. These authors place primary importance to the learner, so that it is treated as an active organism capable of processing information, that is, a subject who is able to draw diagrams, plans, and strategies to solve problems. Delgadillo respect and Obaya (1999) indicated that perception is active, since the subject cognitive mechanisms allow structuring complex ideas, original let you have a creative vision. Cobian Sanchez, et al. (1998) mentioned that this theory is important to start from what students already know, prior knowledge, their level of cognitive development, subsequently, the activity focuses on programming experiences that promote meaningful learning. It is in the cognitive ability which is the origin and purpose of education to perform it, actively with the knowledge and skills that teachers want to teach.

Regarding the role of the teacher, Cobian Sanchez, et al. (1998) show

that from this theory the teacher must start from the idea that the student is active learning significantly, so that their role is focused on developing and organizing learning experiences that achieve these ends, not only focus on teaching information or to make a unique role regarding the participation of students. The teacher should be concerned with the development, induction and skills training or cognitive and metacognitive strategies of students, ie the teacher should allow students to experience and reflect on topics defined or arising from concerns of students with continuous support and feedback.
In addition, Cobian Sanchez, et al. (1998) explain that the teacher should be deeply interested in promoting their students in meaningful learning of classroom content, for it is need to focus on the content of exhibitions, lectures and learning experiences, which is intended to ensure that students achieve a truly meaningful learning. In learning the teacher must be concerned not only in the content of what is being taught, but also in the way they teach, ie how it will provide information to the student.
So the above requires the teacher to have both mastery of the course content, and the skills needed to design the framework to be effective for learning that content, this expressed by Gonzales Gonzales (sa).

On the other hand, Robles Navarro (1993), states that the process of cognitive structures, according to Piaget, is based on the student to achieve a balance between the process of assimilation and accommodation, so that, when learning that balance has not hampered. Also the author explains that learning through logic error involves cognitive conflict, in which the student will not seek what the teacher expresses, as this will be more interpretation confronted with the other members of group.
Finally, Ramirez Lozano (2002), states that the student is able to acquire knowledge through their own internal resources, using their senses to develop a cognitive system, based on concepts and principles related to each other through which is capable of generating new thoughts and express them in a way that completely transcend habits and experience gained.

index

Constructivist theory

The constructivist learning admits this is caused by an interaction between a student's knowledge and the new information coming at you, for this reason we must consider the views of pupils as bases or on which will be constructed of new knowledge, this expressed by Diaz Castaeda (2002).

This author suggests that through research the student in school know integrate input from ordinary and scientific knowledge. Therefore the introduction of student research in schools is consistent with a tradition centered pedagogical learner's active role in their learning environment and most recent contributions of science related to education. Thus, Martinez (2002) states that the student should not be treated as a mere object to be modeled to suit the teacher, but as a subject capable of self-determination, where one of the aims of education is precisely to develop learner autonomy along with accountability.
As the teacher, Georgina Gibaja, (1997) assumed that most of the teachers are convinced that the most important influence in their training as teachers and their mastery of the problems of teaching is its own experience. In fact, Martinez (2002) reports that teachers' experiences have shown that when the teacher leaves the monotony aside to teach the classes and cares about improving student learning, then it can not continue to teach the same Traditional methods are unsatisfactory. The teachers care about teaching position within a broader educational context, comparing and evaluating their work with other teachers, also sees teaching as a rational activity based on development and research, this as expressed by

Hernandez and Sancho (1993). That is why the teacher training must lead to practical activity. Need knowledge of science, humanities, technology, but must also be an organizer, according to Delval (1990).

index

HUMANIST THEORY

Humanism is one theory that is followed by his principles and reputation, especially by critics to behaviorism. Ricardo E. Trelles (1999) notes that the first considerations of humanism focus on the following:
1. 2. 3. 4. Every human being is a fabulous creature. Man is both nature and training. Humanity is like a superorganism of which the subject is part. The human relationship and cooperation are required for best performance and greater human welfare.

This author believes that educators must consider each of these points for the formation of the human being efficient.Also considered responsible work indicated the student, graduate level thereof, is a major training exercise at all ages, as to acquire the skills of concentration, perseverance and responsibility in students, this related to the development of a point view that an assessment of the advantages and satisfactions that come from society, social harmony and human relations in the consciousness of the individual. One aspect to consider, in this perspective is the teacher-student relationship, respect, Murillo Jimenez and Yaez Hernandez (Sa), indicate that it is essential that the teacher feels empathy for the student, so that help can be dispatched on all problems presented to it in relation to learning, to

auxiliary power, taking into account freedom for students to create, innovate, apply and critique, in general, the relationship between them must be mutual respect. Meza Meza and Cantarell Zaldivar (2000) state that teachers must analyze their role as teachers in which it must be clear who is the facilitator or mediator of learning and should assist the student when he seeks knowledge, because its function is to guide and promote interaction, guide the student on how to organize with others and how to work together.
So that, teacher training, according to Neri Fernandez (1995), involves academic and human formation to allow yourself healthy relationships and create an atmosphere of genuine dialogue, exchange, acceptance and mutual aid.

Also, this author points out that teacher training involves, in addition to academic preparation, human formation that allows have satisfying relationships and producing an environment that involves dialogue, exchange, acceptance and mutual aid.

index

Behavioral theory
Yez Murillo Jimenez and Hernandez (s) express that learning in this theory is a permanent change of behavior through practice and interaction between individuals and their environment. From the point of view of George Posner (1998), for this perspective learning is a change in behavior, is part of a process similar to animal species, where learning is seen as a "training" within the educational context then acquire a arbitrary and dysfunctional.

J. Murillo Jimenez and Yaez Hernandez (sa), show that within this current follow basic principles such as: the learning method used by the

teacher must be consistent, understandable for the student and especially to be authentic, the relationship between the teacher and the student occupies a central position.
Both authors mention that it is important that the teacher helps the student to handle himself this order to achieve growth, maturation and socialization in the pupil. In this regard, Belloch Ort (2000) mentions that in this theory, the teacher has a key role as a transmitter of content and the student is a taxpayer who receives knowledge as it responds to environmental stimuli to be controlled by reinforcements to ensure that students acquire the knowledge provided by the teacher. Unlike previous theories, George Posner (1998), explains that in this perspective, the level of activity of the subject is affected by the contingencies of Professor laid before filing instructions. Participation is determined by the planned features of the program that the student needs to learn, school performance and learning are arranged from the outside. So just for educational programming for academic learning behavior is achieved, where the student is "something" that should and can be molded. It considers the student as a passive, like a blank book where printed new notions of object, the source of knowledge is in the feelings and

impressions which are copies of reality. Speaking now of the teacher's role, behaviorism is, as George Posner (1998) they are the teachers who are responsible for education, since they are those who control the learning environment, those who influence behavior and provide opportunities for students to respond in the desired manner, those who influence learning the consequences of driving behaviors . In fact, Nidelcoff (1974) agrees with the views expressed by the aforementioned author, as we mentioned that the teacher relates to knowledge provider same feeling, believing he's the socially to teach. Snchez Palomino (1997) refers to the teacher as a technician where some

teachers are as simple transmitters of content that are described in the core curriculum, not caring about the quality of teaching. With regard to the education provided by the teacher, Castorina (1994), refers to a formal education, which is characterized by a single line and follow a certain rigidity.

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Sociocultural theory According to Romo Pedraza (2002), the sociocultural paradigm is based on Vygotsky's approach, this approach considers the individual as the result of a social and historical process where language plays a crucial role. This author believes that Vygotsky, knowledge is a process which will depend on the interaction between subject and medium. For Vygotsky, Romo says Pedraza (2002), higher mental functions are acquired and developed through social interaction, because the individual is immersed within a society, so that those mental functions are determined by the way of being of society. Knowledge is the result of social interaction, since, for Vygotsky, adds the author, more social interaction, it will be more knowledge and more likely to act. The same author explains that, from this perspective, there is a zone of proximal development, in which individuals learn within the social environment through interaction with others. It is said that our knowledge and experience of other subjects facilitate learning, and we learn with the help of others. Teachers, parents and peers that interact with the student are responsible for the student to learn, however, the individual will be responsible for building their knowledge and guide their own behavior, this finally expressed by Romo Pedraza (2002). Martinez Rodriguez (1999), states that from this perspective takes

up conceptual and empirical elements that are useful for teachers in their teaching. One of these is the concept of the social origin of psychological processes that ends with the idea that mental processes are the subject's individual development and one of these elements is the active and communicative character of these processes by the students, which is to minimize or even ignore the teacher's role in education. Furthermore, Duart and Martinez (2001), state that teaching is more focused on virtual learning environments, which is developed as a complement to the use of materials, which should serve as a reference of knowledge to impart. Also comment that the virtual teacher's role is based on the interaction between teachers, students, materials, and with the institution as a whole.