Teachers in the classroom can do much to help students understand, acquire knowledge, skills and attitudes, and this is nothing more than the achievement of the objectives pursued by education. The way they perform these functions has a powerful influence on the way students deal with learning and on the essence of what they acquire, ultimately.
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Although teaching is neither unidirectional nor strictly cognitive, it is often believed that this is the case. Teachers and students work together in a psychological context, which is the classroom, and that includes cognitive, social, cultural, emotional, motivational and learning factors, among others.
Therefore, the teacher's influence is multidimensional. Traditionally, cognitive processes have received more attention, but cognition does not occur separately and is not the only psychological function that affects the learning experience both cognitive and non-cognitive acquired by the student.
All factors, emotional, motivational, attitudinal, cultural, also intervene simultaneously and play a decisive role in what is learned. In fact, it is impossible for a student to learn a content without acquiring or reaffirming at the same time a great variety of contents associated with their previous knowledge and affective dispositions, plus the instructional experience in which the learning is developed.Contrary to what is commonly believed, the teacher can not explain the class to obtain only cognitive information. Education and training are so closely related that for educational studies it can be argued that they should be studied together, in general, and not separately.
Theories of psychological learning have long influenced our theory of teaching and educational practices, and these relationships undoubtedly take into account learning and teaching.
Currently, teaching is understood more as a complex environment of apprentices and activities than as an assembly line in which knowledge is transferred from someone who knows (teacher) to someone who does not know (students) through a monologue.
Learning is an active and constructive process on the part of the student, who elaborates and re-elaborates knowledge or meanings in areas of reality to which the content of the school refers, for which he can rely on his prior knowledge. However, this conception of learning, when we try to translate it into the reality of school educational practices, seems not to be fulfilled, it seems that it is not learned in that way; There is something very different.From the beginning, students do not construct meanings for any content: practically all school contents are cultural forms already built, already elaborated, at a social level. Their learning supposes a true constructive activity because students must assimilate them, appropriate them, attribute a set of meanings that go beyond simple passive reception.
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In third and last place, the constructive activity of the student before the contents appears totally immersed in a collective activity that widely surpasses the scope of the strictly individual. That is to say, the construction of meanings is something personal, but not necessarily individual, since at the same time it needs the support, the motivation and the orientation of the teacher.
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In summary, learning is configured as a process intrinsically mediated by other people, a process that is at the same time constructive, cultural and communicative.
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Posted from my blog with SteemPress : http://deisip67.vornix.blog/2018/08/20/teacher-room-the-teacher-in-the-process-of-teaching-the-students/