What is eduction

· the act or process of imparting or acquiring general knowledge, developing the powers of
reasoning and judgment, and generally of preparing oneself or others intellectually for mature
life.

· the act or process of imparting or acquiring particular knowledge or skills, as for a profession.

· a degree, level, or kind of schooling: a university education.

WHAT IS "Learning"

· Learning is the process of gaining knowledge through studying.

· knowledge gained by study; instruction or scholarship

· the act of gaining knowledge

Charactaristics of good learner:

· Good learners are curious – They wonder about all sorts of things, often about things way
beyond their areas of expertise. They love the discovery part of learning. Finding out about
something they didn’t know satisfies them for the moment, but their curiosity is addictive.

· Good learners pursue understanding diligently – A few things may come easily to learners but
most knowledge arrives after effort, and good learners are willing to put in the time. They search
out information—sometimes aspiring to find out everything that is known about something.
They read, analyze, and evaluate the information they’ve found. They talk with others, read
more, study more, and carry around what they don’t understand; thinking about it before they
go to sleep, at the gym, on the way to work, and sometimes when they should be listening to
others. Good learners are persistent. They don’t give up easily.

· Good learners recognize that a lot of learning isn’t fun – That doesn’t change how much they
love learning. When understanding finally comes, when they get it, when all the pieces fit
together, that is one special thrill. But the journey to understanding generally isn’t all that
exciting. Some learning tasks require boring repetition; others a mind-numbing attention to
detail; still others periods of intense mental focus. Backs hurt, bottoms get tired, the clutter on
the desk expands, the coffee tastes stale—no, most learning isn’t fun.

· Failure frightens good learners, but they know it’s beneficial – It’s a part of learning that offers
special opportunities that aren’t there when success comes quickly and without failure. In the
presence of repeated failure and seeming futility, good learners carry on, confident that they’ll
figure it out. When faced with a motor that resists repair, my live-in mechanic announces he has
 yet to meet a motor that can’t be fixed. Sometimes it ends up looking like a grudge match, man
against the machine, with the man undeterred by how many different fixes don’t work. He’s
frustrated but determined to find the one that will, all the while learning from those that don’t.

· Good learners make knowledge their own – This is about making the new knowledge fit with
what the learner already knows, not making it mean whatever the learner wants. Good learners
change their knowledge structures in order to accommodate what they are learning. They use
the new knowledge to tear down what’s poorly constructed, to finish what’s only partially built,
and to create new additions. In the process, they build a bigger and better knowledge structure.
It’s not enough to just take in new knowledge. It has to make sense, to connect in meaningful
ways with what the learner already knows.

· Good learners never run out of questions – There’s always more to know. Good learners are
never satisfied with how much they know about anything. They are pulled around by questions
—the ones they still can’t answer, or can only answer part way, or the ones without very good
answers. Those questions follow them around like day follows night with the answer bringing
daylight but the next question revealing the darkness.

· Good learners share what they’ve learned – Knowledge is inert. Unless it’s passed on,
knowledge is lost. Good learners are teachers committed to sharing with others what they’ve
learned. They write about it, and talk about it. Good learners can explain what they know in
ways that make sense to others. They aren’t trapped by specialized language. They can translate,
paraphrase, and find examples that make what they know meaningful to other learners. They
are connected to the knowledge passed on to them and committed to leaving what they’ve
learned with others.

Teacher

a person who teaches or instructs, especially as a profession; instructor.

The qualities of a good teacher

Studies have shown that educational quality increases when the teacher meets the following criteria:

Competence in the subject area: It is essential that the teacher has a good command of the subject he is
going to teach. Of course, this knowledge is more than simply the terms, facts, and concepts. Having the
ideas organized and understanding how they interrelate is also necessary. It is also essential for the
teacher to able to discuss every aspect of the subject and to use that knowledge in other areas too.

Instructional strategies: To teach well, appropriate strategies must be put into practice. Today the best
strategies are considered to be constructive ones. With these, the student is seen as a small theoretician
who builds his own world. Therefore the strategies employed must stimulate the student to explore,
discover, and think critically.

Goal setting and educational planning: Effective teachers don’t wing it. They set specific objectives for
their teaching and create plans to achieve them. Good planning takes a lot of time. But doing it makes
learning an interesting and challenging thing.

Suitable practices for development: As students grow they change the way they learn and the way they
deal with difficulties. Therefore, teachers must know the different stages of child development, to put
themselves in a position to develop suitable instructional materials for each stage of development.

In the classroom

Classroom control skills: An important characteristic of an effective teacher is that they should consider
the class as a whole. Working in a teams and using projects is a good option. To achieve this, the teacher
needs to have a number of skills. These include setting rules, organizing groups, supervising tasks,
dealing with bad behavior, etc.

Extremes have very negative consequences on teaching — whether too strict or too relaxed. They need
to be able to bring their class together in a democratic way.

Motivation skills: If students don’t have the necessary motivation, then the quality of teaching will be
lower. So it is a good for the teacher to use strategies to stimulate interest in the subject. Effective
teachers turn educational tasks into creative and stimulating activities, and this in turn improves the
quality of the education.

Communication skills: A teacher needs to be a good orator, and familiar with debates and presentations.
A good teacher has no problem adapting his way of expressing himself to the needs of the student.
We’re talking about communication not only with students, but also the rest of the school community.

Differences and diversity

Recognition of individual differences: No two students are alike. Each one has their own qualities and
learning profile. Being a good teacher involves having the ability to recognize these individual
differences. And not only that, they also must adapt their teaching to each individual student.

Effective work with diverse cultural contexts: These days it is quite normal to have very culturally
diverse classrooms. Therefore, another skill teachers need is to know something about the cultures of
their students, in order to improve interaction in the classroom. Their role will be to encourage students
to relate positively and prevent cultural conflict.

Assessment skills: An effective teacher is aware of each student’s level of learning. To find this out he
knows how to use the different evaluation tools at his disposal, thus learning the strengths and
weaknesses of his students. These days teachers often use evaluations for testing, but it shouldn’t be like
that. The real reason for the evaluation is to find out where the student is at, and then develop adequate
teaching for him.
Technological skills: Technology, if used correctly, can be an effective tool to increase the quality of
education. That’s why good teachers need up-to-date knowledge of new technologies. They also need to
know how best to use them in an educational environment. It’s also important for the teacher to
familiarize students with these technologies.

The four stages of Learning

Unconscious incompetence

The individual does not understand or know how to do something and does not necessarily recognize
the deficit. They may deny the usefulness of the skill. The individual must recognize their own
incompetence, and the value of the new skill, before moving on to the next stage. The length of time an
individual spends in this stage depends on the strength of the stimulus to learn.

Conscious incompetence

Though the individual does not understand or know how to do something, they recognize the deficit,
as well as the value of a new skill in addressing the deficit. The making of mistakes can be integral to the
learning process at this stage.

Conscious competence

The individual understands or knows how to do something. However, demonstrating the skill or
knowledge requires concentration. It may be broken down into steps, and there is heavy conscious
involvement in executing the new skill.

Unconscious competence

The individual has had so much practice with a skill that it has become "second nature" and can be
performed easily. As a result, the skill can be performed while executing another task. The individual may
be able to teach it to others, depending upon how and when it was learne