The Importance of Teaching and Learning

People use different words when talking about teaching and learning. Sometimes the same word means different things to different people, and sometimes different words mean the same thing. For example, Americans tend to use the word “evaluate “ to describe  students who test to see if they have learned, while the British often use the word “assess”. Here are some other examples of words with related meanings:

‘educator’, ‘teacher’, ‘trainer’, ‘tutor’, ‘lecturer’, ‘facilitator’

“The teaching life is the life of the explorer, the creator, constructing the classroom for free exploration. It is about engagement. It takes courage. It is about ruthlessly excising what is flawed, what no longer fits, no matter how difficult it was to achieve. It is about recognizing teaching as a medium that can do some things exquisitely but cannot do everything.”

–        Christa L. Walck, “A Teaching Life,” Journal of Management Education, November, 1997, p. 481

 

“Most teachers resist showing students the dirty part of real learning, and by the dirty part I don’t mean the hard work…I mean the part where we fail nine times in a row before we find a good approach. I mean the parts where we are confused about our project, defensive in the face of criticism, doubtful of our abilities…Whatever the venue…teachers like modeling their knowledge, not their ignorance, and they avoid referring to the muddy paths, fear-filled moments, and just plain failure that are the unavoidable parts of getting the knowledge we possess.”

–        Marshall Gregory, “From Shakespeare on the Page to Shakespeare on the Stage,” Pedagogy, 2006, p. 324

Learning :

We all understand things from our past experience. This also applies to “learning”: we get a sense of what it means to “learn” from what has happened to us in the past. So, for example, we can think of “learning” as something that takes place in a school or college, in a classroom. We can think of him as a person sitting alone at night, trying to memorize a lot of facts so that they can pass an exam. However, a little reflection will show us that “learning” is much broader than that.After all, children learn a lot before they even go to school, they learn to talk, to walk. Educational psychologists tell us that any activity that leads to behavior change  is “learning”.

Here are some other ideas about “learning”:  Learning can be formal or informal. We learn informally from what we experience day after day: the things that happen to us make us change the way we think and act. Maybe we are not even  aware that we are learning, which can cause problems, for example, healthcare professionals can learn negative attitudes from the example of others. Of course, learning can also be formal: we take a structured planned course, in a school or college.   We don’t just learn knowledge and facts, we also learn skills and attitudes. This is especially important for healthcare professionals, because it is in our practical work that we affect the health of the people we serve.

If the student is actively led to use the new knowledge, the learning becomes profound. The student relates the new knowledge to the concepts he already has and understands how it can be used in practice. It is therefore much more likely to be remembered and used.  

 

Motivation is important for learning 4 What makes people want to learn Some people learn because they want to do a better job, they derive satisfaction from  feeling competent People are also  strongly motivated by the hope of being rewarded, for example, by obtaining a qualification, which will lead to  promotion and better pay. The need to pass the exams is therefore a very strong motivation.  

Learning continues throughout a person’s life, at least informally. We all know that healthcare professionals must continue to learn throughout their careers, as new health information  is constantly available. However, many workers do not have access to formal continuing training. This means that they must take  responsibility for keeping up to date in order to become ‘lifelong learners’.

 

Teaching :

Again, our understanding of what “teaching” is based on our past experience. Our first experience was at school, where the teacher was also a “teacher” or “teacher”, standing in front of the class, telling us what to do and what to learn. Some of us have gone through the same kind of “teaching” in college. Others may have experienced teaching where the “teacher” is more  equal, which takes the student’s experience into account  and even learns from the student. That’s why Abbatt and McMahon say, “Teaching helps others learn. They go on to say that the job of “teaching” health  workers has four components: 

The teacher must decide what to learn. Students can participate in this decision, but all are guided by the same principle: it is the work that people must do, which determines what they should learn. Teaching sessions or lessons should be planned carefully, taking into account the learning styles, language and context of the students. In short,  teachers need to be student-centered, not teacher-centered. 

 

The teacher must ensure that the students have learned must evaluate them. Assessment helps teachers and students  see how  students are progressing so that they can address their weaknesses. It sets a standard, so that the company has the right people for the practice. Assessment needs to  be carefully planned so that it supports the learning we want to see. We know that students teach what they think they need to pass their exams and leave the rest aside …   The teacher must take care of the well-being of his students. Students who are stressed and unhappy did not have learned well.