People have always sought to make education more effective. This is an important need of today's world, science, technology and economy. However, this is a problem for children, their lifestyles, physical and psychological health. Therefore, in our time, one of the requirements for teachers is the desire of the state to make the teaching of students more effective, but not to harm the health of children. So, I suggest considering how the teacher can improve the learning process.
To begin with, there are many ways to make learning effective. Humanity has always tried to improve this process, so we are aware of various pedagogical schools and innovations. For example, in Ukraine such well-known teachers were V. Sukhomlinsky and A. Makarenko. Now V. Sukhomlinsky's technologies are actively used in Japanese schools. However, these methods arent always suitable for everyone. The pedagogy is both a science and an art, so every teacher must not only be familiar with the methods of teaching, but also be able to create their own for their students. One argument for supporting this is to pay attention to students as individuals. By referring to various scientific studies, we can offer some ways to improve the learning process.
Firstly, the replacement of explicit training with implicit learning. The cognitive science should be used for this. The teacher must work with student motivation, memory, apply effective student teaching methods (eg, rehearsal, interval repetition, alternation); he should teach children metacognition, growth thinking and he should make a formative assessment.
The teacher should always work with the student's memory. Daniel Willingham believes that "Memory is a remnant of thoughts".We need to know what and how the memory of the child preserves, teach the child to train memory and not be afraid of learning difficulties. It is very clear from these observations thatJohn Dewey was right when he wrote that "Give people the opportunity to do something, not something to study, and if this action requires thinking, studying will be a natural outcome".
Secondly, you need to avoid multitasking while learning. This scatters the student's memory. Scientific studies have shown that learning is most effective when alternating sciences alternate. For example, for 20-30 minutes, a student solves a math problem, then reads fiction, and then completes a physics task. In school, a similar effect is given by the alternation of different subjects. However, in one lesson, a teacher can create an alternation of duty.
Thirdly, there must be difficulties in learning. There is no real result without difficulty. The teacher must teach the child to overcome difficulties, for this he can create a situation of success, work on mistakes through the use of feedback on the student's work.
The more accurate the teacher's feedback, the better the student's work on mistakes. Also, we are learning from feedback. Dylan William believes that "The most important thing in the response is what the students will do with it". Therefore, the teacher must teach children to listen to the feedback and use it effectively to succeed.
Praise for children also need to be correct. Wise praise is not to praise a talent or intelligence, but a child's efforts, focus, perseverance.
Perhaps the most important thing that students need to know is a metacognition.Metacognition consists of two parts: 1) a metacognitive knowledge; 2) a metacognition regulation. John Dewey said very wise words about metacognition: "We do not learn from experience, we learn from thinking about experience" and I fully agree with this creation.
From these facts, one may conclude that to make teaching effective under the power of every teacher, but it depends on his desire. I believe that effective learning requires only one component - a teacher who above all loves his work, his students and his subject. In the underfunding of education, in the absence of technical support, the lack of textbooks is only a human factor doing wonders. We see this in the example of A. Makarenko. This great educator used to say: "The caregiver must behave in such a way that his movement is brought up, and he must always know what he wants right now and what he does not want. If the caregiver does not know who he can educate? "
