HOW THE STUDENTS LEARN?

A big concern is of parents, teachers, educational institutions and society is that their children,

students or citizens not reach the success in the school. the school achievement provided, should

ensure the improvement of the capabilities of the students and achieve that these capabilities will

allow solve the problems that can happen in their world, acquiring new learning, and reach gradually

their own autonomy.

The form that the students learn is very varied, therefore not all the apprentices acquire the

knowledge in the same way, and also depend of the level that we are talking about, for example, the

perception of the knowledge of primary school students is very different of the high school students,

because it involves various aspects in the context, like the academic aspect, social, and mainly the

family. As I mentioned above each level deserves its own attention, in this essay I will focus to the

knowledge of the high school students.

According to lived experience in different schools during my observations and practices I can say that

this stage is very difficult to handle for teachers, because the students are situated on a very radical

change and difficult to control themselves. Why I say that it’s a radical change? This is because the

manner of life is very different. Nisbet and Entwistle (1969) indicated that these transitions are

problems of adjustment, which affect differently to different students, on function of a wide range of

factors such as social origin, sex, maturity, school, records, etc.

The form that the students learn is that he is reworking all their knowledge based on experiences i.e.

the mental representations, and adjust his/her reality. This student becomes a critical person, i.e.

with the ability to argue their decisions. With this explanation I am referring to the model cognitivists

because I am convinced that this model gives us clear examples of how the students are learning.

As the previous model, also, i believe that students have memory of long and short term, for this

reason the information that the teacher provides have to be constant with the purpose of the

student convert this information in long-term. Also to achieve this teacher must to find the correct

ways for the student is interested and so too the student remember and can practices the information

given.

That was acquired is acquired and for that can be studied statically. (Piaget, J., 1998). i share the

same idea of piaget, like for example when a student has had experiences (with society, with family)

precise knowledge (experiences within the school) he can rework all that information acquired that is

in her/ his memory to make a critical idea of why the things happen or defend any own idea.

However there are observations suggest that sometimes the socioeconomic environment, for

example, no influence on the school success students. By contrast, some of them from environments

have unfavorable socioeconomic nonetheless the success. In other cases, it is also possible to

observe that adequate or inadequate method used by the teacher in the classroom classes is not an

impediment to a student to succeed as well.

I think that "the class room" there is configured how the students and teachers share their learning

experience is the class room the place where manifest certain types of requirements, limitations,

situational or characteristics related with various cognitive aspects and affective. Thence will be

convenient to implement in the class room everything necessary to promote the objectives of

learning. More focused on the efforts of students.

In his article "Classrooms Goals, Structures, and Student Motivation”, Carole Ames, (1992), makes

an interesting analysis that how certain structures in the class room can promote the different goals.

Ames argues an approach that emphasizes the aspect of the identification in the environment class

room mainly the structures which may contribute to an orientation of objectives of the learning.

According to the author, these structures include, but are not limited: .1) the design of tasks and

activities learning 2) practices evaluation and use of rewards, and 3) the distribution of authority or

responsibility.

I close my essay saying actually the teachers care and think about the knowledge of their students?

And according to my own life experiences mournfully i dare say “not".

By: viridiana Castillo sánchez