Learning Styles

The term 'learning styles' refers to the different ways in which the students absorb, understand, and retain knowledge in a better way. It is said that we all are made equal but different at the same time, and this is particularly true when it comes to the process of acquisition of a determined knowledge. The notion of differentiate learning styles has became popular among educational theorists in recent years. Nowadays, classes are planned in a way that attempts to stimulate all the different styles in which the students learn, this is one of the reasons why it is very common that, for example, one foreign language lesson usually includes speaking, reading or listening activities, so that all the students in the classroom can get the knowledge in their own way. Individual learning styles depend on cognitive, emotional, and environmental factors, and on prior experiences.

It is a must for teachers to understand the differences and characteristics of learning styles. There is a well known understanding of learning styles, the VARK (it stands for Visual, Auditory, Reading/Writing, and Kinesthetic learners). The VARK model establishes that students have different approaches to how they process information, referred to as “preferred learning modes.”

The categories of learning styles, according to the VARK, are:

• Visual learners: They prefer the use of images, pictures, diagrams, maps and graphics to organize and understand new information.

• Auditory learners: They get new information through listening and speaking in situations such as discussions, lectures or debates.

• Reading and Writing learners: They learn best through words. They are good note takers and readers, and have an ability to sintetize complex or abstract ideas in short phrases, sentences or schemes.

• Kinesthetic learners: They understand best through touching or tactile representation of how an object works or a process is carried out. They learn by doing.

The teacher that understand and identify those styles in his classroom has a better perspective of his students as a group, and can plan his lessons taking the particular needs of his group into account.

The Ideal Teacher

Although it is true that perfection does not exist, and idealization is often mere theory, the concept of 'ideal teacher' is persecuted by millions of teachers around the world. Being an ideal teacher, or at least integral, is the goal of every aspiring teacher. But, why does the world need integral teachers? An ideal and integral teacher makes his classes easy to assimilate, encourages his students to reach their goals, and, above all, helps improve society.

Here are some characteristics of an ideal teacher:

• An ideal teacher is a problem solver. Every teacher is responsible for solving the problems of his students, not only the academic ones, but also the personal problems sometimes. A good teacher is aware of that, and helps his students without expecting anything in return, and, at the same time, respecting the differences among his pupils.

• An ideal teacher has always a good influence in his students. Students usually tend to 'idolize' their teachers, seeing them as a model. A good teacher knows that; thus, he or she teaches the students good manners, values, and a correct attitude towards life in general. An ideal teacher knows the impact he will have in the lives of his students.

• An ideal teacher never lets the limitations of his students stop their growing. Students must be aware of the strengths they have, and focus on them, rather than on their weaknesses. A good teacher will always motivate his students to reach their goals and broaden their horizons, and, at the same time, shape their characters through loving discipline in order that they reach their goals.

• An ideal teacher knows and loves what he/she teaches. Teachers who are excellent know fully the contents they provide to their pupils, and are able to explain those contents clearly and concisely. When someone loves what he does, his attitude is perceived by the people around him, and it has a quite positive influence. It is especially true when it comes to teaching.

These are just three major fields in which a teacher shows if he or she is a good, or, why not, an ideal teacher.

What's Didactics?

Didactics is the pedagogical discipline (considered as an art and a science at the same time) that has as object of study the processes and elements of teaching and learning. This discipline is responsible for articulating a pedagogical project, with social objectives and developments in teaching techniques and methods (which are based on a general theory of learning).

Didactics articulates theory with practice, talking about the educational process. John Amos Comenius was the one who coined the term "didactics" in his work 'Didactica Magna', developed in 1657. It is akin to other pedagogical disciplines such as, for example, school organization and educational orientation, Didactics aims to inform and guide the teaching and learning processes.

Comenius established a set of principles, which now are the bases of Didactics; some of them are:

• Respect to the learner's natural needs and interest.

• Reject physical punishment.

• Emphasize general principles before details.

• Present lessons in sequence.

• Avoid hurrying and pressuring students.

• Create pleasant classrooms.

Classification
According to some experts, it should be distinguished between:

General didactics: it focuses on defining systematic forms of teaching, between the social objectives of the school and the abilities of the students.

Specific didactics: it focuses on the methods for teaching and learning a specific subject.

Differential didactics: it takes into account the evolution and characteristics of the individual, so that the teaching is customized accordingly.

Components
The didactic act is made up by six components:

• The teacher: Person who promotes and guides learning,
• The student: Person to whom the teaching is directed.
• The learning objectives: Educational goals that reflect the learning achievements that are expected in the students.
• Matter: Contents that have to be taught and learned.
• The teaching methods: Procedures followed to promote learning. They answer the question of how to teach.
• The context of learning: Environment in which the teaching-learning process is carried out; It includes the social, cultural and geographical environments.