Redefine teaching literature teacher training

TOPIC	DESCRIPTION AND FEATURES	DIFFICULTIES FOR LEARNERS	SOLUTIONS
redefine teaching literature teacher training	The design of teaching situations that are encouraging the progressive development of reading skills of students and their creativity, as beings who think, feel and excited.	The vocation of the individual into teaching, her natural inclination, are not sufficient to ensure adequate teaching. It is essential to think about their training and therefore raise the profile of what teachers of language, what to do, what to know, how to make the teaching of language	Teachers need to enroll resignificará all these conceptualizations and analyzed problems, act as a reader and writer, will favor access to an increasingly formal oral language as a competent speaker.

Redefine teaching literature teacher training

Teachers have been assigned different roles the transmitter of knowledge, animator, supervisor or guide the learning process, and even the educational researcher.

The teacher's role can not be reduced or the simple transmitter of information or the facilitator of learning, because it must realize an enriched learning environment, students waiting for themselves manifest a constructive activity, acting as mediator and the meeting organizer student with knowledge. The teacher is the mediator between the student and culture through their cultural level and attitudes you have towards knowledge.

According Maruny; Teaching is not only provide information, if not help to learn, and for that the teacher must have a good knowledge of their students: what with his previous ideas, which are capable of learning at a particular time, learning style, motives that encourage or discourage, work habits, attitudes and values ​​that demonstrate outside the concrete study of each subject.

The goal of the activity of teaching is to increase competition, understanding and autonomous performance of their students. You can not provide the same kind of help or intervene homogeneous and identical manner with all the students, since the same intervention serves some cases and not others.

That is why it is proposed as central to the task of teaching a diverse performance that is accompanied by a constant reflection of and what happens in the classroom.

The use of problems and problem situations faced by teachers are the platform to build the integrative didactic knowledge. It is part of the question

What knowledge must have teachers and to do? :

• a) - Know the material they have to teach.

• b) - Understand and challenge the teaching spontaneous thought.

• c) - Gain knowledge about learning science.

• d) - Make a fundamental critique of the usual teaching.

• e) - Learn to prepare activities.

• f) - Learn to direct the activity of the students.

• g) - Learn to evaluate.

• h) - Use research and innovation in the field.

I believe that cooperative learning is an educational technique of great trajectory that is not exploited to their full potential, to take full advantage of this powerful teaching tool that is predominantly oriented to the development of independent, responsible and productive individuals.

It is power from interactive, reflective and dialogic work, done in intentionally to obtain cognitive, practical and attitudinal achievements. Means, interact, connect and establish mutual correspondence. With cooperative learning can be obtained:

- Increased performance by students.

- Better relationships.

- Increased self-esteem.

- A self-responsibility ever increasing.

- A reduction in the number of behavioral problems.

- More frequent application of thinking skills.

- Lowering the rating and correcting student work.

- An increase in student motivation in relation to the school.