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Enhancing Positive Teaching and Learning!

	The first component is the learner. You need to recognize the learner’s age and what is developmentally appropriate for that age. It is helpful to know whether the learners already know something about the subject to be taught or if they are true beginners. You should also find out what other activities or events the learners might have been involved in right before the learning experience. For example, if it’s just after lunch and they’ve had a busy morning, you probably don’t want to plan a movie or long lecture. .
In effective learning systems, content must be interesting, not boring. It is important to keep the subject matter at the knowledge level of the audience and to provide experiential learning opportunities when possible. Research tells us that we retain 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we hear and see, 70% of what we say and write, and 90% of what we say as we practice or do something (REFERENCE). This supports the idea that teachers need to actively involve learners. .
What does the research tell us?
	Context is the facility or setting in which learning will occur. This means that the teacher should supply the right equipment, choose an appropriate room or building for the teaching, and use the available space to the best advantage for the learner. Sometimes you may need to adapt to make a space more usable (i.e. making a room appear smaller) or have a back-up plan for activities (i.e. inclement weather, poor attendance). .
The fourth component of the learning system is the teacher. Every teacher has a unique way to deliver subject matter. It’s important for teachers to know their strengths and weaknesses in delivery, so they can compensate to ensure that the learners can take full advantage of the lesson. .

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