Education, Teachers, Students, Learning.

Summary
The task of educating is certainly complex, which increases when teachers must face countless problems inherent in the profession. The systematic planning done annually, per block or class, it means incorporating educational activities with them always addressed methodological strategies to develop students thinking that lead to summarize, argue, compare, criticize, solve problems, among others. For this reason, this article is based on highlighting the importance of methodological strategies in education, to be applied in the classroom to achieve better results, where the student is the star of the class, actor of the teaching learn for life and not for the moment, taking into account individual differences and special needs, since it is not feasible to widespread and common education, the teacher must become counselor and mediator to learning.
Keywords
Education, Teachers, Students, Learning.


Currently there is an endless list of methodological strategies that aim to improve student learning and are put into practice by teachers of different educational institutions. This research will unveil what is the relationship between methodological tactics and learning and positive influence in the task of educating. It should be noted the different problems that teachers have to face a group of students, especially in Fiscal Magisterium where there is not the necessary excess of students per classroom facilities in terms of materials, small classrooms, which results in lacking quality education and not just by the unwillingness of Teachers and academic level, where you have to demonstrate your creativity with what is in their power to effect its out their work. This problem can be seen especially in rural areas where the teacher is responsible varying degrees, further hindering the implementation of educational tactics. Apart from this problem, the teacher should and has the obligation to be creative and organize classroom a motivating environment, taking into account methodological strategies according to the subject they impart, they referred to learning new ways of processing information .
In this context, the Constitution of the Republic of Ecuador in art. 26 states that "education is a right throughout life and an unavoidable and inexcusable duty of the State" and one of the objectives of the basic education in our country is to promote the development of general and specific skills in allowing students successful development in their environment. Likewise, the Code of childhood and adolescence in art. 37 exposed "children and adolescents have the right to a quality education." From this perspective, the development of thinking operations of a student from any Ecuadorian education depends largely on the methodological tactics that use the teacher for teaching and learning, taking for it considered a very important aspect as is the vivencian type of experiences that students and what is intended to enhancing skills, referring them to the ability to perform well in a variety of contexts, as well as knowledge, skills, attitudes and values.
With reference to methodological strategies Diaz Barriga (2000) states "are procedures that the student acquires and intentionally used as flexible to learn meaningfully and solve problems and academic demands instrument" (p.34). If we talk about flexibility we move to that which allows the teacher to take into consideration what is taught, how it will do and what students it will apply, ie you can not teach everyone, the teacher must be aware of the basic forms of education, they have different characteristics which will be applied according to the occasion and presented teachable moment.
Within this framework, the student to learn, activates various cognitive processes that are related to memory encoding and retrieval of information, they are considered as skills used to learn skills, organized whole, conscious and intentional. In this regard Monereo Castelló (2005) states that the methodological strategies are abilities, skills, mental competence that develop with exercise, you learn and you can teach, they are dynamic, flexible and changeable and that its implementation would, in principle not automatic but controlled; metacognition, knowledge of cognitive processes, planning, monitoring and evaluation thereof.
From the above, teaching strategies refer to ways of teaching that have a professional education, ie how to teach and the way forward to ensure that students learn with interest and motivation, these pathways that guide teaching is certainly It is leading to the achievement of the objectives set at the beginning of learning. It is clear then, that educational methods play an important role in the acquisition of significant learning, since through its application in various areas integrated procedures and resources in order to develop students sequence operations is achieved thought permitted interpret, summarize, argue, differentiate, solve problems, analyze.
In this sense, strategies should address the demands and needs of the educational community, taking into account the principle of individualization of pedagogy raised by Flores (2005, p.167), which refers to be taken into account the needs and differences of students, ie individual needs, from the point of cognitive and educationally since all students have their own educational needs and therefore require a customized educational attention.
It added that the updating and curriculum strengthening of Basic Education (2010) refers to the methodological strategies "are related to the activities of teachers, students and evaluation processes, must relate to the curriculum components in educational planning "(p. 79). As for the evaluation should also be applied methodological strategies that serve us as a reference to know if the objectives were achieved; usually objective evidence are those that allow the student to analyze the responses in different ITMS are used. Without leaving aside the arguments presented by Jean Piaget (1988) who stated that for the evolutionary development of the child occurs gradually, progressively and thus develop methodological strategies according to their age and experience, which means that a child will apply initial methodological tactics different than a seventh grader, appropriate to the importance of learning through play considering what is called "learning through play" and that is rewarding and fun for the learner.
It is appropriate to mention some methodological strategies that give effective results for effective teaching: Underline, paraphrasing, summarizing, analogies, drawing inferences, concept maps (Pozo, 1990), they are a great contribution in the teaching-learning process in classroom time to teach a class. In this respect several authors agree to classify strategies: cognitive, metacognitive and resource management. The first refers to those that have to do with mental processes, adhere allow new learning based on existing experiences. With respect to metacognitive strategies they have to do with allowing the student to observe their own process, are more general than the cognitive and have a high degree of transfer is closely related to the metacognitive process. With regard to the third strategy is resource management strategies also known as supportive as it contributes to the task is carried to fruition, aiming at improving the material and psychological conditions of learning.
Similarly, there are strategies that implement restructuring processes and customization of information, to integrate better in the cognitive structure of the student, through techniques such as underlining, summary, outline, concept maps, summary tables, critical reflection, sda ( we know what we want to know ?, what ?, what did we learn?), brainstorming, comparison charts, among others, which promote understanding and significant learning program content. In this sense the use of new information and communications technology (ICT) play a major role in this globalized and modern world in which we live, to be used in educational work as a support in the acquisition of skills, abilities which have transformed education in both how to teach and how to learn, such is the case that gives us a number of alternatives such as virtual rooms, teaching materials, blogs, wiki, including carrying with development creativity, collaborative learning, generating significant, flexible and active learning. Similarly it is useful especially in schools where there is no library and insufficient teaching materials because it allows us to enter a world full of information easily accessible to teachers and students, facilitating learning and adapting new and innovative strategies and leaving a curriculum traditionalist side. This implies that teachers must be trained to use the tics, to which in Ministry of Education is training teachers in online courses tics 1 and 2 respectively.
In the order of the above ideas, it is appropriate to further determine the importance of group dynamics as a strategy in the classroom that provides positive results, the student learns to play with motivation and didactic sense; ie learning looking through the game that allows the active participation of students and teachers and is based on their own experiences in the working group. In the implementation of this strategy it is advisable to group students by lottery and no affinity, since in the latter case there are few who work and do not give rise to collaborative learning. In this situation the teacher becomes observer group process, be ready to any question that he raises and constantly travel the classroom to be ready to any concerns. It is pertinent that after the participation of working groups the respective reinforcing the theme is carried in question in order that there are no important issues without being clarified, and allows performing students all the questions they deem necessary, getting accurate answers with their respective arguments to what the professional and teaching must be prepared and therefore deeply handle the subject of study, which sometimes does not happen because improvises and simply listen to group exhibitions without any kind of motivation, support , observation and reinforcement.
Pointing out once again, the teacher must take into account some key guidelines for the selection and development of methodological strategies in the classroom as: Give importance to what students should learn, choose activities that meet their needs, to refer experiences pre- and motivate for the realization of such strategies. Contrary to this, some teachers now often used more often traditionalist education where the student becomes a passive entity, the teacher is dedicated to giving a master class, there is a clear divorce between theory and practice, which means which can not be separated, they must be closely linked between what we know, it is said and done in education. Disturbingly the situation even if the teacher is an authoritarian person and the absolute absence of teaching strategies routed to quality learning. In this Cortés respect and Gonzalez (2006) defines a student as an entity that "thinks, creates, transforms, organizes and knowledge in a personal and dynamic system structure: choosing and choose autonomously" for this reason should integrate the learner in decision-making, rules or regulations in the practice of educational strategies, a clear example that provides excellent results is preparing to start the school year an agreement of shared responsibilities between teachers and students, which is an agreement that defines behaviors between the two where compromise on values ​​and principles, accepting suggestions to reach an acceptance between the parties, which will be fulfilled during the cycle or school year, thus maintaining order and conviviality in the classroom equitably.
For its part, the Ministry of Education in its text Assessment of learning (2002), discloses useful methodological strategies in the classroom as graphic organizers, conceptual map, hierarchical diagram, chain sequences, wheel attributes, the same as having a important role in the performance of educational work of teachers as they help to develop creativity and reflection on the student, through the summary and analysis of the contents covered. It would be appropriate that this government agency would provide so frequent opportunities through training courses addressed to the improvement in the implementation of educational methodological strategies and include them in the curriculum planning for each subject for meaningful learning, taking into account aspects in students as age , context, among others. But; not only they are reflected in the annual plans or microcurriculares as a requirement, but are applied correctly because often educators spend more time planning for their compliance and practice time is limited to carry its execution correctly.
Methodological strategies should be included in the various subjects that are viable, achievable and applicable, since no sense and translate them useful in planning and not implementing them; It would be remiss to professional ethics and leaving only reflected in a role that it could not fulfill for not planned properly, to which a solution would replanning, taking into consideration important aspects such as the time available, with in order to avoid improvisations that make the objectives are not met in full. This situation usually occurs by pressure working with professional education today, especially in educational institutions where there is excessive numbers of students per classroom and extremely tight spaces, ie there is a pleasant working environment. Added to this is taking into account students with special educational needs, which should undergo curricular changes according to the type of difficulties presented, which involves adapting the curriculum with methodological tactics taking into account the need presented.
Setting out again, the formation of the educator influences the application of techniques that will be selected according to the epistemological approach that's assuming methodological strategies, methods, and, having much importance the constant updating, ie the teacher must be constantly perfected and being trained, and is in the Ministry of education courses or masters degrees in education following.
The methodological strategies have a major influence on student learning considering learning as the process of acquiring knowledge through experience. According to Ausubel (1976), the student learns when he is able to attribute meaning to the content being studied; learning is made possible by the interactive triangle (student - content - teacher). Meaningful learning is built when students use their abilities, skills, values ​​and habits acquired in different situations: both troubleshooting and support for future learning, assimilating, interpreting, linking, selecting and evaluating what they learn and depends much of methodological strategies that teachers use to teach his class, taking as a starting point prior knowledge with schoolchildren. In the same vein is discarded completely rote or mechanical learning that is contrary to meaningful and which is still used in our classrooms, where the student no association of knowledge acquired prior to today, there is no kind of motivation , opinion, exchange of ideas, debates among others.
It added Vera (2005;. P 517) that his research showed that "there is an impact on the high academic achievement of students served by teachers who used teaching strategies with constructivist approach", as implemented creativity in solving problems in the community. From what we can infer that the only domain of a discipline does not provide the elements for the performance of teaching in a professional manner, it is necessary to emphasize the use of innovative teaching strategies that will definitely improve student learning; ie learn by doing, since it is not enough that the teacher knows the subject and dominate; It is essential to motivate the learner the need for research and learning.
Based on teaching experience, can manifest itself there are methodological strategies affective playing an important role in education, which allow the teacher to teach values, as we express Flores (2005) one of the principles of pedagogy is the It maternal affection that has to do with such tactics. At one point the class becomes boring, tedious and demotivating, it is here that the teacher must employ a strategy to change this climate in the classroom as is the use readings reflection, dynamic motivating, but always with prior planning that addresses a meet the educational goals. It is in such circumstances the teacher must express respect, consideration their students as human beings who are fed human hand, generally make the sensitive and affectionate beings with true humanization students. Likewise, the use graphic organizers as the theme of class helps synthesize content, highlight concepts, clarify thinking, process, prioritize and organize the new information that is the case that when the planning has not been fulfilled and time is very short cover such content, use this strategy graphic organizers to summarize aspects that students need to learn and even those can develop in digital form, which is very attractive to students who handle all kinds of technology.
conclusions
To summarize, it must refer the complexities for teachers of different educational institutions of our country, apply methodological strategies in different areas, it depends on various factors such as lack of financial resources by the Ministry of Education to cover teaching materials, using traditional strategies such as books, posters supporting documents, inadequate teacher training in methodological strategies, lack of teaching creativity, technology and occasionally use teaching materials, ie is still performed classes based on dictations, readings and lectures . On the basis of the above considerations, the strategies that assume the teacher in his educational work will determine the success of your professional management, the use of strategies, as elements of their modes of action, realimentarán their educational practice, by involving not only the student but the entire community. For this reason preplanning class to teach is necessary and essential, taking into account the curriculum components where flexible methodological strategies be integrated, according to the time of class, age and previous knowledge of the student.