school 1 n. 1. An institution for the instruction of children or people under college age. 2.

An institution for instruction in a skill or business: a secretarial school; a karate school. 3. a. A college or university. b. An institution within or associated with a college or university that gives instruction in a specialized field and recommends candidates for degrees. c. A division of an educational institution constituting several grades or classes: advanced to the upper school. d. The student body of an educational institution. e. The building or group of buildings housing an educational institution. 4. The process of being educated formally, especially education constituting a planned series of courses over a number of years: The children were put to school at home. What do you plan to do when you finish school? 5. A session of instruction: School will start in three weeks. He had to stay after school today.

The definition of a teacher A teacher is someone who sees what can be accomplished, not what cannot be accomplished. Teachers know that to expect their students to become lifelong learners they must be willing to do the same. Thus, they invest themselves Defining a teacher is easy but to elaborate what a teacher means could be daunting because a teacher is a complex person in one body with diverse roles that makes it more complicated. A teacher is someone who imparts knowledge. After five years of teaching experience I have come to know that teaching is one of the most challenging and difficult jobs a person can do. There are so many dimensions to it which makes it all the more complex. A teacher also has to play a number of roles in order to be successful i.e. a friend, a mentor, a role model, a teacher, a parent etc. Hence defining a teacher is an up hill task. 1. Good Educator: 2. A teacher needs to be a good educator. She needs to have a good command on the subject matter that she is teaching. This is of vital importance because the most important job of a teacher is... to teach. However,only having great knowledge about her subject is not enough. She needs to impart it as well. 3. 2. Good Organizer: 4. A teacher also has to be a good organizer. She would not be able to accomplish anything if she is not organized. Teachers are always pressed for time so a

teacher needs to develop her organizational skills in order to make effective use of her time. 3. Creative: Looking back at the large number of teachers who have taught me, the most memorable ones are the ones who were the most creative. Teachers need to make their lessons as creative as possible other wise they will lose the interest of their pupils. They need to make use of new teaching methodologies and strategies. 4. Passionate about her profession: Passion is another important quality for a teacher to have. She needs to be passionate about her work. The passion needs to be reflected in everything that she does. A teacher with no passion would never have the power to inspire her students to reach for the stars. Only a passionate teacher would be up at mid night thinking up activities that would make her lessons more interesting for the students. 5. Lots of Patience: A teacher needs to have a lot of patience. Students are ready to test the limits of their teachers on any given day. The key to being a good teacher is to remain calm and patient all of the time (okay I'll be realistic and change it to most of the time). 6. Role Model: Children are never good at listening to the advise of their adults. But they are great at imitating them. So a teacher needs to be a role model for her students instead of a preacher. 7. Good Learner: A good teacher is the one who is also a good learner. A teacher who believe that there is a lot in this World that she knows little about would always be in search of learning new things. The above mentioned things are the key ingredients of making a good teacher and help us define what a teacher is.

Student

A person engaged in study; one who is devoted to learning; a learner; a pupil; a scholar; especially, one who attends a school, or who seeks knowledge from professional teachers or from books; as, the students of an academy, a college, or a university; a medical student; a hard student.

One who studies or examines in any manner; an attentive and systematic observer; as, a student of human nature, or of physical nature. Motivation in the Classroom

Children locked into classroom discussion are no different than adults locked into boring, irrelevant meetings. If you do not understand how something relates to your goals, you will not care about that thing. If an adult cannot see the relevance of the material covered in a meeting, and has no desire to score political points, he will tune out or drop out. If a child does not understand how knowing the elements of the periodic table will help to address the concerns of his life, and he is not particularly interested in pleasing the teacher, he will do the same. Because we do not want our children to be motivated solely by a desire to please the teacher, what we need to address is how to make the content of the curriculum fit into the concerns of the child. Sometimes, this is easy. The child who wants to design a roof for the family doghouse will gladly sit through a lesson on the Pythagorean theorem if he understands that the lesson will teach him how to calculate the dimensions of the roof he needs. If a piece of content addresses a particular concern of a student, or even a general area of interest, that student will not tune it out. Most children, as they work through their years of school do, in fact, find areas of study they genuinely enjoy. But these areas are different for different people. The general problem of matching individual interests to fixed curricula is one that is impossible to solve. People obviously have different backgrounds, beliefs, and goals. What is relevant for one will not be relevant to another. Of course, we can force something to be relevant to students--we can put it on the test. But this only makes it have the appearance of significance, it does not make it interesting. Some children decide not to play the game this system offers. Instead, they continue to search for ways in which what is taught makes sense in their day-to-day lives, becoming frustrated as they realize that much of what is covered is irrelevant to them. If children are unwilling to believe that their own questions do not matter, then they can easily conclude that it is the material covered in class that does not matter.

What is left, then, if the content has no intrinsic value to a student? Any teacher knows the answer to this question. Tests. Grades. When students don't care about what they are learning, tests and grades force them to learn what they don't care about knowing. Of course, students can win this game in the long run by instantly forgetting the material they crammed into their heads the night before the test. Unfortunately, this happens nearly every time. What is the point of a system that teaches students to temporarily memorize facts? The only facts that stay are the ones we were forced to memorize again and again, and those we were not forced to memorize at all but that we learned because we truly needed to know them, because we were motivated to know them. Motivation can be induced artificially, but its effects then are temporary. There is no substitute for the real thing. There are ways to design curricula so that the learners intrinsic motivation makes them want to learn. Here are three efforts headed by Roger Schank based on the principles outlined in this book.