Principles of learning described how to use the laws and regulations in accordance with the planned objectives.

Principles of learning in origin are theoretical generalization of pedagogic practices. They are objective, arise from the experience. Therefore, the principles are guidelines that govern the process of educating people. They cover all aspects of the learning process.

At the same time, guidelines are subjective, as reflected in the consciousness of the teacher in different ways, with varying degrees of completeness and accuracy.

The principle of scientific character education implies that the content of education to the level of development of modern science and technology, the experience of the world civilization. This principle requires that the assimilation of the trainees were genuine, firmly established the science of knowledge (objective scientific facts, concepts, doctrine, teachings, laws, patterns, the newest discoveries in various fields work/knowledge) and teaching methods were used, the nature of science studied methods of approaching.

The principle of scientific character is based on a number of patterns: peace is cognizable, and objectively correct picture of the development of the world give knowledge, proven practice; Science of human life is playing an increasingly important role; scientific quality education is ensured primarily through education.

The principle of availability. The principle of accessibility requires that the content, the amount of and methods of study are consistent with the level of intellectual, moral, and aesthetic development of students, their opportunities to learn the material.

However, the availability principle does not mean that the content of education should be a lightweight, very basic. Research and practice shows that when simplified maintenance reduces the interest in teaching, are not generated the necessary willed effort does the desired development training. The learning process is poorly implemented his developing a function.

Principle of conscious and active. Principle of conscious and active learning requires informed learning in the process of active cognitive and practical activities. Consciousness in teaching–this positive attitude of trainees to learn, their understanding of the essence of the problems studied in the significance of knowledge belief. Conscious learning of the students depends on a number of conditions and factors of learning, the level and nature of cognitive activity, organization of the educational process, the methods and means of training and so on Activity of trainees is their intense intellectual and practical work in the learning process. Activity acts as a precondition, condition and the result of conscious learning and skills.

With regard to the context of the classroom, this relationship that each person will establish with the environment is not sufficient to explain the resolution factor of lack of interest of students in the learning process, but is necessary and relevant factor. In this context, involves designing a pedagogical proposal that meets the needs of the subject in its complexity. There was a new educational paradigm that centered on rereading the promotion of learning in the cognitive factor, consider that this factor alone was not enough for that to happen the learning. So, began to consider that the phenomenon affect-cognition dialectically participates in this process, making it more meaningful.

as an important factor in the educational process and teaching practices, in actuality, the paradigms are still focused on cognition. Another importance of this article is awakening to the fact of how the phenomenon affection can help in the promotion process of learning. We know today that every person has his own rhythm of learning, i.e. has people who learn faster and others that share the same knowledge, but has a slower learning rhythm. So, how the student learns? How is this process?

Blogs usually are created spontaneously, that, of course, the normal process, since any creativity does not tolerate coercion or administrative intervention. Of course, requiring teacher’s additional forces and time can be productive if it is a result of its self-determination. But, on the other hand, teachers blogs can be encouraged if school/team/community have created favorable conditions. In a particular school can be a system of support and motivation of teachers that blogging is a possession of the new professional tool. As practice shows, open competitions and teacher blogs are also a good format for the emergence of new educational resources. But the mere fact of creating blogs cannot be the basis for the ‘ distribution of prizes and bonuses ‘ if there is no clear and transparent system of criteria for their evaluation.

Life is a river which was, is and will be. We have one of two things: a swim and enjoy life, or because of a problem, from the stream of life, until the problem is solved. The solution is a return to the thread of life. Because if there is a shortage of money, if you are not healthy, etc., about what life is it? Therefore, illumination, Oh how are man! With the insights that once and for all solve the more minor problems. For example, insight, how to become rich, and not an employee! After all, monetary and material resource shoots in our material world is a lot of problems. Not all, but very much …

Memory is not always an effective tool when working with information in learning, work … When you work with challenge often was to compare, contrast, and choose. And to do that as much information as possible should be in the field of view. The ability to compare, contrast and to choose is an important and indispensable insights to come back often! This is an important and indispensable to man begun to do!

People are born to creativity, rather than blunt and dull work! And what is its own productivity? Improving the performance of your labor is split on the steps (elements) and link elements in technology. Try the link in the technology information, because we are talking about it. If you have technology that boosts your productivity with information, it is a surefire way to ensure that the insights you more often visited and worked you less!

Here is an attempt to explain why the idea of using PLE is attractive, and what kind of social and educational ideas are arguments in favor of the concept feasibility of its use. Here are some of the principles underlying the further development and implementation of PLE. Learning technologies should rather adapt themselves to the needs of learning, rather than vice versa. However, even this raises questions. Whether PLE what itself calls? Whether a student or surrendering only PLE educational systems should also influence its formation?

Why PLE and why now? A long training is hardly a new idea. It can be argued that the idea of a long education originates in retraining. Thus, in England by the Institute of mechanics, Trade Union and the Association of Training courses were organized for workers to improve their skills and access to training resources, and social activities. Although these activities were aimed at improving professional skills and knowledge, the main incentive was confident in the strength of education for the development of emancipation. Over the past 30 years the discussion lasting learning reduced to discuss narrower concerns.

Reduction of time life products, increase the speed of development and introduction of new technologies in the workplace and increasing instability staff necessitate the introduction of continuous learning of staff throughout the work to acquire new skills. And this begs the question – which will be responsible for doing it. While earlier vocational education was totally area of responsibility of the employer, now the main responsibility for training and maintaining compliance skills rests with the staff members themselves, sometimes with the support of the employer and with additional training courses and programs.

The idea of PLE implies constant learning and requires appropriate tools for this process. In addition, PLE also requires the active involvement of staff in their own learning. Moreover, the driving force behind the PLE is a multilateral education in different contexts, and not within a learning course. And this is directly related to the knowledge and understanding of the importance of informal learning.

The school has an important role to play interaction psychological service to teachers, parents and students. This helps to create cordial relationships and achieve the best results. A special role in the development of young professional is Chairman of the Association, which promotes the methodology to the permanent development of teachers, in fact, as stated in one of his books renowned pedagogue, “teacher in the narrow sense of the word is not in school and in life.” Methodologist or curator of the school should serve as a teacher of teachers, who always tells you how to properly plan the phases of the lesson, to pick up form, as to the most infamous discipline in the classroom, which is a stumbling block for all young teachers. This support is just a beginning teacher. Indeed, little is talented and educated. If number is not wise mentors, from the novice teacher never get valuable specialist.

Teachers ‘ profession is difficult; it requires a vocation to reveal which helps an experienced teaching staff schools. The young teacher should feel the constant support of senior, experienced mentors: Administration, Chairman of the methodical associations, teacher colleagues, head teachers and psychologists. After all, they can and help the newbie in calendar-thematic planning, and talk about the specifics of working with children and share the experience of many other ways. It is in this environment can be the teacher.

During training in high school students usually undergo pedagogical practice on graduate courses. The close relationship theory pedagogy with practice helps students feel confident in their actions to realize the aims and objectives of the teaching profession. School is a world in which their customs and rules. Starting to work, the young teacher quickly realizes that the knowledge acquired at the University, of course, are good, but only in theory and in life-all the way!

Early in his career a young teacher is confronted with certain difficulties. Inability to accurately calculate the time in the lesson, logical build sequence lesson, difficulty in explaining the material, the lack of mutual understanding with colleagues here is far from complete list of troubles faced by teachers-Beginner. Novice teacher must adapt in the new team, to establish correct relations with children, to be able to competently and emotive talk lessons to try to motivate children to their subject. That is, in short, learn to teach. It needs to develop his personal style of communicating with children, colleagues, and the school administration.