Teaching strategies of learning

In nowadays society focused on knowledge, the ability to learn is associated to professional and personal success. Accustoming the students with some elementary techniques of work specific to intellectual activity contribute to the achievement of the fundamental objective of contemporary education, that is teaching the individual how to learn. This objective requires a new vision of the didactic activity by means of which the individuals are guided to choose or elaborate their own techniques of intellectual work which eventually will allow them to come gradually apart from external guidance and to engage themselves into the process of autonomous learning. As teachers, we can identify and define the problem our students deal with: they need to give up mechanic learning and instead they must be taught how to learn intelligently and creatively. Students must be accustomed with the main requests regarding the hygienic norms, the organisation and the increase of work efficiency. Our study focuses on lower secondary school teachers' perspective on the most efficient learning strategies since teachers are the first that contribute to a systematic work performed by clear rules developed within the didactic activity. The selection submitted to research was done according to specific literature and focus -group discussions: efficient reading, taking notes, use of auxiliary instruments, acquiring skills of work hygiene, revision of the learned concepts, reward for an achieved learning objective etc. The research could be continued with students' perspective upon the efficiency of the learning strategies previously mentioned. This perspective might be somehow different since the students are the ones who experience the process of learning and are its direct beneficiaries.