Is Anyone Hotter Than Denise Milani

Shock

In our Latin American university student access to education faculties with a culture of passivity, is reactive and is designed to meet the demands of teachers to obtain a passing grade, not to learn.
Changing this mindset is not easy, or the student himself, much less to the teacher, also formed with the same educational culture. The change must come from the early years of the formation of new students, gradually. Change of mind when you have so unalloyed a form of behavior is similar to trying to quit suddenly after many years living with his cigar. This is an educational shock.
All teachers are accustomed to seeing as students often leave their homework or reading to the end. A day earlier often meet in groups to study the potential problems faced in the assessment test. The test itself is a challenge for teachers, how to design a test able to outwit the sustaining has not been prepared properly. Learning is grounded qualitative, not quantitative, difficult to measure.
The existence of the distributed knowledge that can be accessed on the Internet has led to the famous resort of "cut and paste" to resolve many of the tasks, tests and projects left to the students. The teachers are alarmed with the systematic activity of their students, which themselves have caused. These teachers now spend part of their time on how to detect or prevent students from copying content from other authors.
Nevertheless, recognizing that knowledge exists outside the classroom means accepting that learning is no longer focused on the teacher and also happens to be distributed. How to engage students to learn and not worry about to get a passing evaluation is the challenge to pursue formal education. The motivation for students to investigate the diversity of knowledge sources as possible before writing their class is a major challenge.
This challenge to a recognition of the educational culture irrelevant. Changing habits study and encourage students to become involved in a culture of lifelong learning and self-regulated, as far as possible. This should be a priority in educational policy at all levels of civic education training. A teacher with this culture of learning in their students promote such a culture. If the teacher does not have this culture, it will delay the change in students' learning, unwittingly stifle access to distributed knowledge, produce frustration not only for himself but for the training system for which he was engaged.