individualities. I believe if teachers cannot be Task Dealing with Text Homework TechnologyPresentation 42 sure whether students are mature enough to work at home independently; it isadvisable to keep project tasks to school environment. For translations they used unsuitablewords better fitting into different context, and what is more, the language structures aftertranslation work were not structures of the English language but “Czechisms”, students weremistaken by wrong word order, unappropriated tenses and vocabulary. With respect to thesefacts, using authentic materials for the gathering and analyzing stages seems to be a moresuitable choice; nevertheless teachers must carefully evaluate the level of the materials, the levelof difficulty of the text. “Teachersallows differentiated instruction”, Campbell 2004. The lastarea of problematic tasks concerns presentations. Teachers felt they should have preparedstudents for the final presentation stage more directly, since students without much presentationtraining were not ready to present the work. Some said only a few words, they underestimatedthe presentation, lacked vocabulary and their speech was unprepared.A good learning school is beneficial on any journey, particularly in complex journeys ofthe learners. Basic education is a complex journey in which learners form their purpose, establishinitial vision for their lives, question long-held assumptions, and construct more complex waysof making meaning of knowledge, themselves, and their relations with others. Here are someskills that a students develop throughout the study : communication skills and creativity.
Communication skillsTo be a good learning school, students must be provided with appropriate guidance toempower them to direct their own learning journeys (Meszaros, 2007).On the other hand,Pizzolato and Ozaki (2007)enunciated that learning schools enabled learners to see thecomplexity of knowledge, recognize that they needed to bring their own internal voices toknowledge construction, and see the importance of interdependent collaboration with others tomake wise decisions and create new knowledge. They were supported in learning how tobecome full participants in knowledge construction, work through their own dilemmas, and buildinterdependent relationships. Anent to this, Taylor and Haynes (2008)accentuated that by virtueof respecting learners’ voices and experiences, learning is linked to learners’ meaning-makingcapacities. They explicitly articulated the details of what teachers look for: learners who followexternal authority uncritically, who are in a crossroads marked by tension between externalvoices and their internal voice, and who are coming to trust their internal voices. On theperspective of Day, Kington, Stobart, and Sammons (2006),schools are diverse, presentingchallenges for understanding the needs of learners’ learning problems.According to Brophy(2008),a plethora of disembodying education mechanisms create an increased illiteracy andsocial exclusion of marginalized learners. The marginalized learners find themselves outside of