In the last decades, the researchers in the Education Sciences offer the student the central role in the instructive-educational process, around it gravitating, as supporting components: the resources, the methods, the procedures, the teacher, the means of education and so on.
Taking a moment from the patterns of the pedagogical discourses, it can be stated that the teacher is also an educational subject („In the act of education it is not known who gives and who receives" C. Noica), he is being open for learning throughout his life, together with his younger partners in the educational field.
Applying to extra-curricular ways of teaching / learning English, the teacher tries to break the rhythm to motivate the students, so that their presence at the same time and in the same space does not become a daily routine.
Through the visits and excursions, perceived as activating modalities in the instructional-educational process, the teachers implicate the students in the natural environment, asking them to name living things in the mountain area, places from the environment, even realities from the universe of natural phenomenon.
Through the extra-muros teaching methods, students are directly connected to daily and social life. It is a form of attention-grabbing within the pedagogical act with optimal and recreational results.