Learning and teaching are two completely different things.
They are not the two sides of the same coin! They are two different processes that are often put into the same frame of reference (education) and sometimes even happen in the same physical space (classroom).
Learning can be defined as the processes of acquisition and elaboration (Illeris, 2003), and what is referred to teaching often is just delivery of information (a monologue, for example lectures, either in class or online), and measuring memorized pieces of that information (tests, exams). Teaching becomes learning facilitation when the teacher and the student engage in a dialogue
Teaching should not be force-feeding facts to students, but helping them to understand bigger entities and how the details connect to the higher level concept. Usually people are curious, and learning is a survival skill we all were born with and used freely during the early childhood. When learning is seen as an in-built force within your students, the teacher's job just became much easier in an instant. By remaining as a facilitator for learning and supporting students when they are constructing their own knowledge, the teacher has taken a huge step towards utilizing the learner's autonomy. Helping students to learn requires a dialogue, because learning grows in interactions.
Students are led into the learning process and given freedom to choose (within pedagogically appropriate boundaries) how to construct their own knowledge and which learning activities and strategies to use in order to reach the mutually discussed learning goals. Ideally, students are also allowed to choose the assessment methods most suitable for their needs, but the teacher should lead the students utilize wide selection of assessments.
In such learning environment students' learning is effective and authentic, building on higher level thinking skills and linking new information into already existing structures of personal knowledge and understanding. This is what deep learning looks like.
Thinking from the viewpoint of teaching being equal to learning, things appear to be very different.
It seems inevitable that the teacher must somehow capture and keep the attention of the students, in order to engage them in learning materials. Rewards, points, grades and penalties are utilized to focus students' attention towards the desired learning objective, and students are led through an instructional sequence with the hope that it would change also there thinking and not just their behavior. Rote memorization is the most commonly used learning strategy so learning loss becomes a real problem after a while.
Student motivation is one main contributor to students' educational success. From a pedagogical point of view students are either seen as intrinsically motivated learners and subjects of their own lives and learning, or as objects of teaching and extrinsically motivated into performing tasks that the formal education provides them with and expects them to pass.
Autonomy, competency and relatedness - the three principles of self-determination theory - are also are basic human needs. Providing ample opportunities for students to choose, grow and relate makes learning easier and teaching more successful.
Let me help you choose better learning/teaching strategies!
Illeris, K. (2003). Toward a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4), 396-406. doi:10.1080/0260137032000094814
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. School Field, 7(2), 133-144.