Disruption in the classroom. Interaction in high school socioverbal
Introduction:
Since 1993 I've been training in-service teachers to work in secondary education. During this time I have heard countless stories my students regarding their teaching practices: their problems, challenges, satisfactions, concerns, strategies and proposals. Our conversations, both informal and academic refer frequently to the theme of adolescence, because in my capacity as a psychologist I have taught the subjects for the understanding of this stage of life, which is why students go through school.
Sometimes I also attended as an observer of teaching practices, and on other occasions I requested that my students develop maestros1 reports on the relationship with their pupils and the behavior of the latter.
addition, I have often taught at the groups listed in the specialty of Civics and ethics, whose academic training is designed to teach the subject of the same name in high school. In this course, it say "content is focused on training young people as citizens, rather than information content specific to any technical or scientific discipline. This implies, or should mean, "according to the curriculum, a willingness to social harmony and communication between teacher and students in high school, offering the latter -A learning experience aimed at building their social identity, cultural and moral autonomy
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