Orientation for the school coexistence in students of the “Braulio Rivera Muñoz” School

Abstract

Introduction: Coexistence programs and their participation in the educational center promote the development of fundamental skills such as empathy, assertiveness and communication, creating pleasant environments where students feel safe and valued. The inappropriate behavior of students on campus represents a daily challenge for teachers, since it impacts both the teaching-learning process within the classroom and in other areas of the school. The objective of this research was to develop a teacher training plan on guidance for school coexistence and development of social skills in seventh-year students of the Braulio Gabriel Rivera Muñoz Basic Education School, in the Buena Fe canton. Materials and methods: The design It was carried out with a qualitative-quantitative approach, with exploratory-descriptive research, instrument techniques that were applied for data collection; the observation, interview and survey that were applied to the  opulation under study. Results: The results of the diagnosis made it possible to identify the deficient points to achieve effective coexistence between members of the school community, so the teaching of teachers was enhanced through a teacher training plan on educational orientation that raised awareness of academic roles, through updated practices that allowed us to strengthen the bonds of coexistence. Discussion: The theoretical foundations of a teacher training plan on guidance for improving school coexistence allowed the identification of the different themes that were developed in the planned workshops, facilitating their selection and preparation to achieve adequate coexistence and development. of social skills. Conclusions: Therefore, it is concluded that the teacher training plan on guidance for school coexistence served for the development of social skills from an early age, and can also promote through the teacher the ability of schoolchildren to face different adversities and allow them to interact in a healthy way with classmates, parents, teachers and other educational agents.