ASERTIVE COMMUNICATION AND ITS INCIDENCE IN LEARNING, IN HIGH SCHOOL STUDENTS FROM A RIGHTS APPROACH

Abstract

Introduction. Assertive communication as a mediating tool in the resolution of conflicts in the teaching-learning process has important sociological and psychological implications that demand a better professional preparation of the teacher. However, in Baccalaureate there are still high prevalence difficulties in mediating conflicts that arise between peers and teachers, which has an impact on student learning. Objective. Analyze the assertive communication between teacher / student and its influence on the learning of the first year students of the Unified General Baccalaureate of the Catalina Cadena Miranda Educational Unit. Methodology. Mixed focus research, which started from the analysis of the incidence of factors that impede assertive communication in the educational context, through a descriptive, documentary and cross-sectional study, through the application of theoretical, empirical and statistical methods. Results Design and application in a first phase of a methodological proposal that will contribute to the improvement of learning and the relationship between peers and teachers. Skills in teacher performance were developed, and pedagogical tools were designed and implemented that strengthened assertive communication, values formation and group cohesion and work with the family.