Comunicación asertiva del docente y el clima emocional en el aula de preparatoria.

Abstract

"It is clear that you cannot talk about education without communication. They are two fields that have an eminently united link, all academic activities that are carried out day by day in the classroom require communicative interaction. For this reason, it is crucial that teachers have assertive tools to effectively fulfill their role as transmitter of knowledge and at the same time motivating and mediating in the interrelation with students. The main objective of this research was to determine the relationship that assertive communication has and the emotional climate of the classroom at the preparatory level, considering the great relevance it has in the educational field, which is why it will be useful for educators since it has scientific information validated on the most appropriate strategies to facilitate their teaching work. In this project, the importance of strengthening the classroom climate through assertive communication techniques is made known where the main protagonist is the teacher, he is in charge of using personal and didactic resources that facilitate his work, in addition to allowing the student build active learning in playful and harmonious spaces. The methodology used is of a qualitative nature since it allowed describing qualities and characteristics of the object of study, part of the hypothetical deductive method, the design is of a correlational descriptive nature, the population is made up of 6 teachers and the selected sample corresponds to 2 educators, for To collect the required information, a structured interview and an observation guide were applied to the teachers. With the results obtained, it is evidenced that there is a positive relationship between assertive communication and the emotional climate, for this reason it is concluded that by using this communicational ability the educational field will significantly favor the classroom climate. The review of scientific information in which all the theoretical contributions are closely related, also allowed to value assertive communication and recreational activities as vital pedagogical tools in the creation of positive classroom climates, which when converging provide the student with the possibility of enriching and build meaningful and lasting knowledge. Therefore, incorporating innovative strategies to improve teaching is an arduous task for the teacher. The main goal of them should be focused on promoting suitable learning environments in which students have the opportunity to build effective knowledge and in the future can turn them into the reality of his life, but for this it is essential that the teacher has updated pedagogical information that can be acquired through constant training; From this arises the need to propose training proposals through theoretical methodological workshops on assertive communication techniques, recreational activities and elements of the environment that promote a positive emotional climate in the classroom, which awakens in students the thirst for knowing and learning ."