The elaboration of democratic rules in the classroom: a participatory strategy

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Published: Jul 2, 2016
DOI: https://doi.org/10.17060/ijodaep.2016.n1.v1.171
Keywords:
rules in the classroom disruptive behaviour school discipline conflict resolution and coexistence

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Marcelo Carmona Fernández
Universidad de Granada

Abstract

This research stems from the necessity to come up with an educational tool to improve the coexistence in the classroom. It is based on the building of the rules of the class group with the participation of families, students and teachers. For this, a questionary activity was built and validated. It was made up of some students’ behaviors items which can upset the development of the educational activity properly. This was filled in the pretest and the postest by 18 students and 8 teachers that made up the experimental group and by 18 students and 8 teachers in the control group. The pretest aim is to characterize the behaviors in which the teachers and students agree in which are occurred more frequently in each group. Afterwards, an intervention was developed within the experimental group through a process of building the rules in the classroom. For this, some activities have been developed, among them a discussion group. After the intervention, the questionary was filled in newly (postest), resulting in a significant improvement of intervention.

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How to Cite
Carmona Fernández, M. (2016). The elaboration of democratic rules in the classroom: a participatory strategy. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 341–354. https://doi.org/10.17060/ijodaep.2016.n1.v1.171
Issue
Vol. 1 No. 1 (2016): PSYCHOLOGY, SCIENCE AND PROFESSION. FACING REALITY.
Section
Articles
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Author Biography

Marcelo Carmona Fernández, Universidad de Granada

Profesor del Departamento de Psicología Evolutiva y de la Educación de la Universidad de Granada. Catedrático de Es. Univ.

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