Educational paradigms for a global methodology in teaching

Abstract

As teachers we find students with different characteristics: late incorporation of students, coming from unstructured families where standards are scarce, with deficiencies in work and study habits, students with Specific Needs of Educational Support (NEAE). All this can create in the classroom a lack of coexistence, empathy and group cohesion.This study is based mainly on three types of paradigms: the behaviorist, the cognitive-humanist and the cognitive-sociocultural. The implementation of this proposal is not a specific dynamic, since we believe that this type of solution would be less effective since there is no persistence in time or on the students, but we opt for an annual or quarterly pedagogical method. The objective of this study is to make a first approach to carry out in future investigations the proposed method, developing the work of behavior modification, group cohesion, the total development of the capacities of the students, encourage a pleasant atmosphere in the classroom to motivate students, as well as the creation of a close and trusting relationship between the teacher and his or her class. It is an ethnographic research focused on first-semester primary school teachers. According to the results, in the class there are closed groups with some connection through a partner, in addition, there are students who are rejected because of their way of bonding or because of their disability. Since it is necessary to work on this methodology at all levels of education, the data show that future primary school teachers present and experience this situation. Among teachers and students we believe that improving teaching using a methodology that offers follow-up not only at the level of knowledge but of group cohesion and well-being in the classroom.