Integración de emociones, valores y resultados del aprendizaje en el proceso de enseñanza-aprendizaje en bachillerato.

Abstract

Nowadays, the integration of emotions, values and learning outcomes in the teaching-learning process has taken more interest, leaving aside the traditional classroom to turn it into a space for personal growth and achievement. For this reason, this study proposes a formative classroom model that integrates emotions, values and learning outcomes by applying neurolinguistic programming to achieve an integral education in high school. To obtain information on the topic, virtual libraries were reviewed and a structured interview and a survey were conducted virtually. The results showed that students consider important in their learning process the integration of emotions and values, but they still have doubts about the learning results to be achieved. On the other hand, teachers work continuously to achieve an integral education in students, having clear learning results to be obtained. For a teaching-learning process to be in line with the current context, teachers need to integrate emotions and values in the classroom, always using positive, motivating and consistent language, and thus expand the possibilities of improving day by day.