FACULTY OF EDUCATION SCIENCES

DIFFERENTIAL EDUCATION

GUIDELINES FOR PREPARING ABP REPORT

The written report must have the following structure:
1. Cover:
Institutional logo, Faculty and career
Título: Taller de Aprendizaje Basado en Problemas
Name of the topic
Student name and tutor teacher name (right side)
Date (centered)

2. Index
3. Introduction: details of the intentions, aspects that it develops (include theoretical references) 1 page
The classroom, the environment in which students can educate themselves through daily life experiences.
democratic, it is a space of coexistence and collective work; it is the setting where relationships
student-student, teacher-student interpersonal interactions are of great relevance, as it is a community where
everyone enriches each other and where learning is a collective development. A positive classroom climate,
will generate in students, a liking for study and good academic performance (Yelow and Weinstein,
1997).

On the other hand, the influence of the teacher is very significant, whether it is positive or negative; that influence affects

Furthermore, the attitudes of students and their own learning. Indeed, it is common to see students who
They perform poorly in a subject and significantly improve their performance when they change teachers.
This means that the teacher's behavior in relation to the students is of fundamental importance.
for what happen the learning (Lafout, 1999).

According to authors such as Stanford and Roarck (1984), Schmuck and Schumck (1981), cited by Yelow and

Weinstein (1997): within the classroom, stages in the formation of groups occur, and
these have to do not only with the type of social interaction, but also with the school social climate that
prevails in the classroom: hence, in this study we attempt to demonstrate whether or not there are differences
significant differences among groups that are accepted, rejected, or isolated according to their peers, with respect to

weather social school

The study is divided into six chapters, presenting in chapter 1 the formulation of the problem, the
objectives of the research, the hypotheses as well as the justification and importance of the work.

In chapter 2, reference is made to the conceptual framework that supports the perspective from which it is
the central aspects of the research are presented, such as the school social climate, adolescence
including the ideals of the Claretian school and the sociogram, similarly, some concepts are defined
basics del study.

Chapter 3, which corresponds to the methodology, describes the type and method of the study, the population and
The sample identifies the variables and the research design; the instruments used, the design
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DIFFERENTIAL EDUCATION

4. Identification and description of the problem 1 plan (responds to the statement of the problem,
clearly identifying how this problem was identified. For example: through a sociogram,
a matrix of critical cases, from an evaluation or set of evaluations for a group of students, of a
anamnesis, etc.)
Currently, the primary education system in the city of Quetzaltenango is divided into
districts, in which is located district 090107, to which the official mixed urban school 'Benito' belongs.
"Juárez, La Ciénaga", educational center designated as the unit of analysis for this study.
Classroom climate is an important aspect that must be maintained to achieve success in activities.
students and to interpret it, four key elements are needed: a) classroom organization, b)
content programming, c) interpersonal relationships, and d) teaching style, which allows achieving the
objetivos planteados en el proceso educativo orientados al logro de un buen rendimiento [Link]
School performance is the result of a whole process of integral education, achieved by the
students during a specific period of time, which is expressed through a numeric grade. A
A good classroom climate favors student performance. However, currently, in the
educational institutions that are under government administration, this factor is neglected by
multiple reasons, including: lack of resource optimization, initiative, creativity, management
It is the interest of educational actors to create a pleasant working environment. The lack of a good atmosphere
The classroom environment affects the academic performance of students, which is reflected in their grades.
obtained at the end of each block and this raises concerns among teachers and parents. The school,
The unit of analysis for this study is situated within this context, thus the present
The research aims to identify how the classroom climate influences academic performance.
students from district 090107 in the urban area of Quetzaltenango?

5. Theoretical framework:
General information regarding key concepts directly related to the problem
identifying (example, school climate, performance, etc.)
Specific elements, empirical grounding, based on research (what is known)

2.1-STUDIES PREVIOUS

MORALES and RODA (1976) study the "influence of socio-family variables within the
"determinants of academic performance" in a sample of 374 first-year secondary school students.
Madrid - Capital, applying various tests including extroversion questionnaires
Social and behavioral scales towards teachers and peers, sought to obtain evidence of some
possible factors determinants del performance school

They conclude that the influence of family and social variables are decisive. They also point out that it is
It is important to highlight the influence of the expectations that the teacher has on each of their students.
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SPECIAL EDUCATION

studied.
The fact that the general self-concept has been shown to be related to school performance is proof.
that the academic self-concept can be a consequence of the general self-concept.

BROWN, COLLINS, and DUUID (1989) contribute to the meaning of Learning by stating that 'The
Aprendizaje es Cooperativo" ya que la participación en prácticas sociales es un aspecto esencial - sustentan
from situated learning, it also implies that productive learning has a character
cooperative, of interaction between people. Therefore, it is essential to study that degree of interaction,
for make it strong y in favor delete learning.

RUIZ and ARÉVALO (1989) investigate the 'Relationship between personality traits and social integration'
(acceptance, rejection, and isolation), in primary school students of both sexes," with the support of
CONCYTEC, using the Catell CPQ whose objective was to study personality traits that
the children were presented according to the position they reached in their peer group, obtaining as
The following results: The children who are accepted in their group are characterized by their friendliness and
high school capacity, they also appear to be more impulsive and carefree. On the other hand, when
comparing accepted boys and girls in terms of performance and intelligence, girls excel more.
measure. There are differences between boys and girls accepted in the sober-confident factor, being
characteristic of boys is their greater enthusiasm, optimism, while girls reveal themselves as
serious and prudent; they also find that the accepted girls are characterized by their greater attachment to the
discipline, and adherence to rules and social conventions, a characteristic that is not
present in the group of men between others.

ARÉVALO (1990) conducts a study on 'Personality traits in group classification of

accepted, rejected and isolated in students of both sexes, in the fourth and fifth year of secondary school,
the support of CONCYTEC; uses for this purpose the Guilford - Zimmerman personality inventory
and the Sociogram; the objective of their work was to study the personality traits presented by the
adolescent students occupying various positions within their school group, finding as
result, that there are significant differences in the accepted males compared to the males
rejected; with the former being more sociable, cordial, and friendly; while the rejected ones, are
they are characterized by being hostile individuals with little acceptance of coexistence norms; likewise,
finds that boys isolated by their group appear more indifferent to the needs of the
Moreover, as long as the accepted women are characterized by their altruistic and benevolent attitude. Also
it finds as a result that, in general, males differ from females in the trait of masculinity
femininity, with males standing out as being more active, adventurous, and less sensitive, in contrast
to the women who are more impressionable, romantic, and compassionate, regardless of the
position reached in their group. It is also important to consider as a significant result that the group of
accepted, is characterized by being more active and dynamic, with high energy and more productive, they are more
measured, serious, and with good self-control; the rejected are characterized by being belligerent, with a desire for
domain y resentment; the isolated are withdrawn, unfriendly y shy.

MIRANDA and ANDRADE (1998) conduct a study on the 'Influence of the variables:
Academic performance, family, and social adjustment in second-year secondary students in the community of
"Santiago" (Chile) work presented at the Pontifical Catholic University of Chile with the purpose of
establish the influence of the variables that describe and explain the levels of students' Self-esteem
due to the influence of family, social, and school factors that affect her. They are working with a sample of 200
students of both sexes, from Second Year of Secondary, and they arrive at the following results:

a) The three variables studied (performance, family, and social adjustment) significantly affect the
self-esteem of the students

b) The variable that most affects the social self-esteem of students is Rhetorical Skill (ability of
student to express themselves openly in front of their peers

c) The Variable Experience of Belonging (not so much familial but mainly social belonging) plays
an important role not only in strengthening overall self-esteem but also in the level of
that a person is considered a member of a certain group. Belonging to a group and being accepted
eleva the Self-esteem of the students.

LAFOUT (1999) in a research paper conducted in Madrid, Spain describes the theme of the
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DIFFERENTIAL EDUCATION

essential learning to be able to grow with balance and live in society without subjugation or anarchy.

2.2. THE CLIMATE SOCIAL SCHOOL

2.2.1. CHARACTERISTICS OF THE GROUPEN THE CENTER STUDENT

The interactions in the class, the center in which those interactions take place, emotional safety
and the performance of students have a relationship. A friendly and active environment can be achieved
within a well-structured context, characterized by the systematic approach given to the
teaching, for order, flexibility, and equity. According to Yelow and Weinstein (1997), a climate and
organization of this nature, combined with different teaching methods, each of which
trate de conseguir objetivos particulares; da por resultado un gran rendimiento académico.

In this regard, Levin (1972), as cited by Uculmana (1995), suggests that to have a better understanding of
the dynamics of groups, it is important to consider the variable: Cohesion, understood as the sum of
forces and for this, the influence that the group exerts on its members is fundamental, and the variable
referred to as group locomotion, which refers to movement towards a specific goal, that is,
The clarity of a group's goal has important effects on the effectiveness of group locomotion.

2.2.2. THE MOTIVATION DEL MASTER EN THE GROUP

Some teachers may feel that their job only consists of teaching, that throughout the entire class they must
transmit only the course content and not motivate; but in the transmission of the subjects when
The students are disinterested, they do not achieve their goals. Hawley (1983), cited by Yelow and Weinstein
(1997) suggests that much more time could be spent motivating students; and that if they are well
motivated individuals learn faster than those who are unmotivated; and the time taken to improve the environment
The motivation of the class can be considered time invested for future dividends instead of time
lost sin enjoy your meal.

On the other hand, considering the importance of motivation in the teacher, Marx and Tombaugh, referred to
by Uculmana, (1995) make an analogy between the learning process and the operation of an engine
gasoline; pointing out that no matter how well built and finely tuned an engine may be,
since it will not work due to lack of fuel. Similarly, students with better habits
developed no they will learn sine activation o motivation relevant.

Hamachek (1988), cited by Uculmana (1995), also states in educational terms that motivation,
it is a process that: a) Leads students to experiences in which learning can occur; b)
Energizes and activates the students and keeps them reasonably alert; c) Maintains their attention on a
determined direction. Thus, motivation in the classroom affects both learning and behavior.
Students who are motivated to learn, learn more. Furthermore, a good way to avoid
problems of behavior it involve a the students in the learning.

It should be noted that the ultimate goal is self-motivation, meaning that the
students develop their own interests in learning, that they continue to be motivated in such a way that they
they look for the knowledge after of participate in his class.

Yelow and Weinstein (1997) mention that humanists like Carl Rogers considered
that there exists in the student a natural disposition to learn, which can be fostered by the
teachers; while behaviorists like B.F. Skinner suggest that the classroom environment should be
carefully structured to reinforce behavior that involves motivation.

2.2.3. DEVELOPMENT DEL GROUP EN THE LIVING ROOM DE CLASSES

In relation a How groups develop, it is necessary to analyze two theories:

According to Schmuck and Schmuck (1981), cited by Yelow and Weinstein (1997), they explain four stages of
applicable developments to the classrooms. In the first stage, students seek security and acceptance. The students
they test each other, and they test the teacher looking for signs of trust and support. For the teachers
they must understand this need to test, to seek security, and they must accept students as they are,
for which praises and encouragement can often be offered. In stage two, they begin to take shape.
the patterns of influence within the group. Communication is developed and some students take the
leadership in academic situations, others in social roles, and norms are established. In stage three,
When cohesion has been achieved, the group begins to work together towards its common goals. The
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Differential Education

limits and procedures. This is the first big step to becoming a group, as it establishes the
basic rules that will be very difficult to change. These rules determine what kind of group it will be. Whether it's
that the teacher wants to firmly maintain control or wants to share decision-making with the
students. Like this himself fixed the boss.

Stage three is the conflict stage. Once the rules and norms are established, they provoke reactions.
in the students. For the rules are inevitably challenged, and this happens when the students have
gained confidence in their ability to solve problems and create rules. Teachers can expect
constant challenges, but they cannot relinquish control or exert overly strict controls
simply because they are challenged. When the teacher is able to face and confront without losing their calm;
this is pointed out by Stanford and Roark (1984), cited by Yelow and Weinstein (1997), as a teacher who
You can build the path for stronger ties and more constructive working relationships.

In stage four, the conflicts and hostilities of stage three are replaced by acceptance of
differences of opinion, as norms are accepted and cohesion is built; the students
they begin to communicate well and to work together on learning tasks. Teachers must
help students develop leadership skills and learn to work in cooperation.

Stage five corresponds to production. The group has finally formed, in which there is usually trust.
shared leadership, open communication, and effective learning. This stage is uncommon as
it involves a very high level of group participation and engagement. When this stage is reached, it
they produce both academic achievements and very high-level effective interaction.

Stage six deals with the demonstration of affection, which is difficult to achieve as it involves closeness.
ties personnel between master y student.

The seventh stage of realization, according to Stanford and Roark, (1984) cited by Yelow and Weinstein (1997), explains
the flexibility and being-oriented behavior, as a trait that distinguishes this stage.

2.2.4. PSYCHOLOGICAL CLIMATE IN THE CLASSROOMY THE ROLE OF THE TEACHER

[Link]. INFLUENCE OF TYPE ON LEADERSHIP

The teacher can create a psychological climate in the classroom that favors or disfavors the
learning. Levin and his collaborators (1954), cited by Uculmana, (1995); conducted studies
experimental for learning in eleven-year-old children. They studied three cases of leadership in different
Occasions. The investigations characterized the performance of each of the leaders as follows:

AUTHORITARIAN LEADER.- Everything that must be done is determined by the leader. Work groups
they are also formed by the leader, who determines what each one should do. The leader does not tell his
Directed by which are the evaluation criteria and the grades are not open to discussion. What the boss says is law.
The leader does not actively participate in the class activities; he simply distributes the tasks and gives
orders.

DEMOCRATIC LEADER.- Everything that is done is the subject of group discussion; when there is a need
from a technical advisory, the leader suggests several alternative procedures so that the members of the
group choose. Everyone is free to work with the partners they want, with everyone falling to all the
responsibility for the conduct of activities. The leader must discuss the criteria with the group.
evaluation y participate in the activities del group.

PERMISSIVE LEADER.- The leader plays a rather passive role, giving complete freedom to the group and to
the individuals, so that they can determine their own activities. The leader makes himself available to
to help if requested. The leader does not worry about evaluating the group's activity, remaining
foreign a the what is happening.

The results are: In authoritarian leadership, children exhibit two typical behaviors: apathy
and aggression. When the leader left the room, the children would abandon the assigned tasks and move on to having
aggressive and destructive behavior, expressing a lot of dissatisfaction with the situation. In the
democratic leadership, children become more responsible and spontaneous in carrying out their tasks.
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DIFFERENTIAL EDUCATION

A genuinely democratic school climate is more effective concerning the three objectives, but
It is often confused with a climate of liberal or excessively permissive classroom.
An authoritarian school climate does not necessarily constitute a disadvantage: a) if the adult culture is
similarly authoritarian; b) If adults are consistent in demanding both of themselves and of the children.

Although the weight of the available testimonies suggests that the choice between classroom climates
authoritarian and democratic, in the United States, has little effect on the use of the subject
(Stern, 1963), cited by Ausubel and Novak (1991); there are good reasons to believe that it causes profound
effects on attitudes towards school, on general social behavior within it, and on learning
the values adults.

It seems reasonable to assume that as children grow up in a democratic society, and

particularly from adolescence onwards, authoritarian controls should be implemented progressively
more liberal, in order to satisfy the growing needs for self-determination and development of
the capabilities of to address a yes same y self-discipline.

[Link]. CLIMATE PSYCHOLOGICAL PROFESSOR - STUDENT

Research conducted in the school (Hawley, 1983), (Hamacheck, 1988), (Yelow and Weinstein, 1997),
(Lafout, 1999) show that teachers who enjoy what they do are more generous in
evaluations, they are more tolerant and friendly, they listen to the students and encourage participation; and
they achieve better results than the competent teachers in their subject but are colder and more distant with
relationship to the class. The younger the students are, the more important the emotional connection will be. A
a smile, a hug, a friendly word, often have more positive effects on learning
what multiple advice y orders.

Three basic orientations must always be present in the teacher's work, in their interaction with
their students: a) Instead of punishing negative behavior, stimulate and encourage positive behavior
constructive. b) Instead of forcing the child, guide them in the execution of school activities by listening.
their opinions. c) Avoid the formation of prejudices through constant observation and dialogue.
that allow the teacher to verify the changes that are occurring with the student and to understand their
development.
Undoubtedly, what most harms the psychological climate in the school is the social system in which it lives.
Generally, the school does not take into account the family situation of each student (the type of family,
the number of siblings and family education) can, many times, hinder the atmosphere that arises in the
classroom.

This happens, above all, because the school is unaware of the particular situations and treats the students
as if they were all the same, with the same problems, the same family situations, the same
aspirations, etc.

Characteristics such as: Maturation, personal rhythm, their interests and specific abilities, their problems
Psychological and organic factors affect the psychological climate. Many of these obstacles can be overcome.
and minimized or annulled if the school teacher seeks to understand and take them into consideration.

Certain qualities of the teacher, such as patience, dedication, willingness to help, and democratic attitude,
they favor a positive psychological climate in the classroom; on the contrary, authoritarianism, enmity, and indifference
can to carry a what there is a climate negative in the classroom.

It is important for the teacher and the future teacher to think about their great responsibility, mainly
regarding the students in the early grades, about whom, as is known, the influence of the teacher
is older. Despite all the difficulties that one may face, it is up to the teacher to maintain a positive attitude;
of trust in the ability of the students, of encouragement for the participation of all students. Only in this way
He will be fulfilling his mission as an educator, which should not be confused with oppression and authoritarian control.

[Link]. CLIMATE PSYCHOLOGICAL BETWEEN THE STUDENTS

In general, teachers have little connection with the formation of a class as a whole. The
School administrators make basic decisions regarding the size and composition of the group,
whether it is a cross-section of the student population, or that it is grouped in a special way; without
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DIFFERENTIAL EDUCATION

Such climate of inequality, competition, struggle, and tension produces negative effects on learning.
He pours his concerns into the defense of the domination and aggression of the other students,
getting frustrated in their attempts to concentrate on the subject and learn. For a student to learn, they need
of a climate of trust

Relationships with peers become important, especially during adolescence, particularly in

technologically advanced societies segregated by age, like ours, that delays entry to
adult world of work and family responsibility. (Conger, 1991) cited by Yelow and
Weinstein (1997).

According to Erwin (1993) cited by Uculmana (1995), teachers can do several things to promote
the positive relationships among students; for example, in the process of helping the members of the
class to get to know each other as individuals and begin to function as a learning community.
They can be given opportunities to present themselves in a positive light and to showcase their
unique talents and interests. Students who pursue common goals tend to get to know and appreciate each other.
to each other, so that well-structured cooperative learning experiences can lead to
positive reactions from peers, including relationships that cross lines of other genders, of class
social and ethnic.

6. Hypothesis: establish the relationship between two variables (Example: School climate influences development)
the self-esteem of boys and girls in pre-kindergarten level...

[Link] The classroom climate directly affects academic performance, which is evident
reflected in the students' grades.
[Link]
Classroom climate
Academic performance
Definition of Variables
Conceptual definition Classroom climate:
Galo (2003) defines classroom climate as the integration of a series of elements related to
emotional needs met such as: self-respect and respect for others, growth
personal, identity and self-esteem, satisfactory coexistence, 45 assertiveness of the teacher. Also,
refers to coexistence norms that allow quality interpersonal relationships that
they allow an environment of teaching and learning with efficiency and safety.
School performance: R. Santillana (1997) defines school performance as the result of
an entire process of comprehensive education, achieved by the students during a school year, the
which is expressed through a numerical score.

7. Proposal of the solution to the detected problem:

7.1. Name proposed solution 1...
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SPECIAL EDUCATION

1.2.2- Objetivos específicos:

1- Identify the areas of the School Social Climate where there are significant differences between accepted and
rejected by their peer group.

2- Identify the areas of the school social climate where significant differences occur between accepted and
isolated by their peer group.

3- Identify the areas of the school social climate where significant differences occur between the isolated and
rejected by their peer group.

4- Identify the dimensions of the School Social Climate where significant differences occur between
accepted and rejected by their peer group.

5- Identify the dimensions of the school social climate in which there are significant differences between those accepted.
and isolated by their peer group.

7.3. Description of proposed solution 1....(indicate authors or research related to the

proposal 1 author)
7.4. PROPOSED STRATEGY
8. Conclusions
There are statistically significant differences among the secondary students of the Claretian School.
from the city of Trujillo, which are accepted and rejected in the areas of affiliation, assistance, tasks and
clarity; being the more friendly ones accepted, they consider that support and help are important and
they enjoy working in a team; in the same way, they visualize the figure of the teacher with a better attitude,
Regarding the rejected; while the latter tend to lean more towards the completion of tasks.
trying to stand out better in their studies; however, they seem to be more reluctant to comply with
the rules of coexistence, which are accepted.

Regarding the comparison between accepted and isolated individuals, differences are found between both groups in the
area of involvement; revealing in the early stages a greater interest in class activities and
they enjoy the environment to a greater extent than those who are isolated.

Regarding the contrast between isolated and rejected individuals, significant differences have been found in
the areas of help and tasks, so that the isolated are more concerned than the rejected about the
friendship of the teacher and his colleagues; however, the rejected ones are more concerned
to complete the tasks of the subjects

In the dimensions of the school social climate, statistically significant differences have been found.
between those accepted and rejected in relationships and self-realization; meaning that the accepted are
they are more integrated, support and help each other, in this way status influences the climate
school. However, those rejected place greater importance on completing tasks.

9. Bibliographic References
10. ANEXOS (Instrumento –cronograma, etc.)