Indicators of the reality of a group of in the school environment

Abstract

Introduction: without a doubt, one of the stages in raising children that parents fear the most is Puberty, due to the social assignments associated with this stage of life. In this sense, for teachers who face students of this age group, it is also complex to manage the behaviors associated with this stage. Much has been written and theorized about the characteristics of Puberty, but it is significant to get closer to how the protagonists experience it, therefore it is worth asking: How do puberty feel going through this stage? What do they like and what they don't like in relation to the experiences they experience in school, with teachers, with their peers? How do you want to be treated?

Methods: a descriptive diagnostic study was carried out in order to specify which are some of the Reality Indicators that in relation to the educational environment are evidenced by the study group. As a population, the 123 eighth-grade students from the XXX Anniversary of the Battle of Guisa basic high school, from the municipality of Bayamo in the province of Granma, were taken in the period between September 2018 and June 2019. As a sample of teachers, took the 28 teachers who taught classes in the eighth grade, constituting 100% of the population. The sample was made up randomly by 33 puberty, which represents 26.2% of the population.

Objective: identify some Reality Indicators of the school environment of a group of puberty.

Results: the results obtained allowed to identify as indicators of reality the ignorance of the characteristics of the stage and their incidence in the behaviors assumed by the pubertal.

Conclusions: the existence of contradictions between the idealization of friendship and the space that equals should occupy in this stage, the ignorance on the part of the teachers regarding the fundamental changes that take place in this stage and their consequent relationship with the behavioral responses of puberty, among others.