Cómo mejorar la capacidad de autorregulación en los estudiantes del grado sexto del Colegio Winchester a través de estrategias lúdicas

Abstract

The project presents an intervention proposal to develop the self-regulation capacity in the sixth grade students of the Winchester school through pedagogical strategies from the playful. This is based on observed difficulties in the face of emotional control, good treatment between peers, academic responsibility and motivation for learning from those categories. In this perspective, we start with a qualitative research methodology in a process of reflection articulation with the line of institutional research pedagogy, media and mediations; establishing new teaching-learning relationships for the integral improvement of students. In this sense, and taking into account the possible educational alterations, semistructured interviews were used to 38 students of the course to identify nuclei of problems of the same educational act. Based on this, an intervention with a methodology for a three-stage planning is proposed, taking into account in each and everyone of them specific moments guided towards the main isuue. The first stage with the teaching team distributed in four playful moments, the second stage with the implementation of playing workshops with the students distributed in eight moments and the third stage with the parents of the family that has two moments under the agreement that arises between the teaching team and school guidance. The project allows us to recognize the importance of playing methodology as a fundamental pedagogical resource when rethinking motivation and empowerment in students' in the entrepreneurial role itself, not only to direct their own personal improvement and improvement processes from different reflections in school environment but also in the proactive and dynamic 6 exercise of teachers in a more energetic and warm attitude that involves more optimistic and effective pedagogical situations such as empathic relations with students.