| Summary: | <!--[if gte mso 9]><xml> <o:DocumentProperties> <o:Template>Normal.dotm</o:Template> <o:Revision>0</o:Revision> <o:TotalTime>0</o:TotalTime> <o:Pages>1</o:Pages> <o:Words>150</o:Words> <o:Characters>860</o:Characters> <o:Company>Universidad de Salamanca</o:Company> <o:Lines>7</o:Lines> <o:Paragraphs>1</o:Paragraphs> <o:CharactersWithSpaces>1056</o:CharactersWithSpaces> <o:Version>12.0</o:Version> </o:DocumentProperties> <o:OfficeDocumentSettings> <o:AllowPNG /> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:Zoom>0</w:Zoom> <w:TrackMoves>false</w:TrackMoves> <w:TrackFormatting /> <w:PunctuationKerning /> <w:DrawingGridHorizontalSpacing>18 pt</w:DrawingGridHorizontalSpacing> <w:DrawingGridVerticalSpacing>18 pt</w:DrawingGridVerticalSpacing> <w:DisplayHorizontalDrawingGridEvery>0</w:DisplayHorizontalDrawingGridEvery> <w:DisplayVerticalDrawingGridEvery>0</w:DisplayVerticalDrawingGridEvery> <w:ValidateAgainstSchemas /> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:Compatibility> <w:BreakWrappedTables /> <w:DontGrowAutofit /> <w:DontAutofitConstrainedTables /> <w:DontVertAlignInTxbx /> </w:Compatibility> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" LatentStyleCount="276"> </w:LatentStyles> </xml><![endif]--> <!--[if gte mso 10]> <style>
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</style> <![endif]--> <!--StartFragment--> <p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12.0pt; line-height: 115%; font-family: ";Times New Roman";; mso-fareast-font-family: Calibri; mso-bidi-font-family: ";Times New Roman";; mso-ansi-language: EN-GB;" lang="EN-GB">Some of the themes set out in the article are the following: are pupils capable of organising behaviour and coexistence in the classroom? Are they able to elaborate their own rules? Or is it only a theoretical approach that is unviable to put into practise? In any case, what level of responsibility and autonomy are they able to assume in the functioning of the classroom?</span></p> <p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12.0pt; line-height: 115%; font-family: ";Times New Roman";; mso-fareast-font-family: Calibri; mso-bidi-font-family: ";Times New Roman";; mso-ansi-language: EN-GB;" lang="EN-GB">The learning of rules in the classroom constitutes a real experience, very close to the experience and the interests of the pupils, that permits them to work on values such as: responsibility, respect, participation, dialogue and democracy. At the same time, it teaches them to participate in class meetings, work in small groups, formulate proposals and arrive to a consensus through dialogue and negotiation.</span></p> <p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12.0pt; line-height: 115%; font-family: ";Times New Roman";; mso-fareast-font-family: Calibri; mso-bidi-font-family: ";Times New Roman";; mso-ansi-language: EN-GB;" lang="EN-GB">The experimental research in this field has demonstrated on numerous occasions that when the teacher generates opportunities to reflect on coexistence in the classroom and involve their pupils, it produces a clear tendency to decrease disruptive behaviour.</span></p> <!--EndFragment-->
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