Current changes lead to a new social, family, economic, political and educational reality, the educational one is the result of multifactorial elements that have changed the dynamics of classroom work, the discipline, the school environment and ways of learning. So the teacher should be able to use teaching strategies able to develop skills in students to respond to the diversity and heterogeneity of today's society. The goal of this study was to identify the teaching strategies used by high school teachers that promote significant learning chords to learn to learn, know-how, know how to be and how to live, and describe the characteristics of a good teacher. A quantitative cross-sectional research was applied to 126 high school students; 41.7% were male and 57.5 % were women. The sample selection was by chance. The results show that the strategies that are the most used by the teachers are: positive attitudes, persuasion, commitment, exposition and collaborative work. The features that stand out in a good teacher are: ability to teach, intelligent, hardworking, strict, honest and responsible.

The present work was carried out by teachers of the Universidad Autonoma de Coahuila, its objective was to design an instrument to evaluate the abuse of the elderly in the city of Saltillo, Coahuila, to implement with the results obtained, social service programs that provide information on violence in the elderly, identify behaviors of the aggressor, observer and victim, as well as know their fundamental rights and institutions to go to. The instrument was applied at the Geriatric Hospital, 35 older adults participated, aged between 60 and 90 years. It was inspired by the Psychometric Validation of the questionnaire “This is how we get along in school”, and the Questionnaire prepared by INAPAM and SEDESOL, of both instruments resulted in the adaptation consisting of 35 reagents, dispersed in 4 factors: physical, psychological, damage to the property and financial, and sexual harassment. The results show that there is abuse in this group, of 19%, although its manifestation is not very marked, if there is one, corroborating what other studies say that this health problem is silent, by the person of the third age by loyalty to family values or for fear of reprisals from the person who takes care of him.

Current changes lead to a new social, family, economic, political and educational reality, the educational one is the result of multifactorial elements that have changed the dynamics of classroom work, the discipline, the school environment and ways of learning. So the teacher should be able to use teaching strategies able to develop skills in students to respond to the diversity and heterogeneity of today's society. The goal of this study was to identify the teaching strategies used by high school teachers that promote significant learning chords to learn to learn, know-how, know how to be and how to live, and describe the characteristics of a good teacher. A quantitative cross-sectional research was applied to 126 high school students; 41.7% were male and 57.5 % were women. The sample selection was by chance. The results show that the strategies that are the most used by the teachers are: positive attitudes, persuasion, commitment, exposition and collaborative work. The features that stand out in a good teacher are: ability to teach, intelligent, hardworking, strict, honest and responsible.

This research was carried out under the qualitative standard of flexible design, being interpretive and diachronic, where it was executed under a semi-structured interview where young people aged 15 and 17 participated. The information processing was worked on the Atlas Ti program to obtain evidence on the research question. The most relevant research results focus on teacher motivation as a fundamental part of the students' lives, achieving their essence from them through tools that enable the teaching process. The primary objective lies in the analysis and reflection on the Project for the School Coexistence of the SEP that seeks to promote inclusive, democratic and peaceful coexistence in schools, based on actions that contribute to the academic work of teachers and students in the classroom, from the perspective "learn to learn and learn to live together".

This research presents the results of a study conducted with Life History, here is the process of empowering a ten-year-old girl, through the development of her Emotional Intelligence. The objective was to: Analyze the school and family context to obtain the variables with the greatest influence in achieving their empowerment. The strategy used to achieve this is indicated, which involved the school and the family. The research question was posed as follows: How is the process of empowering a ten-year-old girl and what influences her to achieve it? The data collection was through semi-structured interviews which were triangulated to validate this research. The scientific contribution is the identification and knowledge of the dimensions and variables that most influence the empowerment of the girl. It is concluded that two of the most important variables for the achievement of the above, are those related to the dimension of personal competence, which strongly collaborates in the empowerment of this elementary student.