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In recent years, the association between emotional education and school comes listening with insistence. On the one hand it is paradoxical to think that you surprised the Association since the end first and last school is to educate. There are, however, have presented that this need to educate in emotions has not become manifest until relatively recently. And in that sense, the school is discovering a new role in its role as an educator by nature. Educate in emotions or emotional education suggests that teachers and students at school are real spaces for personal, professional and academic growth. When teachers and students are able to recognize their own emotions begin to observed improvements that have an impact on the academic results but also considerably improve the quality of the coexistence in the school. These two aspects, in turn, contribute to improve the self-esteem of students, on one hand, and the teachers, on the other. The students are motivated and recognize the best way in the day-to-day effort of success; There are improvements in teamwork and are able to engage in collective action.
Teachers, on the other hand, perceive a recognition to their task that allows them to position themselves as authority in the classroom from the place of dialogue, consensus and the affective and effective construction. Emotional education rests on three pillars that sustain it and maintain it over time: first of all the recognition, the identification of the emotions; Secondly the social capacity to cope with naturalness and success (assertiveness); and finally the self-esteem. Each of these pillars are the core competencies developing emotional students and teachers, as well as any person. These three powers cannot be purchased or transmitted as a finite body of knowledge but rather are incorporated through the experiences of each one of them to do daily.
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