Juana Rosa De La Cruz Carlos
DOI: 10.59427/rcli/2024/v24cs.492-495
The objective of this article was to present sensitive and exclusive nature of the teacher’s power over students and the valid mechanisms to improve student learning. Feedback by discovery is sensitive fiber of the educational process and therefore requires experience in the management of emotions that culminate in the teacher’s confidence to be able to receive the questions and at the same time provide feedback, but that confidence is also born in the student who must express himself freely but also fully understand the response that is provided. For this reason, this article we appeal to the sensitive and exclusive nature of the teacher’s power over students and the valid mechanisms to improve student learning. During the review of the different bibliographies, it is found that teachers in general show great predisposition to improve their pedagogical work in the classroom and improve their teaching processes and give primacy to the students’ learning level. In general, discovery feedback is also based on the strength of effective communication generated in the classroom, which is why the results depend largely on the same.
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