Abstract:

The proposal we make in this research addresses the potential of education in values, derived from the application of the rules of behavior in schools. For this reason, we contrast the theoretical framework to analyze the most relevant European context with an empirical study on the actions taken by teachers in their classrooms and schools. On this basis, we propose strategic proposals to improve the adoption and internalization of school rules.
Peace and coexistence require compliance with standards to guide actions in the classroom. To make this possible, training is necessary in fairness and justice, in order to get better results in equality and freedom. To achieve this results in the schools, each of them have to perform various actions, which will provide the basis related to interpersonal coexistence and peace. These values are the origin of positive attitudes, which maximize the coexistence in schools.
Group norms set the internal structure that channels behavior in every situation. According to various studies, to achieve a good education for peace and coexistence, it is necessary that schools develop their standards in a participatory manner, and that the application of these have a pedagogical-educational character.
Based on these facts, we analyze data collected from 2008 to 2011 by the Interdisciplinary Research Unit on Singular values, violence and Education, from Alicante University. This research determines if standards are reached and how apply them as teachers in the classroom.
Subsequently, we propose a pedagogical model for the internalization of norms, in an eminently pedagogical way.
The methodology we used has been hybrid. First, we used the interpretative and constructive method and, second, the quantitative method, with the data obtained from the research conducted in recent years about violence and its relation to rules for Single Unit Interdisciplinary Research on values, violence and Education from Alicante University. The key findings of this research are:

- The legal system should not be established only by fear. This should be replaced by the view that the standard is accepted by all based on the values that sustain it be inspired by the common good.
- It is important to highlight that there are two types of strategies, in the Centre and in the classroom to improve discipline and internalization of standards: some proposals for prevention and other related to intervention. The proposals offered in this paper are based on values and patterns are indicative and designed to be reworked according to the needs and characteristics of each center. However, it should be a line orientation, linked to large values or macrovalues.
- The implementation of the strategies proposed here will be more effective if these are carried out with the consensus of the whole school. However, at the classroom level, specific strategies should be more concrete, according to the specific reality.
- Compliance with the standards of school life will be given because the process of production of such decision is based on egalitarian and broad participation of all educational community members and their democratic acceptance. The active participation of the subjects of the educational community in policy formation process, gives legitimacy to them.
- The thematic areas for building standards in the center should be human values.

Keywords:

Coexistence, values education, rules, sanctions, control, educational practice.