Althougt the violence appears in adolescence, it does not emerge mysteriously in the secondary school (CONSELL VALENCIÀ DE CULTURA, 2007), these misbehaviours can be see in preschool (Barnard van Leer Foundation, 1994). If the society is infected for the factors of misbehaviours (Muñoz & others, 2004), the roots are in the dynamic of families (Peiró, EERA, 2007). The climate of those mentioned critical familiar relationships are incorporates in the educational institutions through the psychic background of the scholars (Brown & DeLapp, 1995). So, it’s necessary to try change the wey of familiar education, by the change of its attitudes. We construct a model concerning the main events of the home, on show each month in a school for parents, wear the father or/& mother may elaborate educational familiar decisions; then, they shall apply their proposals in theirs houses with their children (Stegelin, & others, 2006). As the Bernard van Leer F. (2009) states, parents have to give affection to their children, to take care them in their physical necessities as feeding, dress, developing their cognitive level, helping them to develop the symbolic game, to encourage them and to support them in their time of study, performing them in work habits; giving positive reinforcement before positive behaviors; speaking with them; showing for them as a model; increasing their innate aptitudes with sport or musical activities, according to their preferences (Christian, Morrison & Bryant, 2002). Sons will feel this way dear and accepted in his daily life and in criticals moments, always allowing them to believe and to be people, understanding as such his integral development. The parents will be model of motivation and will (Marina, 1998). Objectives: The end consist on developing their children a bigger selfcontrol’s level in managing problematic situations at home. a) To verify if the tutorial system with families should improve the climate of educational instituctions. b) To apply a model concerning to reeducate parents on main aspects of family life. c) To promote the links between families & schools, from the community education model..

We used a case study as an in-depth research of a single individual (Vazquez, 1981), because all are social cultural processes (Hamel, & others, 1993), longitudinal examination of each family (Stake, 1995). Each session lend themselves to both generating and testing hypotheses (Yin, 2005). This research strategy investigates families as a phenomenon within its real-life context (Lipka, 1991). This qualitative study taps into the social world of the classroom to complement quantitative approaches (Kershner, 2007), because teachers’ knowledge does not rely on a body of factual information, but is practical, interactive and responsive. Studying phenomenologicaly (Bourke, 2007) cases taps behaviours of violence, indiscipline, schoolars conflict, diversity and difference are concerned. Phenomenologicaly (Ainscow et al., 2006; Carrington & Robinson, 2004), this process shown how evidence gained through parents has been instrumental in moving practice forward. So, teacher & psychopedagogist and parents are situated interpretating of the social lifeworld (Crotty, 1998). After, the parents must prepare decisions for their home way of life.

In the three courses that the work sessions have lasted with parents the following results they have been obtained: A) 45 families have modified their way to educate. B) 15 families have not modified their way to educate at home. C) The 15 students have not modified their behavior, coincide with those parents that have not been implied in carrying out weekly purposes in family. Main conclusion. It is necessary to give a new focus to the education with the perforfmance of the parents, throu a community education model.