The social changes and economic crisis, are causing a crisis of values, which affects all citizens, particularly young people and children. Hence the importance of values in education.

The fact of how teaching values and what values we must transmit, in the classroom is a complex task. The task of teaching students through values so that they away use their own axiological experience consciously, to build their personal life project implies, among other things, the knowledge, of the teacher of various strategies.

The group dynamics, as teaching and learning strategies, promote the development of skills, such as participation, criticism, involvement. But in addition, promote self-knowledge and personal and group reflection. Various studies such, as those conducted by the School of Geneva (Doise, Mugny and Perret Clermont, 1978), have proved an experimental evidences that interaction amount peer can be more effective than the interaction with adults to learn who to solve specific problems.

This research has the following objectives: to determine what type of group dynamic techniques used by teachers in values education, and how to use them, and propose new techniques for teaching group values, based on discussion and debate.

Therefore, firstly we review the research background. Subsequently, based on information collected by the Interdisciplinary Research Group Theory of Education at the University of Alicante (Spain), we analyze whether teachers use or not, education values in group strategies. And if you use them, see what kind of strategies used, and how to use them.

Based on the principle that education in values should not be an independent discipline of content or skills that we seek in our subjects, but a transversal approach, which is about learning to be and learning to live together (Delors Report, 1996), we make a proposal to group strategies, more dynamic and participatory. Our theoretical approach is based on that in the group are set bonds of affection (Peretti, 1967), which allow you, the student learn and develop a different of skills and social competence. This development does not perform spontaneously, but is an appropriate intervention by the teacher.

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