The authoresses want to look into social, psychic and pedagogic aspects which characterize the school context and which bear upon the dynamics between the processes of teaching and of learning in the specific adolescent evolutionary phase. Teachers today have to exercise expertises considering the number of cognitive, relational, emotive, evolutionary, cultural and digital elements that are involved in learning. Children are influenced by scholastic experiences. Therefore, thoughts and perceptions follow them at school: the risk is corrupting the student role, increasing the sense of being uncertain about the future, of disputing himself in case of mistakes, defeats and fails. The contribute shows how to bring to schools a way to give the right meaning to unforeseen events, mistakes, lacks of learning. It is thus possible to understand which teaching methods can better respond to new adolescents ways of learning.
Keywords: Learning, teaching, adolescent, teaching methods, expertises