The study focused upon the pedagogical relationships and training of teachers with visits during four years of elementary education and the research was carried out during a two – year period. In the first year, we attempted to understand how it was possible to work in managing human sensitive experiences in the families in the classroom environment, as well as how useful the teachers considered this idea with magic words; in a second year, a reflection and intervention on this theme was developed together with majority group of teachers that participated in this research, which centred within the reality at home with children at social risk and the reality of classroom.

The research was set up in such a way as to obtain answer to six questions:

(1) In what way training/reflexion on the theme of “time of magic words”;
(2) In what way does this type of profile training/ reflection help the teachers and children and families feeling –loved in this experience in class?
3) In what way does this type of training/ reflection after human sensitive experience and emotional of teachers in school?
(4) In what way teachers, families and children experience this type of training/reflection and how do they perceive its possible contribution to their personal and professional development?
(5) In what Way may the training /reflection of this theme imply alterations in the children mental/ reflection have repercussions on self concept?
(6) In what way can the training/reflection of teachers/families on this theme have reflections and contributed to another and different methodology strategist.

The sample comprised five teachers from the first years of elementary education, who were teaching at the time in schools within the municipality of Peso da Régua, together with their respective children 3rd grade and 4th grade in school, evenly the balance with regarded to gender and ranking mainly between 9 and 10 years of age, coming from diverse levels of socio-economic and cultural backgrounds. The teachers varied in age and years of service as well as in personal circumstances.
The methodology employed was action-research and involved the participation of a sole trainer. The training project “magic words” was based on principals /autonomy participation, reality, dialectic, articulation between theory and practice, sharing and cooperation, equality, personal development), which were put into practice by means of three different strategies: study, observation and supervision (individual and collaborative).

Training was evaluated through means of a questionnaire. Various tools were employed in order to understand the impact of training on teachers and families with children at minorities: Interviews, observations graphs of teachers/children/families/interaction, records are self-evaluation differential semantic scales test.

This impact of training on children was observed through their words with writing and a self awareness psychologist test.

In their evaluation of the training, the teacher’s home visit considered that the strategies employed were important to the process in school and life because they change, however, they expressed the view that the time spent on supervision and training was insufficient.
This type of training /reflections helps the teachers to identify a good profile teachers home visit in class too.
Results of the study on the impact of the training are very good.