There is nothing either good or bad but thinking makes it so w shakespeare hamlet
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“There is nothing either good or bad, but thinking makes it so.” --W. Shakespeare, Hamlet. Getting savvy about the role of emotions in learning. Mary Lynn Johnson Harris County Department of Education TSSSA—March 2006. Alive Confident Delighted Empowered Enthusiastic Inspired

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“There is nothing either good or bad, but thinking makes it so.” --W. Shakespeare, Hamlet

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There is nothing either good or bad but thinking makes it so w shakespeare hamlet

“There is nothing either good or bad, but thinking makes it so.”--W. Shakespeare, Hamlet

Getting savvy about the role of emotions in learning.

Mary Lynn Johnson

Harris County Department of Education

TSSSA—March 2006


Select one word to describe your emotional state right now

Alive

Confident

Delighted

Empowered

Enthusiastic

Inspired

Reflective

Overwhelmed

Confused

Conflicted

Discouraged

Frantic

Rushed

Worried

Select one word to describe your emotional state right now


Session content

Session Content

  • Impact of emotions on learning

  • 4 Emotional states frequently in classrooms

  • Influencing emotional states

  • Emotional Intelligence


Categories of emotions

Categories of Emotions

  • Fear

  • Joy/pleasure/happiness

  • Surprise

  • Disgust

  • Anger

  • Sadness

    (Rozin, P., 1997)


There is nothing either good or bad but thinking makes it so w shakespeare hamlet

Generous

Antsy

Dislike

Numb

Startled

Disturbed

Antagonistic

Manic

Flabbergasted

Thrilled

Melancholy

Shy


Emotions eric jensen teaching with the brain in mind 2005

Emotions…(Eric Jensen, Teaching with the Brain in Mind, 2005)

  • Constitute the passion for learning

  • Help orchestrate our attentional priorities

  • Support either persistence or retreat

  • Are sources of information about the outside world


Emotions cont

Emotions, Cont.

  • Evoke necessary empathy, support or fear

  • Associate our learning with either pain or pleasure

  • Help us make meaning out of our learning, work and lives

  • Push the pursuit of rewarded behavior


Emotions cont1

Emotions, Cont.

  • Improve social problem solving

  • Provide incentives for desired social behavior

  • Allow us to enjoy and even celebrate our learning success


4 emotional states in classrooms

4 Emotional States in Classrooms

  • Fear/threat

  • Joy/pleasure

  • Sadness/disappointment

  • Anticipation/curiosity


Fear threat

Fear/Threat

Fear arises from threat perception.

3 Possible choices of action:Fight

Try to escape

Freeze


Common threat experiences in school

Common Threat Experiences in School

  • Peer pressure

  • Deadlines with consequences

  • Being forced to stay after school

  • Making reparations

  • Giving public apologies

  • Violence or perception of violence

  • Stress/distress


Distress

Distress

  • Heightened excitability or arousal

  • Perception of the event as aversive

  • Loss of control


Teachers and stress

Teachers and Stress

Females tend to increase nurturing behaviors.

Males tend to show withdrawal and sarcasm.


Joy pleasure

Joy/Pleasure

  • Emanates from an area near the brain stem

  • Dopamine—the pleasure chemical—pushes toward the front of the brain.

  • This state is essential for all learning.


Negative positive emotions

Negative/Positive Emotions

Negative emotions during learning create an association that may result in students quitting.

Positive emotions during learning create a great association in the brain.


A positive emotional state

A positive emotional state…

…leads to improved flexibility in behavior and judgment;

…releases high levels of dopamine leading to greater flexibility in the executive attentional system.


Sadness disappointment

Sadness/Disappointment

  • Experienced in the lower half of the brain

  • Originates in the temporal lobes

  • Pain and sadness last longer than joy

  • Remembering negative biases cause us not to repeat them


Anticipation curiosity

Anticipation/Curiosity

  • Create a positive state of hope and vigilance

  • Increased activity in attentional areas of the brain

  • “Appetitive” states

  • Highly motivating states


Influencing emotional states

Influencing Emotional States

  • They are ubiquitous.

  • They are connected.

  • They are not who we are.

  • They are transient.

  • Stable emotional states can be a problem.


Teacher influence

Teacher Influence

  • Compelling questions

  • Role modeling

  • Celebrations

  • Physical activity

  • Engineered controversy

  • Purposeful physical rituals

  • Getting personal


Emotional intelligence defined

Emotional Intelligence--Defined

The capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.

--Daniel Goleman, 1995


5 dimensions of eq

5 Dimensions of EQ

  • Self-awareness

  • Self-control

  • Self-motivation

  • Empathy

  • Relationship skills


Self awareness

Self-awareness

To promote, encourage students to:

  • Reflect on their own emotional states

  • Learn about emotions and theories of emotions

  • Determine the causes and effects of their emotions

  • Expand their emotional vocabulary

  • Identify emotions as they experience them


Self control

Self-control

To control their emotions, encourage students to

  • Role-play emotionally-charged scenarios and ways to respond

  • Use inner dialog or “self-talk” to handle intense emotions

  • Sharpen decision-making skills

  • Practice relaxation techniques

  • Count to 10 when angry, to 100 when really angry

  • Delay gratification


Self motivation

Self-motivation

To improve self-motivation, encourage students to

  • Set goals for themselves

  • Monitor their effectiveness and modify their approach

  • Persevere with projects and skills

  • Visualize achievement

  • Develop a sense of internal locus of control, optimism, and efficacy


Empathy

Empathy

To nurture empathy skills, encourage students to

  • Role-play being others in different scenarios

  • Engage in perspective-taking: seeing the world through the eyes of others

  • Develop cognitive flexibility, examine multiple perspectives

  • Tune into the feelings of others

  • Reflect on the effect of their behaviors on others


Relationship skills

Relationship Skills

To enhance relationship skills, encourage students to

  • Engage in cooperative learning and develop social skills in context

  • Improve leadership skills through organization, communication and inspiration

  • Develop peacemaking, conflict-resolution, mediation and negotiation skills

  • Stretch communications skills (speaking/listening)

  • Interpret the facial expressions and body language of others


Relationship skills1

Relationship Skills


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