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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

“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 it so.”

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 it so.”

  • Impact of emotions on learning

  • 4 Emotional states frequently in classrooms

  • Influencing emotional states

  • Emotional Intelligence


Categories of emotions
Categories of Emotions it so.”

  • Fear

  • Joy/pleasure/happiness

  • Surprise

  • Disgust

  • Anger

  • Sadness

    (Rozin, P., 1997)


Generous it so.”

Antsy

Dislike

Numb

Startled

Disturbed

Antagonistic

Manic

Flabbergasted

Thrilled

Melancholy

Shy


Emotions eric jensen teaching with the brain in mind 2005
Emotions… it so.”(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. it so.”

  • 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. it so.”

  • 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 it so.”

  • Fear/threat

  • Joy/pleasure

  • Sadness/disappointment

  • Anticipation/curiosity


Fear threat
Fear/Threat it so.”

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 it so.”

  • 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 it so.”

  • Heightened excitability or arousal

  • Perception of the event as aversive

  • Loss of control


Teachers and stress
Teachers and Stress it so.”

Females tend to increase nurturing behaviors.

Males tend to show withdrawal and sarcasm.


Joy pleasure
Joy/Pleasure it so.”

  • 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 it so.”

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… it so.”

…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 it so.”

  • 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 it so.”

  • 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 it so.”

  • 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 it so.”

  • Compelling questions

  • Role modeling

  • Celebrations

  • Physical activity

  • Engineered controversy

  • Purposeful physical rituals

  • Getting personal


Emotional intelligence defined
Emotional Intelligence--Defined it so.”

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 it so.”

  • Self-awareness

  • Self-control

  • Self-motivation

  • Empathy

  • Relationship skills


Self awareness
Self-awareness it so.”

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 it so.”

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 it so.”

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 it so.”

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 it so.”

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



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