Emotion is very important in education. This is because it drives attention by giving a person the need to learn and memorize what has been learned. Nevertheless, it is not possible to regulate one’s learning unless he understands his emotional system fully. It is very rare to have people incorporate emotion comfortably in the classroom. In addition, the teaching profession does not address the relationship existing between an emotionally and a stimulating positive classroom experience. However, after the week’s teaching, I now understand the importance of emotion in the classroom. It is only after one can control and regulate his emotions that he can clearly and easily understand what is being taught.
In my professional life, I plan to regulate my emotions in order to create an ample environment for the students and teachers. I plan to have teachers learn how to control their emotions so that they not only relate well with their students but with other students as well. The students should also learn how to understand and control their emotions so that they relate well with other students. This way, they will be relaxed and have a conducive environment for learning. Learning in this case will not be based on punishments and reprimands but also on the atmosphere created.
Since most students understand the complexity of emotions and how they experience them, I will ensure that they articulate what they know. I will ensure the school they learn in focuses on metacognitive activities, which encourages students to talk about their emotions, listen to the feelings of their classmates, and consider the motivations brought about by people entering their curriculum world. I will also ensure that students emphasize on social interaction activities that ensure that the entire body provides the required emotional support. This includes activities such as games, arts, field trips, physical education, discussions, cooperative learning, and interactive projects. I will not advocate for withdrawal of these activities when students behave or budges are tight since this will be a great drawback to the learning process (Sylwester, 1994).
I understand that when school environments are emotionally stressful, they reduce the ability of the students to successfully learn. As a result, I will encourage self-esteem and empower the students to control their own environment so that they are able to manage stress. This means that I will not support highly authoritarian and evaluative schools even though they promote efficiency, accountability, an institutional economy. This is because such learning institutions heighten nonproductive stress in both staff and the students. I will create a learning environment in which students are free to air their views and present their grievances. This way, the students will be relaxed and more comfortable when learning. This will ensure that the students perform better in their learning since they are not forced into learning but are relaxed to easily understand (Dewey, 1910).
I also understand that emotions exist without learning. They are not easy to change as well. Nevertheless, they should not be ignored. However, I should train people to use rational processes that override their emotions so that they have them in check. Students should learn self-control strategies that ensure that they are encouraged to be nonjudgmental and efficient in emotion control. This will ensure that students do not recall past experiences with anger when they recall that a decision was imposed on them; that their views were not considered when making the decisions (Sylwester, 1994). I will ensure that every learning strategy I use makes the people affected comfortable.
Dewey, J. (1910). How we think. Boston, MA: D. C. Heath & Co., Publishers.
Sylwester, R. (1994). How emotions affect learning. Educational Leadership, 52(2), 60-65. Retrieved from http://www.ascd.org/publications/educational-leadership/oct94/vol52/num02/How-Emotions-Affect-Learning.aspx.