Education

In education, many professionals believe that measurable abilities such as such as spelling accuracy, but fail to gauge other qualities such as emotional well being. Ideally, over the years researchers have established that emotions are critical for the health of both the teacher and the student in any school. At the same time, recent innovations in cognitive science allow researchers to know where and how the brain/body processes emotion. Traditionally, teachers could define emotion as misbehavior failing to understand that people have good emotions, which enhance their learning abilities.

Knowing the type of environment that creates favorable emotions is an ideal approach for promoting education in schools. According to Sylwester, emotions are responsible for peoples' behaviors more than the brain. To achieve high performances in schools, it is important to create moods that evoke good emotions from all the stakeholders. Students need to understand when to use rational behavior to override their feelings. Consequently, self-control among students is essential in promoting learning in institutions. Teachers should teach students such traits in order to have quiet lives in schools. In essence, communication plays a vital role in relieving emotions. Before making any decision, students ought to be granted an opportunity to express them because it helps in reducing anger in the future. Students would be unhappy when they realize that individual decisions were imposed on them without consultation. Subsequently, in a successful learning environment, must embrace dialogue as a means of solving problems. Dialogue encourages students to talk about their emotions and share with their peers. Notably emotionally stressful school settings reduce students’ learning abilities thus failing to meet the institution’s objectives. Fundamentally, extracurricular activities reduce emotional stress among pupils. Consequently, students require encouragement to engage in activities that use all the parts of the body. In the end, the students would be relaxed and behave well thus increasing their learning abilities.

 

Reference

Sylwester, R. (1994). “How emotions affect learning.” Journal of Educational Leadership, 52(2), 60-65.