emotions as a teacher

8/10/2019 Emotions as a Teacher

1/7

Teachers' Emotions and Classroom Effectiveness: Implications from Recent ResearchAuthor(s): Rosemary E. SuttonSource: The Clearing House, Vol. 78, No. 5, The Relevance of Educational Psychology toTeacher Education (May - Jun., 2005), pp. 229-234Published by: Taylor & Francis, Ltd.Stable URL: http://www.jstor.org/stable/30189914.

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2/7

Teachers

Emotions

n d

Classroom

ffectiveness

Implications

r o m e c e n t esearch

ROSEMARY.

SUTTON

Cognition,

motivation,

and

emotions

are

recog-

nized by psychologists as the three fundamental

classes of mental

operations

(Mayer,

Salovey,

and

Caruso

2000),

yet

most research

in

educational

psy-

chology

has focused on the first two classes. Educa-

tional

psychology

textbooks for

preservice

teachers

contain

chapters

on

learning,

problem solving,

assessment,

and

motivation,

but not on emotions

(such

as Ormrod

2002).

One reason for this is the

"suspicion

in

Western culture

that there

is

something

wrong

with emotions"

(Oatley

and Jenkins

1996).

Emotions are often

thought

of as out of

control,

destructive,

and

primitive

rather

than

thoughtful,

civ-

ilized, and adult. In contrast, recent research has

shown that emotions are an essential

part

of a

pro-

ductive adult life and are

important

in

understanding

the

goals

we attain

(Tice, Bratslavsky,

and

Baumeister

2001).

In

addition,

emotion

and

cognitive processing

are

integrated

in some areas of the brain

(Ochsner

and Barrett

2001),

and effective decision

making

involves both emotion and

cognitive processing

(Damasio

1994).

Preservice

teachers need

to

under-

stand that their

own

and their

students' emotions will

permeate

the classroom and

influence their

goals,

motivation,

problem solving,

and

teaching strategies

(Hargreaves

2000;

Sutton and

Wheatley

2003).

In

addition,

learning

how to

modify

or

regulate

emo-

tions while

teaching

should

strengthen beginning

teachers' effectiveness

(Sutton

2004).

In this

article,

I

present

an overview of current

research on

emotions,

and discuss teachers'

positive

emotions and evidence that

expression

of

positive

emotions

helps

teachers' effectiveness. I also discuss

teachers'

negative

emotions and

strategies

teachers

can

use to

reduce

their

negative

emotions.

Emotions Are

Complex

Processes

Most research

psychologists

believe

that

emotions

are

processes

that

consist

of

multiple components,

includ-

ing

appraisal,

subjective

experience,

physiological

change,

emotional

expression,

and

action

tendencies.

The emotion

process

typically begins

with a

judg-

ment or

appraisal

that involves the

interpretation

of

some

interaction in

terms of its relevance for the indi-

vidual's

goals

or

concerns

(Roseman

and Smith

2001).

Positive emotions

(such

as

happiness

and

satisfaction)

involve

pleasure

and

occur

when

one is

making

progress

toward a

goal. Negative

emotions

(such

as

anger

and

disgust)

indicate that

goals

are thwarted or

personal

concerns are

heightened.

Because

goals

and

concerns

vary among

individuals,

so do the

appraisals

of the same

triggering

event. For

example,

if a student

curses at a

teacher and refuses to

do

any

work,

one

teacher

may

become

angry, perceiving

this as a demean-

ing

offense,

whereas another teacher

may

be

sad,

per-

ceiving

this as a deficit that has arisen from

parental

neglect

or

abuse.

The

appraisal component

of

the

emotion

process

is

central to

the

understanding

of culture's role

in

emo-

tion: "Cultures differ in the kinds of events that attract

attention;

arouse

immediate

pleasant

or

unpleasant

feelings; are seen as one's own fault or someone else's,

or no

one's;

or are

perceived

as obstacles"

(Ellsworth

1994,

29-30).

This means that when students or teach-

ers from

different

cultures have a different

appraisal

of

a classroom

event,

they

will

experience

different emo-

tions.

These different

emotions,

in

turn,

are

likely

to

influence how teachers think about and interact with

students,

and can

easily

lead to cultural misunder-

standings.

Of

course,

these

differing

appraisals

also

influence how students interactwith other students and

Rosemary

E. Sutton is a

professor f

curriculum nd

foundations

and director

of

assess-

ment at ClevelandState

University.

Her currentresearch nterestsare teachers' mo-

tions and the

consequences

f

teacher

esting.

229

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3/7

230

The Clearing

House

May/June

2005

their teachers.

For

example, unexpected

events are less

likely

to be

perceived

by

Korean students than their

non-Korean

peers

or teachers as

surprising,

probably

because of the holistic

reasoning

common in East

Asians

(Choi

and Nisbett

2000).

This

may

have

partic-

ular

implications

for teachers who

deliberately

use

cog-

nitive surprise as a motivational technique.

The

subjective experience

of emotions

(also

called

affect)

is a distinct

type

of

private

mental state.

Thus,

happiness

does not feel

like frustration or

sadness.

Teachers who feel much

happiness

and little

frustra-

tion have a different

teaching

experience

than those

who feel constant frustration and little

happiness.

We

often use

metaphors

to

portray

emotions;

anger

is

described

in

terms of

fire, heat,

or

blowing

off

steam

(Gottman,

Katz,

and Hooven

1997).

For

example,

one

teacher

said,

"Iwas

very angry,

and if steam could come

out of

my

nose and

ears,

it

probably

could

[sic]" (Sut-

ton and Wheatley 2003, 330).

Physiological hanges

nclude

body

temperature,

heart

rate,

and

blood

pressure,

and emotion

expressions

involve facial

expressions

(Cacioppo,

et al.

2000;

Kelt-

ner and

Ekman

2000).

These

changes

are not

only

felt

by

teachers but can be observed

by

students and

may

also

influence students' behavior. For

example,

when

asked how

successfully

she masked her

emotions,

one

teacher said:

Not

very .. they

know when

I

am not

myself.

And

they

know..,.

when

my body language

s not

saying

what

my

mouth

is

saying.

. . Sometimes

hey

will come and ask

me,

are

you

sure

you

are ok?

(Sutton

and

Wheatley

2003,

331)

Emotions also involve

response

or action tendencies.

A teacher

may

want to

laugh

out loud at a

student's

joke,

or

feel an

impulse

to

publicly

embarrass a student

who is

disrespectful.

These action

tendencies

can be

modulated or

regulated:

the first teacher

might keep

his face

passive

and the second teacher

may just quiet-

ly say,

"Please see

me after

class." Action

tendencies

associated

with emotions are often so

powerful

that

they temporarily

override

longer-term goals.

For

exam-

ple,

one teacher

said,

Well,

if I

get really angry

.

.

.

it's

really

hard for

me to

cover it

up

...

and then sometimes I

regret [getting

angry]

because

'm

always

rying

o

stay

n control.

When

someone

finds the

right

button to

push

that

upsets

me... whenIlook back... I'm

upset

with

myself

for

lettingmyselfgetupset.(Sutton

and

Wheatley

2003,

331)

The

components

of the emotion

process

influence

each other. For

example,

the


of

anger

is

typically

associated with

specific

facial

expressions,

action tendencies to strike

out,

and the

appraisal

of

blaming

others

(Roseman 2001).

How-

ever,

these

processes

are also

partially independent.

For example, when angry, some individuals and

groups

have an

impulse

to move

away

rather than

moving

toward and

striking

out

(Mesquita,

Frijda,

and Sherer

1997).

The


of

an

emotion

process

does not

always correspond

to

a

particular

physiological response.

For

example,

in

a

study

of married

couples,

the more

negative

hus-

bands reported they felt, the more they were physio-

logically

aroused,

whereas for

wives,

there was no

relationship

between the

subjective

negative

affect

and

physiological

arousal

(Levenson, Carstensen,

and Gottman

1994).

These cultural and individual

differences in the

relationship

between the

compo-

nents of emotions

may

make it difficult for students

to

recognize

the

emotions

in

their

peers

and teachers.

For

example,

while

negative physiological

arousal

and

momentary

facial

changes

associated with

emo-

tions are

often observed

through

nonverbal

cues,

negative

affect is a

subjective

feeling

and cannot be

directly observed. Do students find it more difficult

to

recognize

teachers'

subjective

negative

affect and

consequently

modify

their own

behavior before the

situation escalates if their teacher does not

experi-

ence

negative

physiological

arousal when she

experi-

ences

subjective

negative

affect?

Recent

researchbased on

the

multicomponential

view

of

emotions

implies

that teachers have different emo-

tional

experiences

in the classroom in

terms of how

they

appraisf

or

interpret

common student

behaviors,

their

physiological

responses,

and the

intensity

of their action

tendencies.

However,

the emotions that all individuals

experience, including teachers, are related to their own

thinking

and

behavior

and influence others. Observers

often

respond

automatically

to

momentary involuntary

facial

changes

associated with emotions

(Dimberg,

Thunberg,

and Elmehed

2000),

and students are aware

of and

influenced

by

teachers'

positive

and

negative

emotions

(Sutton

and

Wheatley 2003).

Sources and Effectiveness of Teachers'

Positive Emotions

Teachers

say

that much of the

joy

and

pleasure

comes from their

interactions with students:

watching

them learn and make progress, getting to know them as

individuals,

and

having

former students come back to

talk to them

(Sutton

and

Wheatley

2003).

Teachers

often

experience

particular pleasure

when students suc-

ceed

after

struggling initially.

For

example,

a

physical

education teacher said:

Oh,

it's

great...

when

you

see students

succeed]

who

you

know don't

have that

athletic

ability

or those

necessary

skills... Ihave o

say

I

enjoy

most to see the studentswho

aren't s well skilledas the

otherstudents . .

Shooting

a

basket,

hrowing

ball at the

target

ccurately.1

Teachers

often

enjoy

their

relationships

with stu-

dents, spending time with them in school and attend-



4/7

Vol.

78,

No.

5

Teachers' Emotions and Classroom Effectiveness 231

ing

extracurricular activities

(Hargreaves 2000).

One

veteran teacher

explained:

I

go

to

their

concerts,

go

to

their

plays.

I have

students

who come backand that's he touchstone for

me,

that's

what

keeps

me anchored... And

I

like the

age.

I know

a lot

of

people

think

t's

a

difficult

age,

working

with

13-

and 14-year-olds,ut I like it.

Teachers also

experience positive

emotions when

they get everything planned

done,

when

colleagues

are

supportive,

and when

parents

respect

teachers'

judg-

ments and

support

their efforts

(Sutton

and

Wheatley

2003).

Some teachers find

teaching unpredictable

and

exciting.

This is more common for

beginning

teachers

who can be exhilarated

by

having

their own students

and classrooms

(Huberman 1993).

Teachers'

positive

emotions

help

them

in

the class-

room.

Ninety-seven percent

of over four hundred teach-

ers

surveyed

in

Ohio

reported

that

showing positive

emotions made them more effective (Sutton and Knight

2004).

Middle school students who believed that teach-

ers cared about them were more

likely

to be

helpful,

cooperative,

and to follow classroom rules and norms

(Wentzel

1996).

Observational research

has

indicated

that middle school students were

more

likely

to be

mas-

tery

oriented and less

likely

to use

task avoidance and

self

handicapping strategies

in classrooms where

teach-

ers communicated

positive

emotions

and humor

(Turn-

er,

Midgley,

et al.

2002; Turner,

Meyer,

et al.

2003).

Recent

experimental

research indicates

that

posi-

tive emotions influence

thinking by widening

the

arrayof thoughts and actions that come to mind. In

one

study,

research

participants

were shown short

film

clips

that

induced

positive,

neutral,

or

negative

emotions.

They

were then asked to

imagine

them-

selves

being

in the situation in which similar emo-

tions would arise and to list the

things they

would do

right

then. This is a

way

to measure immediate

reac-

tions.

The

participants

who

experienced

the

positive

emotions

generated significantly

more ideas than

those who

experienced negative

or neutral

emotions

(Fredrickson

and

Branigan 2001).

This

suggests

that

when teachers

experience positive

emotions

in

the

classroom,

they

are able to think of more ideas and a

wider range of behaviors than when they experience

negative

or neutral emotions.

Positive emotions can "undo" the

subjective

and

physiological

components

of

negative

emotions and

stress.

Caregivers

of

terminally

ill

AIDS

patients reported

ameliorating

their

high

levels of stress

through

the

use of

positive

emotions

(Folkman

et al.

1997),

and

cardiovas-

cular

recovery

from

high-arousal

negative

emotions was

faster for those individuals who

experienced positive

emotions

(Fredrickson

et

al.

2000).

Thus,

positive

emo-

tions should

help

counter the

daily experience

of

nega-

tive emotions and stress common to teachers.

Unfortunately, people cannot will themselves into a

particular

emotion. Emotions unfold

from

individuals'

appraisals

of

particular

situations,

and these

appraisals

are the result of

unique personal

histories and

goals

and can be difficult to control

(Fredrickson 2002).

However,

individuals can seek

personal meaning

from

situations that

they

know

helped

trigger

positive

emo-

tions at an earlier time. Formany teachers, those situa-

tions involve

observing

students

learning

and

making

progress,

as well as

fostering interpersonal

relation-

ships

with students.

Those teachers

more skilled at

finding

the

personal meaning

that elicits more

positive

emotions

in

their work are

likely

to be more effective

in

interactions with

students,

be able to

generate

a

wide

variety

of ideas when

teaching,

and

cope

better

with the

daily

stress

of

teaching.

Teachers'

Negative

Emotions and

Down-regulation Strategies

Teachers experience strong negative emotions-

especially

anger

and frustration-from a number of

sources related to

disruptions

of their

goals.

These

include students' violation of rules and

poor

student

academic work due to controllable factors such as lazi-

ness or inattention. Factors outside the classroom that

make it difficult to teach well

(such

as

uncooperative

colleagues

and

parents)

are also sources of

negative

emotions

(Sutton

and

Wheatley

2003).

Negative

emotions,

especially anger,

have

a

moral

component,

and

can

be

productive, serving

to

uphold

accepted

standards of moral conduct. About one-third

of teachers believe that the

expression

of

negative

emo-

tions

such

as

anger

can make

them

more effective

(Sut-

ton and

Knight

2004).

However, teachers often

fear los-

ing

control when their

anger

is

intense,

so some

teachers use "fake

anger"

to

help

control their class-

rooms. A teacher in his sixth

year

said,

I

guess

I

used to

get angry.

don't

reallyget angry

now.

I don't

really

know

why

it has

changed.

I

used

to

be

angry

with them at theirbehavior n the

classroom;

ow

I thinkI

just

act likeI'm

angry.

Over

90

percent

of middle school teachers

who

were

interviewed

talked about

holding

in

anger, gritting

their

teeth,

lowering

their

anger

back

down,

stepping

back and breathing, and not letting their frustrations

affect their

teaching.

They

also talked

spontaneously

about

their losses of control and their

regrets

about

those incidents

(Sutton

2004).

These

findings

are con-

sistent with the literature

showing

that Americans are

particularly

concerned with

controlling anger (Tice

and

Baumeister

1993).

Teachers' concerns about

regulating

their

anger

are

not new.

Thirty years ago,

teachers talked about their

losses of control with comments such

as,

"Youmake a

vow that

you

will never do that

again,

but then will

come another

day

when

my patience

is

just

worn too

thin and you explode again" (Lortie 1975, 157). Teach-



5/7

232

The

Clearing

House

May/June

2005

ers believe that

reducing negative

emotions

helps

them

maintain a focus on academic

learning

rather

than

being

distracted with their immediate

concerns,

helps

them with

management

and

discipline (since "yelling

does not

work"),

and

helps

them nurture

positive

rela-

tionships

with students

(Sutton

2004).

Teachers report

using

a

variety

of

strategies

to help

them

manage

the

negative

emotions that arise

in the

classroom.

Strategies

are used to

prevent

the

negative

emotions from

becoming fully

developed,

to

manage

one's self in the classroom when the

negative

emotions

are

intense,

and to

help cope

after the incident

is over

(Sutton 2004).

Preventative

strategies

included

modifying situa-

tions that

may

lead to

negative

emotions. For exam-

ple,

some teachers said that on "bad"

mornings

when

they

were concerned that

they might

"lose

it,"

they

were extra careful to be well

prepared

so there

were

likely to be fewer problems, or that they modified

their lesson

plans

to have the students

doing

activi-

ties that the teachers found easier. Teachers'

negative

emotions

frequently

arise

during management

and

discipline problems,

and

teachers

reported modify-

ing

the

potentially

problematic

situation

by telling

a

joke

to defuse the

situation,

or

asking

students

to

take a

"time

out." These

strategies

not

only improved

the

situation,

but also

helped

teachers reduce

their

negative

emotions and did

not

interrupt

their

acade-

mic

goals (Sutton 2004).

Reappraisal,

or

changing

one's

view of

the

situation,

is a particularlyeffective way to prevent negative emo-

tions from

fully

developing (Sutton

and

Knight 2004).

Teachers

reported using

self-talk,

reminding

them-

selves,

"these are

kids,"

and

reflecting

on

previous

situ-

ations when

they

had not

regulated

their

emotions,

with

poor

results

(Sutton 2004).

When

feeling

intense

negative

emotions

in

the

classroom,

teachers

reported

behavioral

strategies

such as

physically moving away

from

students,

paus-

ing, deep breathing,

and

controlling

facial

features.

Cognitive strategies

included

thinking

of

a serene

place,

not

taking

students' comments

personally,

and

reflecting

on their

previous

experiences.

Some teach-

ers used several strategies simultaneously, such as tak-

ing

several

deep

breaths and also

talking

to them-

selves about the

problems

that

"losing

it" creates

(Sutton 2004).

Talking

or

venting

to

colleagues,

friends,

and

family

is

the

most common

strategy

used

by

teachers

for

cop-

ing

after the incident

triggering

the

negative

emotions

is over

(Sutton 2004).

The literature on

talking

about

one's

anger suggests

that some kinds of

venting may

not

be

productive,

as

they

can escalate

the

feelings

of

being

wronged

(Tavris 1989).

Talking

to others about

the situation to

help reappraise

it-understand

it,

joke

about it, put it in perspective (such as "don't take it per-

sonally")-or

how to

prevent

it from

reoccurring

should be

productive.

For

example,

a teacher with

eight

years

of

experience

said

talking

to

his

team

members

when he was frustrated could be

productive,

but

mostly

it

turns into

you're

all sort of

comparing

notes

on students'

performance

and certain behavior. And

they say,well,you know,so and so is doingthat forme,

too. Then

you

could

spend

20-30 minutesand not have

made

yourself

eel

any

better,

but

just

think

that, oh,

my

God,

this is even more insurmountable.

Q:

Thatcould

make it

worse,

rather han

helping?)

. . Yeah.Unless

they

have .. a

strategy.

teach

sciencewith

anothersci-

ence

teacher,

and

she

would have a

strategy

or

a

partic-

ular lesson and

say,

ike,

I'vedone this in the

past, why

don't

you try

this?

(Sutton

2004,

393)

Effective Teachers and Emotion

Regulation

Recent research

suggests

that teachers' emotion

expe-

riences and

expression

influence their classroom effec-

tiveness. Over 95 percent of teachers reported that

expressing

positive

emotions makes them more effec-

tive,

compared

to

only

35

percent

who believe that

expressing negative

emotions makes them more effec-

tive. Teachers who

reported

high

levels of emotion

intensity

in the

classroom

were less

confident

about

their

teaching

effectiveness

(Sutton

and

Knight

2004).

Most teachers use a

variety

of

strategies

to reduce their

negative

emotions and

increase their

positive

emotions

because

they

believe it

helps

them

accomplish

their

teaching goals (Sutton 2004). Strategies

that

can

help

teachers

regulate

their emotions are summarized in

appendix A.

Choosing

to

regulate

emotions

in

the

classroom

does

not mean that teachers want to eliminate emo-

tion

expressions

in the

classroom.

Rather,

t means

they

seek to find a balance-and this often takes time. As

one teacher in his

seventh

year

said:

I've

gotten

much betterat

maskingmy

emotions in the

classroom.

I

do

like

to have some emotion

in

there.

I

don't want to

appear

ike a

robot;

I want the students o

be interested. want them to trustme and have faith in

what

I

say.

I

want

them

to know when I'm

not

happy

and when I

am,

but

going

too

farone

way

or

the

other-

I learned

ust

by

mistake,

by actuallydoing

it-and it's

not a

good thing

to

do one

way

or the other.

Providing

preservice

teachers with

an

understand-

ing

of the

complex

nature of

emotions,

the sources

and

consequences

of

positive

and

negative

emotions,

and

strategies

for

modifying

emotions should

help

them

learn the

appropriate

balance of emotion

expression

in the

classroom more

quickly.

Until

recently,

there have been no

research

resources to

help beginning

teachers

develop

the

understanding

and skills

necessary

to become effective

at

the emo-

tion-related

aspects

of

teaching.

However,

that is

changing rapidly,

and in this article I

provided

a brief

overview of current research.



6/7

Vol.

78,

No.

5 Teachers'

Emotions and

Classroom Effectiveness 233

APPENDIX

Emotion

Regulation Strategies

for

Teachers

Purpose

Increaseawarenessof one's

own

emotions

in the

classroom

Understand tudents'

perceptions

Enhance

positive

emotions

Reduce

negative

emotions

Strategies

Record when

positive

and

negative

emotions are

experienced

n

an emotion

teaching diary

for one or two

weeks. Look for common

patterns

n

timing,

situations,

and so on.

Ask studentsabout the

consequences

of emotion

expres-

sion in the classroom. Students'

responses

are

likely

to

vary by grade

level and culturalcontext. A

group

of ele-

mentary

school childrenwere

asked,

"Whatrule would

you

like to make for the teacher o follow?"

They

fre-

quently replied,

"Don't

yell

at

us,"

as teachers'

yelling

made

them feel

small, sad, ashamed,

guilty,

hurt,

and

embarrassed

Thomas

and

Montomery

1998,

374).

Seek situations hat

helped triggerpositive

emotions at an

earliertime (keepingan emotiondiarywill help identify

these).

For

many

teachers hese

situations

nvolve focus-

ing

on

student

earning

and

relationships

with

students.

Preventative

Defuse

potentialproblem

situations

by stepping

back,

telling

a

joke,

or a similar action.

Identify

and avoid situations hat are "hot

spots."

For

example,

if students

alking

when

they

should not leads

to

anger

and

frustration,

est friends should be

separated.

In the heat of the moment

Breathe

deep, pause, physically

move

away.

Think of a serene

place.

Reappraising

he situation-remind

yourself

these are

just kids.

Use

nondisruptivediscipline techniques

such as a

discipline

card.

After the incident

Reduce

physiological

arousal

hrough

relaxationor

exercise.

Be careful that

"venting"

does not escalate the

negative

feelings.

Reappraise

or think about the situation

differently,

such

as not

taking

comments

personally

or

joking

about t.

Plan

preventatively:

Determinehow to

reduce

the

amountof

negative

emotion in the classroom

by

the

teaching strategies

used,

comments made to

students,

and so on.

Key

words:

emotions,

teachers,

trategies

NOTE

1.

The

quotes

from teachers ome

from an interview

tudy

with

thirty

eachers

conducted

details

are n Sutton

2004).

If the

quotes

have been included in

previously

published

work,

the

appropriate

citation

s

included.

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