Unlocking Unlocking Connections: Connections: Emotions and Emotions and

Academic Academic SuccessSuccess

Presented by Charlotte Weinstein Course EDUC 5380Digital Media & Curriculum Integration

It is vital for teachers to understand the It is vital for teachers to understand the connection between emotions and academic connection between emotions and academic

successsuccess..

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Emotions: Physiological manifestations Emotions: Physiological manifestations affecting humans both externally and affecting humans both externally and

internally. internally.

Learning, thinking and memory takes place in the cortex Learning, thinking and memory takes place in the cortex involving the limbic systeminvolving the limbic system

Emotions and behavior receive direction and interpretation from Emotions and behavior receive direction and interpretation from the limbic systemthe limbic system

The interpretation of information determines whether the The interpretation of information determines whether the message is negative or positive: negative “shuts down” the message is negative or positive: negative “shuts down” the pathway to learning and positive “opens” the pathway to pathway to learning and positive “opens” the pathway to learninglearning

Emotions arise from memories: Dr. Seligman says “our Emotions arise from memories: Dr. Seligman says “our thoughts and beliefs are our reality…it’s not what happens to us thoughts and beliefs are our reality…it’s not what happens to us but what we think about what happens to us, that counts.” but what we think about what happens to us, that counts.”

Thoughts and emotions affect motivationThoughts and emotions affect motivation

http://www.cdl.org/resourcelibrary/articles/connect_emotions.phphttp://www.cdl.org/resourcelibrary/articles/connect_emotions.php

Positive feelings toward information, Positive feelings toward information, enables students to use what they know enables students to use what they know

motivating them to extend their knowledge motivating them to extend their knowledge beyond the classroom.beyond the classroom.

Need to be emotionally involved and engaged in the Need to be emotionally involved and engaged in the learning process; this encourages motivation and learning process; this encourages motivation and desire to learn.desire to learn.

Novelty-seeking element within the human brain Novelty-seeking element within the human brain facilitates learning- facilitates learning- needs stimulus needs stimulus

Positive emotions affect the decision making processPositive emotions affect the decision making process Positive feelings empowers students to broaden their Positive feelings empowers students to broaden their

knowledge and potentially create new knowledgeknowledge and potentially create new knowledgehttp://teacher.scholastic.com/professional/bruceperry/brainlearns.htm

By having short alternative and By having short alternative and interactive activities during instruction, interactive activities during instruction,

students will learn more.students will learn more.

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Emotional IntelligenceEmotional Intelligence

Knowing our emotions – self awarenessKnowing our emotions – self awareness Managing our emotions – impulse controlManaging our emotions – impulse control Motivating ourselves to achieve goals – persistence and self-Motivating ourselves to achieve goals – persistence and self-

motivationmotivation Recognizing emotions in others – empathyRecognizing emotions in others – empathy Managing relationships with others – social skillsManaging relationships with others – social skills

Teachers directly influence:Teachers directly influence: Emotional intelligence is Emotional intelligence is learnedlearned nor inherited like general nor inherited like general

intelligenceintelligence Emotional intelligence can be Emotional intelligence can be nurturednurtured, , directeddirected and and

strengthened strengthened ..http://www.greatschools.org/parenting/teaching-values/751-the-role-of-emotions-in-http://www.greatschools.org/parenting/teaching-values/751-the-role-of-emotions-in-

learning.gs?page=1learning.gs?page=1

Affective Teaching: Creating a positive Affective Teaching: Creating a positive and stimulating environment to engage and stimulating environment to engage

emotions among our studentsemotions among our students.. Teachers provide opportunities for students to change their Teachers provide opportunities for students to change their

negative associations into positive ones.negative associations into positive ones. Draw on connection to their students’ everyday lives when Draw on connection to their students’ everyday lives when

presenting new information; use of connections conveys a presenting new information; use of connections conveys a sense of awareness, acknowledgement and acceptance of the sense of awareness, acknowledgement and acceptance of the students from the teacher.students from the teacher.

Use appropriate humor from time to timeUse appropriate humor from time to time Help learners see how new information connects with what they Help learners see how new information connects with what they

already knowalready know Conduct learning in nontraditional settingsConduct learning in nontraditional settings

http://www.affectiveteaching.com/?p=151

http://serendip.brynmawr.edu/exchange/node/8430

One way to address emotions in education One way to address emotions in education is through art and literature.is through art and literature.

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Engaging Emotions in Engaging Emotions in Muticultural Education Muticultural Education

Not all cultures interpret emotional experiences the same way.Not all cultures interpret emotional experiences the same way. Teachers themselves, must engage their own emotions in order Teachers themselves, must engage their own emotions in order

to engage emotions among their students.to engage emotions among their students. Use of autobiographies, films, plays and other forms of art can Use of autobiographies, films, plays and other forms of art can

be catalysts in the emotional growth and stimulus among be catalysts in the emotional growth and stimulus among students.students.

Guiding students through emotional difficulties, may empower Guiding students through emotional difficulties, may empower students to be less resistant to learn “new or different” ways of students to be less resistant to learn “new or different” ways of thinking.thinking.

Hongyu WangHongyu Wang. . MulticulturalMulticultural Perspectives Perspectives, 2008, Vol. 10 Issue 1, p10-16, 7p, 1 Chart; , 2008, Vol. 10 Issue 1, p10-16, 7p, 1 Chart; DOI: 10.1080/15210960701869330DOI: 10.1080/15210960701869330

Engaging Emotions in Education: Engaging Emotions in Education: Begin NowBegin Now

Explore many innovative ways to employ technology Explore many innovative ways to employ technology with studentswith students

Have a variety of ethnic and cultural books, posters, Have a variety of ethnic and cultural books, posters, etc. in the classroometc. in the classroom

Bring in community and neighborhood leaders into Bring in community and neighborhood leaders into the classroom: students ask questions on a variety of the classroom: students ask questions on a variety of topicstopics

Student experts: Students explore their passions and Student experts: Students explore their passions and teach their peersteach their peers

http://www.greatschools.org/parenting/teaching-values/751-the-role-of-emotions-in-learning.gs?page=1

ReferencesReferences

Anonymous. (2007, February 21). Why emotions cannot be Anonymous. (2007, February 21). Why emotions cannot be separated from learning. Retrieved from separated from learning. Retrieved from http://www.affectiveteaching.com/?p=151

Bronwell, C., & Eison, J. (1991). Active learning: creating Bronwell, C., & Eison, J. (1991). Active learning: creating excitement in the classroom. excitement in the classroom. ERIC Clearing House on Higher ERIC Clearing House on Higher EducationEducation, Retrieved from , Retrieved from http://www.oid.ucla.edu/about/units/tatp/old/lounge/pedagogy/dhttp://www.oid.ucla.edu/about/units/tatp/old/lounge/pedagogy/downloads/active-learning-eric.pdfownloads/active-learning-eric.pdf

Elias, M. (2003). Academic and social-emotional learning. Elias, M. (2003). Academic and social-emotional learning. Educational Practicies Series-11Educational Practicies Series-11, 1-29. Retrieved from , 1-29. Retrieved from http://www.mp.gov.rs/resursi/dokumenti/dok190-eng-http://www.mp.gov.rs/resursi/dokumenti/dok190-eng-IBE_academic_and_socioemotional_learning.pdfIBE_academic_and_socioemotional_learning.pdf

References (continued)References (continued)

Hongyu, W. (2008). "Red Eyes": Engaging Emotions in Hongyu, W. (2008). "Red Eyes": Engaging Emotions in Multicultural Education. Multicultural Education. Multicultural PerspectivesMulticultural Perspectives, 10(1), 10-16. , 10(1), 10-16. doi:10.1080/15210960701869330 doi:10.1080/15210960701869330

Vail, P. (2011). Vail, P. (2011). The role of emotions in learningThe role of emotions in learning. Retrieved from . Retrieved from http://www.greatschools.org/parenting/teaching-values/751-the-http://www.greatschools.org/parenting/teaching-values/751-the-role-of-emotions-in-learning.gs?page=1 role-of-emotions-in-learning.gs?page=1

WebsitesWebsiteshttp://www.affectiveteaching.com/?p=151http://www.affectiveteaching.com/?p=151

http://learningforlife.fsu.edu/ctl/explore/http://learningforlife.fsu.edu/ctl/explore/onlineresources/docs/Chptr8.pdfonlineresources/docs/Chptr8.pdf

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http://www.oid.ucla.edu/about/units/tatp/old/lounge/http://www.oid.ucla.edu/about/units/tatp/old/lounge/pedagogy/downloads/active-learning-eric.pdfpedagogy/downloads/active-learning-eric.pdf

http://www.mp.gov.rs/resursi/dokumenti/dok190-http://www.mp.gov.rs/resursi/dokumenti/dok190-engIBE_academic_and_socioemotional_learning.pdfengIBE_academic_and_socioemotional_learning.pdf

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