Emotional development

Question 1

Emotions

Answer 1

the outcome of physiological changes triggered by the brain combined with the interpretation of the situation and other info

Question 2

The effect of emotions on learning

Answer 2

• change the dopamine levels that affect LTM
• take up attention that could be used for learning
• more likely to remember info if linked to an emotion
• anxiety inhibits learning

Question 3

How can teachers create opportunities for emotional regulation?

Answer 3

• provide complex, meaningful tasks
• give learners choices/control
• control task difficulty in terms of pace, quantity and level of support

Question 4

How can teachers create a climate of trust?

Answer 4

• follow through with consequences

- avoid listening to tattling

Question 5

How can teachers help learners recognise and express emotions?

Answer 5

• teach emotional vocabulary

- encourage reflection activities (drawing/journaling)

Question 6

How can teachers provide strategies for coping with emotions?

Answer 6

Demonstrate strategies like:

• breathing exercises
• counting to ten
• pausing before reacting

Question 7

The 4 most basic human emotions

Answer 7

• Joy
• Sadness
• Fear
• Anger

Question 8

Ways of expressing emotions

Answer 8

• Verbal (with words that have a commonly accepted connotation)
• Non-verbal (body language/reactions/movement)

Question 9

The positive side of emotions

Answer 9

Can enhance behaviour

i.e. fear can increase work ethic

Question 10

The negative side of emotions

Answer 10

If the emotion is too strong i.e. fear it can lead to poor concentration/performance

Question 11

Disciplining a learner with emotional problems

Answer 11

• expectations of behaviour must be clearly communicated to parents and child
• punishments must serve a clear educational purpose
• avoid punishments that remove the child from the classroom for a long time

Question 12

Helping anxious learners in the classroom

Answer 12

• give clear instructions (stability)
• be careful of competition (should not be pressured)
• use alternative forms of assessment
• allow learners to practice skills needed to write tests/perform in stressful situations
• give the learner practice in small group situations

Question 13

The achievement emotions

Answer 13

• mastery goals
• performance-approach goals
• performance-avoidance goals

Question 14

Mastery goal

Answer 14

• view activity as a way to become smarter
• feel in control and enjoy the activity
• could focus on activity

Question 15

Performance-approach goal

Answer 15

• focus on looking good while doing activity

Question 16

Performance-avoidance goal

Answer 16

• fear of failure

- anxiety and shame

Question 17

Ways to decrease boredom and increase positive achievement

Answer 17

• match the challenge to the student’s ability
• give students choices
• be enthusiastic and encouraging