Learner Center Classroom - University of Tabuk
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The document discusses emotional intelligence and the role of emotions in education. It defines emotional intelligence as the ability to monitor, discriminate between, and use emotions to guide thinking and behavior. It argues that emotions are already aspects of all pedagogical encounters but are rarely acknowledged or properly theorized in higher education. The document advocates recognizing feelings as a worthy and essential part of everyday life and learning, and suggests techniques like mind mapping, role playing, and discussion to help students process intense emotional experiences.
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Learner Center Classroom - University of Tabuk
- 4. Emotional intelligence has been defined, by Peter Salovey and John Mayer, as "the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior”.
- 7. “The question is not whether emotion should be introduced into the curriculum; our argument is that the affective and embodied are already aspects of all pedagogical encounters but that in higher education, in particular, emotion is rarely acknowledged and is under- or mis-theorized.”
- 9. “Anything human is mentionable, and anything mentionable is manageable.” So many of us spend years studiously managing our feelings by ignoring their existence altogether. What Rogers insists, in words and by example, is that the best sort of life is the one where those feelings are recognized as a worthy, inextricable, and an essential part of us every day … https://www.buzzfeednews.com/article/anne helenpetersen/mister-rogers-beautiful-day- neighborhood-movie
- 10. thrilled, tender, tearful, troubled or testy
- 13. Projectors - student role Receiver - teacher role Intuitive activity: Pairwork:
- 14. The following suggestions are techniques you will be familiar with and have used in the past. The only difference is, they are initiated at times when your student’s are having intense emotional experiences. Most are for speaking, but they could be adapted to fit regularly scheduled lessons.
- 15. Life event Mind Map it: Milestones
- 17. Life Challenges Explain it: Role Reversal
- 19. Conclusion:
Editor's Notes
- Welcome. Good morning, I wish to thank you all for being here today, as well, to express my gratitude to Hadir for inviting me to this workshop. I know we all are ready for a break, so let’s get the show on the road.
- Intro. The title of this workshop is called: Getting Emotional: Making lessons more learner-centered. I’m Wendi, a teacher like all of you here. I will be approaching you today as a co-worker—friend/student and human being. There will be 17 slides, one activity and two techniques discussed today, in case you are wondering how long this will be. Question to you: What Vibes/Energy/Feelings/Emotions/Sensations/Warm - fuzzies are you feeling right now?
- (click) 1. Background: As a child, my mother’s response to all things emotional was…“Wendi, you’re being too sensitive”, or some variation of that. I went through early life thinking emotional reactions were pathetic. I thought to myself: Am I a walking around with my emotions written on my body, like a scarlet letter? Are emotions something like chicken pox? As a result, hiding my feelings only made me more sensitive and more prone to melancholy days. So, I lived most of my life thinking that feelings were something that branded me defective.
- (click) 2. Until…1995 when the book "Emotional Intelligence", written by author and science journalist Daniel Goleman came out. At least now, there was a positive dialogue about what had been my inner shame. Emotional intelligence has been defined, by Peter Salovey and John Mayer, as "the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use emotional information to guide thinking and behavior”.
- (click) 3. Fast forward many years later to my career as a teacher. After teaching in 5 different countries, I’ve learned that: Emotions are universal. Today I’m proposing that by connecting emotionally to students in the classroom, you will facilitate learner- centered learning. We will use tried and true techniques, mind-mapping and role reversal examples to give you some ideas on how to connect with your students.
- (click) 4. First, a refresher on teaching vs. facilitating. Facilitating is to design the learning experience, i.e. how students would interact with the content. ... Facilitating is very student-centered and is focused on learning. Teaching is more focused on delivery of content by the teacher.
- (click) 5. According to: “Acknowledging the Affective in Higher Education” “The question is not whether emotion should be introduced into the curriculum; our argument is that the affective and embodied are already aspects of all pedagogical encounters but that in higher education, in particular, emotion is rarely acknowledged and is under- or mis-theorised.” We as teachers should invite students to share the “teaching” space with us. Especially when a structured, planned lesson could be enhanced by including the student’s immediate emotional needs.
- (click) 6. Have you’ve all seen this Snickers ad campaign? We all know that when teaching young women, you can experience all of these emotions in the classroom. Sometimes, all in one day. These are the best days to stop, regroup and change gears.
- (click) 7. All of my American colleagues will know this man. This is a new film about the life of Mr. Rodgers. In a commentary about the film titled, “Mister Rogers And The Dark Abyss Of The Adult Soul” Anne Helen Petersen writes: “Anything human is mentionable, and anything mentionable is manageable.” So many of us spend years studiously managing our feelings by ignoring their existence altogether. What Rogers insists, in words and by example, is that the best sort of life is the one where those feelings are recognized as a worthy, inextricable, and essential part of us every day”
- (click) 8. Dan Harris published the book “10% Happier” in 2014. It became a New York Times bestseller in that same year. An app based on the book was developed in 2018. So, my point is that identifying emotions are now mainstream and are being embraced in everyday society. It’s trendy to be thrilled, tender, tearful, troubled or testy.
- (click) 9. It’s interesting to note, the most popular trends in Education for 2019.
- (click) 10. So how do we do this? Use your intuition and be a mind-reader to gage the “energy” of the classroom.
- (click) 11. Let’s now do an exercise to build your intuitive muscles. Volunteers? It involves sketching, but only at a basic, stick-figure level. Projectors - students Receivers - teachers Receivers will have 10 minutes to draw what the image the projector is seeing and thinking about. We will analyze the results.
- (click) 12. The following suggestions are techniques you will be familiar with and have used in the past. The only difference is, they are initiated at times when your student’s are having intense emotional experiences. Most are for speaking, but they could be adapted to fit regularly scheduled lessons.
- (click) 13. As teachers, we all recognize the days when our students are pre-occupied with something. Their minds are elsewhere, certainly not on opening their books to page 76. You would have sensed this and now is the time to ask them, what exactly is happening, why are they so happy, joyous, or sad and full of grief? This concept is to embrace a milestone and mind-map all the language associated with the event on the whiteboard.
- If they are happy about an upcoming wedding, mind-map all the level-appropriate terminology. Have them take a photo of the board. You can expand on this idea to include a digital mood board. I realize this could potentially take time away from regularly scheduled teaching plans. Balance is key here. Births - joy Deaths - sadness or grief (click) 14. If they are happy about an upcoming wedding, mind-map all the level-appropriate terminology. Have them take a photo of the board. (click) You can expand on this idea to include a digital mood board. I realize this could potentially take time away from regularly scheduled teaching plans. Balance is key here. Other examples are: births - joy, deaths - sadness or grief
- (click) 15. Picture this, you walk into the classroom and you can cut the tension with a knife. Your students look as if they haven’t slept for a week, yet they somehow made it to class that day. It’s exam day for them and you can feel their pain. The exam is in another class, so you are not up to speed on the content.
- (click) 16. It’s time for a role reversal. You are the student now. Let them teach you the subject. This works with exams, projects and assignments in their other classes. Make them do the work. They will be so relieved to have this opportunity to rehearse the material.
- Conclusion: To conclude, one way to have a learner-centered lesson is to recognize when raw emotions are present in the classroom. You as a teacher, woman and human being can use your intuition to facilitate, spontaneous, happy spaces where students can share their souls. We all are craving real-human interactions because we are surrounded everyday by techno-clutter. To be human is to have emotional experiences, and that is universal. Lastly, I would like to thank Lisa and Amber for their inspiration. Thank you.