Tapping Into Emotions
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This document provides examples of emotional situations that college students may experience and prompts the reader to reflect on how they would respond. It includes four examples of typical situations that could trigger the emotions of discomfort, anxiety/fear, excitement, and joy. For each example, the reader is asked to describe their experience in that situation and identify the lesson to be learned. The overall message is that reflecting on emotional patterns and responses can provide wisdom and opportunities for self-improvement.
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Tapping%20into%20 emotions[1]
The document discusses how recognizing patterns in emotional responses to situations can provide wisdom and lessons to improve oneself. It provides four examples of typical situations in college that may elicit discomfort, anxiety/fear, excitement, and joy. For each emotion, it prompts reflection on one's experience in that situation and the potential lesson to be learned.
Tapping emotions
The document discusses four common emotional situations that college students may experience and asks the student to reflect on how they would feel in each situation and what lesson could be learned. The situations covered are: 1) discomfort with an uninteresting professor, 2) anxiety over a challenging course workload, 3) excitement over winning a scholarship, and 4) joy at graduating. The student reflects on their own experiences in similar situations and lessons learned around communicating with advisors, managing course demands, priorities, and overcoming doubts.
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Tony Sebree took a career assessment test which indicated he was well-suited for careers in veterinary medicine or archeology, though he did not plan to pursue those. He found the scavenger hunt assignment challenging but learned about support services available at his college. By completing an assignment on how the brain learns, he realized the importance of focus, concentration, and self-care. His favorite assignments were journal entries that helped him learn about himself and his strengths and weaknesses. He most enjoyed the first week which covered self-assessments and learning how to improve himself. Tony plans to carry lessons about improving study habits, self-reflection, and managing thoughts and emotions into future semesters. By taking this class
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Ashlie Cass discusses her favorite assignments from her nursing course, which included a scavenger hunt around campus, a service learning project, and writing a letter to future students. She also discusses her favorite journal entries, which helped her improve her time management, reflect on emotions, and be more honest in self-assessments. Cass indicates the last week of the course was her best as she realized what she had learned and helped the community. She hopes to carry forward study strategies, being true to herself, and meeting deadlines. Her self-assessment scores improved in most areas from the beginning to the end of the course.
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The document discusses how recognizing patterns in emotional responses to situations can provide wisdom and lessons to improve oneself. It provides four examples of typical situations in college that may elicit discomfort, anxiety/fear, excitement, and joy. For each emotion, it prompts reflection on one's experience in that situation and the potential lesson to be learned.
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The document discusses four common emotional situations that college students may experience and asks the student to reflect on how they would feel in each situation and what lesson could be learned. The situations covered are: 1) discomfort with an uninteresting professor, 2) anxiety over a challenging course workload, 3) excitement over winning a scholarship, and 4) joy at graduating. The student reflects on their own experiences in similar situations and lessons learned around communicating with advisors, managing course demands, priorities, and overcoming doubts.
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Tony Sebree took a career assessment test which indicated he was well-suited for careers in veterinary medicine or archeology, though he did not plan to pursue those. He found the scavenger hunt assignment challenging but learned about support services available at his college. By completing an assignment on how the brain learns, he realized the importance of focus, concentration, and self-care. His favorite assignments were journal entries that helped him learn about himself and his strengths and weaknesses. He most enjoyed the first week which covered self-assessments and learning how to improve himself. Tony plans to carry lessons about improving study habits, self-reflection, and managing thoughts and emotions into future semesters. By taking this class
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Marcia introduces herself as a Grade One teacher who is motivated to learn about using computers in her classroom. She analyzes her personality traits, describing herself as organized, hard-working, loyal, and a good listener. Marcia shares the results of a personality test that identifies her as an ESFJ personality type. She also discusses learning more about her learning styles through additional tests, finding that she learns best visually, auditorily, and kinesthetically. Marcia concludes by expressing excitement and nerves about the learning journey ahead over the next two years but feeling supported by the resources and community around her.
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The student teacher received feedback after their first lesson that helped them improve for the next class. They felt worried and frustrated with the restless students at first, but their guide teacher assured them the class was always like that and provided tips to keep students calm and engaged. Speaking with their guide teacher about the lesson helped ease the student teacher's concerns, as they believed they could develop their teaching skills and build stronger relationships with students over time.
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This document contains an interview with Rochelle Deter, the head of the mathematics department at University Preparatory School. In the interview, Ms. Deter describes her classroom set up, typical teaching day, teaching style, classroom management approach, views on understanding students, motivating students, technology policy, homework policy, advice for new teachers, and approach to meeting the needs of all students. She emphasizes understanding students, modeling expected behavior, allowing opportunities to succeed, and being willing to adapt lessons as needed.
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Wesley Hutchinson is an education major who describes himself as hardworking, committed, and athletic. He lists his top three favorite in-class assignments as a self-assessment, discussion boards, and a scavenger hunt. His favorite journals covered developing self-awareness through self-assessments and managing his time. Module 10, which showed his overall progress, was his favorite. He plans to carry forward lessons about self-management, embracing change, and maintaining a positive attitude. His personal responsibility scores increased in most areas from his pre- to post-course assessments. His goals are to play professional baseball or become a football coach like his father to support his future family in a nice home.
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The document provides tips for teachers to become a "super teacher" by mastering effective instructional techniques. It recommends (1) recognizing individual student differences, (2) creating a safe classroom environment where students feel comfortable, and (3) focusing on building relationships with students. Additional tips include not using academic penalties for behavior, viewing misbehavior as an academic problem, and teaching to fill gaps in student deficiencies. The overall message is that the teacher is the most important factor for successful instruction.
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The student enjoyed learning about the library's organization and resources from the student handbook and calendar. They found the handbook especially useful as it covered topics from conduct to grading policies and managing time. The calendar clearly outlined important dates for each term such as dropping classes and exams. The scavenger hunt also helped the student learn about campus activities and support services available, such as tutoring at the Learning Resources center. Overall, the student found the assigned research helpful.
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Tapping Into Emotions
- 1. Activity Sheet: Tapping into Emotions Directions: The following are examples adapted from Joshua Freedman's At the Heart of Leadership: How to Get Results with Emotional Intelligence. He argues that we often experience emotions in a pattern. For example, similar situations will trigger a type of response. It will help us, he argues, if we learn to recognize the pattern and to dig deeper to explore the reasons why we feel the way we do. Then, we should look for the wisdom in the situation and response; in other words, we should look for a lesson to learn to improve ourselves. Using the following "typical" college student examples, reflect on your emotional reaction to these types of situations and what you think the wisdom, or lesson, is in each. 1. EMOTION: DISCOMFORT TYPICAL SITUATION: You walk into a class for the first time and the professor seems uninterested to teach or uninteresting in general. You suddenly get worried that you will not enjoy this class—and you have to have it for your degree. - YOUR EXPERIENCE IN THIS SITUATION: I think this situation is very usual for all the students that are in college, maybe the professor had a bad day or he is tired. But I think they have to be more excited to be teaching because they study for a reason to enjoy teaching. If he/she is not interested and I don’t have another option I would study by myself. If the case is that the professor doesn’t even go to class, I would change to another class because I am paying for a good education. - THE LESSON TO BE LEARNED: If you don’t have another option takes the class, because it’s only going to be 12 or 6 weeks and you are going to be over with the class. Not everything in this life is about “enjoy” that doesn’t bother me if the professor is boring, the only thing that matters is that the professor know what he/she is teaching, and answer your questions when you have a concerned. 2. EMOTION: ANXIETY/FEAR TYPICAL SITUATION: You walk into class where the professor explains everything that you are going to do this semester. He talks about a 15-page research paper, field studies, and weekly journals. You don't even have access to a computer. - YOUR EXPERIENCE IN THIS SITUATION: First of all I would worry a lot because a computer now a days is very useful the majority of work are due type. So I would buy a computer or go to a public library or simple as using the school library. If I don’t have time I would find a way to passed the class, and write down everything the first day of class so I can have an idea. - THE LESSON TO BE LEARNED: I would find a way to complete my assignments, those students that said “I didn’t have internet”, “I didn’t have a printer” guess what?! College provides all of this kind of help we are so lucky, not every schools has the opportunity to
- 2. have a big library and different resources. Tell the professor your situation talk to him/her that’s the only way he could maybe give you a copy or find a solution. Don’t blame in on the computer, we have resources and we have to use it. 3. EMOTION: EXCITEMENT TYPICAL SITUATION: You find out that you won a scholarship that will pay for books, tuition, and fees when you transfer to a four-year university next semester. You can't wait to share the good news with your family because they were having a hard time helping support you while you were in college. - YOUR EXPERIENCE IN THIS SITUATION: First of all I will thanks to them for the support even if it’s little or big I will be very grateful because if it wasn’t for them I would win the scholarship. Then I will promise them that I will keep the scholarship studying hard so they don’t have to worry. - THE LESSON TO BE LEARNED: This step “college” it’s not easy beginning with the economic support, you have to work hard in order to become a better person and help your family take from their shoulder the responsibility to pay for your career. You can get whatever you want if only you study and put all your effort. 4. EMOTION: JOY TYPICAL SITUATION: You have taken your last final exam and will be graduating next week in front of your family, friends, and co-workers—and a few people who thought you wouldn't make it. You have a job ready and waiting for you in your field of study. While the pay may not be high, it offers great opportunities for advancement. Your two children are proud to tell everyone that their mom has a college degree, and you know that they will be more likely to attend college because you did. - YOUR EXPERIENCE IN THIS SITUATION: I would not care about those people who thought I wouldn’t make it; I care about my family in this situation about my two children which are my support to be better. I would give them an example to follow my path to become a professional, it doesn’t matter how much they paid me if I have opportunity to get a better position in the future. - THE LESSON TO BE LEARNED: NEVER let negative thoughts about people who don’t do anything for their lives affect you. They are not the ones who are going to get a good career, who are going to enjoy the happiness of their families’ smile when you graduate. Don’t anybody put you down.