1. Emotions have a significant impact on learning as they act as an "on/off switch" for learning. Negative emotions like anxiety can impair memory and learning while positive emotions support learning. 2. Parents play a key role in shaping their children's emotional habits, which then impact academic performance and social connections. Principles like reinforcing effort, sparking curiosity, and monitoring growth can help parents foster optimism and positive emotions. 3. Teachers' social-emotional competencies are important for reducing burnout and improving student outcomes. Skills like managing emotions, building relationships, and handling challenges compassionately support teacher well-being and create optimal learning environments.

1. Emotions in Education in
Teachers and Students

2. How emotions affect the brain
The mere prospect of being asked to read aloud in class is enough to freeze some
kids. Having to take a written test or exam, with its combined requirements for
memory, reasoning, handwriting, planning and organization, can lock some kids’
gears. The sight of a math word problem knocks some kids sideways. Scared kids
perform poorly, and don’t learn new information well. Anxiety is the enemy of
memory. And, sadly, in many of today’s classrooms, we see children whose
intellectual energies and capacities are drained by negative emotional states.
Emotion is the on / off switch for learning.

3. Reinforcing positive emotional habits
Parents are the primary source of their children’s emotional habits. These predict,
prevent, or prepare for academic satisfaction just as they forge satisfactory or
disappointing connections with the outside world. Children whose experiences
have fostered optimism carry that habit with them into the school room.

4. Here are six principles of good practice to help
parents reinforce positive emotions

5. Prompt motivation.
Motivation comes from confidence which, in turn, is the harvest of competence. Break down new challenges into manageable
components. From riding a bike to learning a foreign language, monitor progress, support effort, praise new competencies, and give
the child a chance to showcase them.

6. Spark curiosity.
Curiosity thrives on opportunities to take chances on ideas and to enjoy the messiness of questions, as well as the tidiness of answers.
It dies when imagination, humor, and risk are suspect.

7. Nourish intellect, talent, and power.
Find what your child does well and budget time, money, and psychological energies for the good stuff. Unsupported weaknesses ache,
but unexercised talents itch.

8. Encourage connections.
Too much schooling happens in compartments and is stored in shoeboxes. Parents can counteract this by helping kids connect
experiences with words, words with pictures, pictures with music, and by weaving ideas and happenings into a web of life.

9. Monitor growth.
Assemble a portfolio for each child. Ask the child to keep a journal (words or pictures). Record everyone’s height on the side of a door
frame every Thanksgiving. On Sunday evenings, before they go to bed, ask your children to say one thing they did this week for the
first time. It doesn’t need to be exotic or expensive: I walked two miles, I baked a cake, I wrote a poem about the Boston Red Sox. Do
the same thing yourself. Be a model.

10. 1. Accept special considerations.
2. Parents must provide support for weaknesses, laughter for the good of the soul, organizational help, and opportunities for
development of talent and reinforcement of character.
3. Positive emotional habits, flowing from these principles of good practice will help kids meet challenge with optimism and vigor
and respond to other people with openness and joy.

11. Why Teachers Need Social-Emotional Skills
Developing social and emotional skills—particularly at the adult level—is a complex process. For starters, we weren’t necessarily
taught these skills as children and may not even realize that we can or need to develop them. The science of emotions is very new,
and schools are just now beginning to understand how emotions impact students learning and well being

12. For teachers, these skills are imperative not only for their personal well-being but to improve student learning. According to Patricia
Jennings and Mark Greenberg, leading scientists in the field of social-emotional learning, teachers who posses social-emotional
competencies (SEC) are less likely to experience burnout because they’re able to work more effectively with challenging students—
one of the main causes of burnout.

13. For example, instead of quickly resorting to punishments, teachers with SEC recognize their students’ emotions and have insight into
what’s causing them, which then helps teachers respond with compassionate understanding when a student is acting out—and re-
direct the students’ behavior appropriately. If, for instance, a teacher knows that a student is acting out because of problems at home,
that teacher may be more likely to treat the student with kindness. This sort of response promotes caring and supportive relationships
between teachers and students—a key to reducing both student behavior problems, possibly by as much as 30 percent and teachers’
emotional exhaustion.

14. Educators with SEC also create warm and safe classroom climates, fostered by strong classroom management skills. In these kinds of
classrooms, the teacher and students practice respectful communication and problem-solving; transitions from one activity to another
run smoothly; and lessons are designed to encourage student engagement and love-of-learning—all of which promote academic
achievement and create a positive feedback loop for teachers, sustaining their passion for teaching

15. Because teacher education and professional development of in-service teachers
do not explicitly develop teachers’ SEC, most educators are left on their own to
determine if they need certain social-emotional skills and how to actually develop
them. Here are two suggestions for where to start.

16. 1) Know for a fact that it is possible to teach without burning out. The skyrocketing rates of teacher burnout make it
seem like an inevitable consequence of the job. While there’s absolutely no question that teaching is hard work, I strongly believe
burnout is not inevitable. Realizing this can provide a wake-up call to figure out what needs to be changed. Which they talk about in
chapter 11. Burnout can lead to negative psychological and organizational outcomes.

17. Maslach sees burnout as consisting of 3 interrelated dimentions.
Emotional exhaustion
Lack of personal accomplishment
depersonalization

18. 2) Cultivate self-awareness. It’s very easy to think that our problems are everyone else’s fault: students, colleagues,
principals, parents, schools systems, society—the list goes on and on. There’s usually some truth to that, of course. Yet quite often,
we’ll also benefit from looking inward. When we can identify the emotional patterns and tendencies that keep us from being kind and
compassionate and understanding, we get a huge boost toward fostering those skills in ourselves—and in others.

19. Chapter 11
Its states there are ways to deal with burnout at the workplace.
Problem centered coping- involves dealing directly with the causes of burnout
Appraisal centered coping- involves changing the way one thinks the stressful
situation.
Emotion centered coping - involves dealing with the negative affective outcomes
of burnout.

20. Social Support
Emotional Support - involves letting another person know that they are loved and
cared for.
Informational Support involves the provision of facts and advice to help an
individual cope.
Instrumental Support - involves physical or material assistance that helps an
individual cope with stress and strain.

21. Support from supervisors is most likely to come in the form of instrumental and
informational support. A supervisor has the knowledge to provide informational
support and the access to resources to provide instrumental support.

22. Support from coworkers is most likely to come in the form of informational and
emotional support. Coworkers are also a big help because they understand the
job and the context of it.

23. And lastly support from friends and family will typically come in the form of
emotional and instrumental support. Friends and family know an individual well
enough to provide esteem support and a shoulder to lean on.