Yolanda U. Trapp
We are learning more about the power of emotions in learning. How students "feel" about a learning situation determines the amount of attention they devote to it. Their emotions interact with reason to support or inhibit learning. Students, for example, must feel physically safe and emotionally secure in their schools and classroom before they can focus on the curriculum. Consequently, society must ensure that schools are free of weapons and violence. Then teachers can promote emotional security by establishing a positive climate that encourages students to make appropriate risks while learning.
Until recently, emotions were not part of the mainstream of cognitive science. As a result most teachers have not had adequate preparation in how to use emotions productively in their classrooms. In addition, we should explore what, when, and how we teach students about their own emotions, so that they can be successful learners and productive citizens. Daniel Goleman, the author of
Emotional Intelligence
, suggests we teach about such topics as reducing stress, controlling impulses, delaying gratification, and expressing feelings.
