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%EMOTIONAL RESPONSES TO INSTRUCTION 800306
Effective teachers are sensitive to and responsive to
the emotional responses of students to instruction and
learning situations. Blockage of learning is as likely to
have affective origin as cognitive origins. Intellect is
not separate from affect. Intellectual growth and
emotional growth are very closely related. The teacher
who is insensitive and unresponsive to students'
emotional, affective, and personal relationship problems
--- is not as effective as the one who is.
The student who is constantly fearing failure---is
not likely to be free to get cognitively involved,
curious, show initiative, make effective decisions, etc.
The teacher who is always making a discipline appear to be
an exclusive one, is constantly giving students the
message that few students succeed, that most students
fail. Such messages of impending failure tend to paralyze
many students, and fulfill the prophecy of the teacher---
making the teacher's predictions look sound. The good
scientist is able to make sound predictions. The science
teacher who by predicting failure occasions failure thus
looks like a good teacher by being good at doing what
scientists are supposed to do, correctly predicting the
future on the basis of evidence gathered.
The helpful teacher helps students anticipate success
and experience success. Success breeds success. The hope
of success breeds success. The helpful teacher helps
students see that they can succeed at meaningful tasks,
and then helps to assure that their perception of possible
success is fulfilled, that their hope was not in vain.
This involves guiding students to attempt tasks which are
within their reach, and guiding them away from tasks which
are out of their reach. It also involves helping students
to develop a healthy attitude with regards to taking risks
and failing. Failing is role modeled by them as not
involving excommunication from affection, affirmation,
respect, honor, etc. Students who do not succeed as
scientists are not cut off from intimate communication
with scientists, they are helped to relate to scientists
in ways which are complementary to scientists. Emotional
rapport is maintained with persons who are not technically
involved in the day to day work of research scientists and
advanced science teachers.
(c) 2005 by Paul A. Smith in
www.essayz.com Search for Integrity and Honesty
(On Being Yourself, Whole and Healthy)
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