Teaching for effective learning - emotions and feelings

What we know

Until recently, it was assumed by scientists and non-scientists alike that our emotions and our thought processes were separate and were associated with particular parts of the brain. The emotional parts of the brain were considered to be irrational, monitored and held in check by the rational parts of the brain. It was even thought that when we are thinking logically and calmly there are no emotions present at all. 

Advances in neuroscience and brain imaging techniques, however, have enabled scientists to understand much more about the way that the human brain works. They have been able to distinguish between the emotional centre of the brain - which gives rise to feelings and emotions - from the neocortex which is responsible for thinking and reasoning. Today most scientists believe that our emotions are intimately involved in the rational decisions and choices we make, and there is increasing evidence to show that what is known as emotional intelligence has a far greater impact on our ability to learn and our future success than was previously recognised. 

Although theories of social or emotional intelligence have been around since the 1920s, the importance of emotions and feelings in learning has been championed more recently by writers such as Howard Gardner, who included models of intra and interpersonal intelligence in his theory of multiple intelligence, and Daniel Goleman who coined the phrase ‘emotional intelligence’ in a book written primarily for the business world.

Emotional intelligence represents the ability to recognise and manage our own feelings and emotions, and also those of the people around us. We know that the two are closely linked. Human beings are social animals - how we feel about ourselves is critically bound up with how others feel about us.

According to Goleman, emotional intelligence comprises five interconnected elements:

Self awareness - the ability to know and recognise one’s own feelings

Managing emotions - the ability to manage feelings - especially distressing or negative feelings

Self-motivation - the ability to channel emotions and stifle impulses

Empathy - the ability to see things from different perspectives and show sensitivity to the feelings and concerns of others

Managing relationships - the ability to manage emotions in others and demonstrate social skills.

People with highly developed emotional intelligence are usually self-smart - they are able to make sense of what they do, the thoughts they have, and why they feel what they feel. They also communicate effectively and are able to tune in and empathise with others. They are better at handling relationships of every kind.

Developing the whole person has always been a central goal of education and it is acknowledged that schools have an important part to play in helping young people to become happy and fulfilled adults. Many schools are placing increased emphasis on developing the emotional intelligence of young people to help them become successful learners, confident individuals, effective contributors and responsible citizens. 

Implications for learning

One of the biggest challenges facing schools, given what we now recognise about the importance of emotions in learning, is how to develop the skills associated with emotional intelligence against a backdrop of continuing demands for increased performance and academic success.

As Paul Martin suggests, these two aims do not necessarily conflict, but he argues that schools can enhance the success and achievement of young people by prioritising their personal and social development. Every teacher needs to be a teacher of personal and social development and every lesson should be viewed as an opportunity to develop the emotional intelligence of learners.

How far a school can explore and nurture emotional intelligence within the learning environment will, however, depend on the quality of the relationships between teachers and learners. Teachers are more likely to establish good relationships when they empathise with young people and demonstrate, to some degree at least, that they understand their world and the feelings and emotions that they are experiencing.

There is also a growing recognition that the extent to which teachers are able to recognise, understand and deal effectively with their own feelings has a significant impact on their ability to develop emotional intelligence in learners.

Some observers contend that the development of emotional intelligence is not a question for schools, but rather the responsibility of parents.This view, however, fails to recognise that many adults lack the skills required to nurture emotional intelligence in young people effectively. Furthermore, the growing influence of the internet and other information media mean that children are increasingly subjected to a whole range of emotions previously associated only with adulthood. 

It is now accepted that many people fail to develop their emotional intelligence as a result of false beliefs and limiting habits adopted in childhood, and retained, unwittingly, in adulthood. The process of enabling someone to develop his or her emotional intelligence involves helping that person to overcome such limiting factors, whilst developing a range of key competencies and attributes.

Here are some examples of the kinds of skills and attributes that teachers and parents can help to develop in young people.

Self-awareness

Young people need to be able to recognise feelings and put a name on them. They must learn to be aware of, and understand, the thoughts and feelings that lie behind their actions and their effects. They should also be able to identify their strengths and limitations.

Learned optimism

People with high emotional intelligence are frequently optimistic. They tend to envisage positive outcomes and they are able to focus on their strengths, rather than their weaknesses. Many schools are now implementing the ideas behind the work of Martin Seligman whose construct 'learned optimism' is aimed at helping young people to develop strategies for dealing with the negative thoughts or messages that limit the development of their emotional intelligence.

The key concept behind Martin Seligman’s theory is that despite being born with natural optimism, all human beings can be affected by negative life experiences which are subsequently turned into pessimistic thoughts and actions. People will always be exposed to negative experiences through, for example, adversity and failure, but it is how people respond to these setbacks that is the key. Pessimists too readily embrace doom and gloom and have a tendency to put pessimism into a permanent frame. Seligman, however, argues that optimism is completely learnable and, by drawing upon a bank of taught strategies which invite in transformational optimistic thinking, people can learn to view such disappointments as only temporary setbacks.

Many schools now teach positive strategies in order to promote optimism and positive thinking, and to create resilient and confident learners. Teachers can support this by creating classroom climates that promote optimism and by using language rich with optimism. Research shows that optimistic people tend to lead more successful and fulfilled lives.

Managing emotions

Strong emotions, such as anxiety and stress, can overwhelm our ability to think and make good decisions. This explains why in tests and examinations candidates often misread questions or express themselves poorly. The same is true in other aspects of life such as selection interviews where anxiety and stress can adversely affect performance. Young people need to be able to recognise the effects of these emotional states and develop coping strategies.

Empathy

It is important for young people to learn how to recognise and understand the feelings of others around them. They need to be become effective listeners and be able to distinguish between what others do or say and personal reactions and judgments.

Self-motivation

To become effective learners, young people need to develop a strong sense of self worth and confidence in their abilities. They need to learn to take responsibility for their own learning and performance and demonstrate persistence and resilience in the face of obstacles or setbacks.

Working with others

It is important to develop the ability of young people to work well within groups and teams. They must learn to value the contributions of other people, whilst encouraging their participation in problem solving and decision-making. They need to be able to accept responsibility, recognise the consequences of decisions and follow through on commitments.