“We may think of ourselves as thinking creatures that feel, biologically we are feeling creatures that think.”
Do Emotions Impact Learning?
I participated in an Instructional Skills Workshop a few weeks ago where, the instructor asked the participants about a particular subject they liked or, did exceptionally well in during high school. The participants responded to her question almost immediately. The instructor then asked the class, “What did you like about that particular subject?” to which many participants replied, “the teacher.” Some of the participants even said that their interest peaked in a particular subject because of the teacher and, they continued to be interested in the subject even as adults.
The instructor then asked the class about a subject they didn’t like in school and why? To this most participants replied that, “they didn’t like a particular subject because of the teacher and, they continue to dislike the subject even as adults.” What does this tell you about being an adult educator? If adults are presented with a learning experience that arouses previously painful and threatening memories, it will be avoided however if it was a positive one, it will be embraced. It is quite interesting to know how learning experiences in high school can effect individuals in the later stages of their lives as adults.
Neuroscientist Jill Bolte Taylor in her book about a stroke that she herself suffered and, that left one part of her brain paralyzed wrote that, “Sensory information streams in through our system and is immediately processed through our limbic system. By the time a message reaches our cerebral cortex for higher thinking, we have already placed a “feeling” upon how we view a stimulation – is this pain or pleasure? (Taylor, 2008)”
Role of Emotions in Learning
What are emotions? A simple definition of emotions is a specifically caused transient change of an organism state. It is a collection of neural patterns which constitute the substrate of a feeling to arise in two classes of biological changes: changes related to body state and changes related to cognitive state (Rager, 2009). Therefore, emotion is experienced physically and mentally.
In spite of difficulty in defining emotions, scholars and practitioners in diverse educational fields have recognized its importance in the learning process. In the field of human resources for example attention is being drawn on the impact of emotion on the training process of employees. Similarly, in education, educators are drawing attention to the role of emotion in the teaching – learning transaction (Rager, 2009).
Technological advances have allowed researchers to study activity in the brain while an individual is engaged in a specific task. This has led to an explosion in brain research and support for the position that emotion is integral to the learning process. Neuroscientists are now breaking new ground in mapping this important component in learning. The affective side of learning is the critical interplay between how we feel, act and think. Thinking, emotions and learning are all linked (Rager, 2009).
Emotions trigger the Learning Process
Emotions are often thought of as irrational or “non intellectual” feelings that our beyond our control. Although they are complex states mind and body, consisting of psychological, behavioral and cognitive reactions to situations that can be managed and directed (Darmmond, et al.). For example, If an individual has just been informed by his/her doctor that he has a life threatening disease, cognitively he/she might interpret it as a sad or dangerous situation, physically a sad situation may yield tears or a dangerous situation might lead to an elevated heart rate whereas, behaviorally he/she may seek comfort or find suitable treatment for his/her case. Therefore, there is an important link between emotion, thought and action.
Our emotional state has the potential to influence our thinking. For example, the learning experience is heightened for students when they feel secure, happy, and excited about the subject they are learning. However, emotions could also interfere with learning. Some learners may have difficulty learning because their minds are cluttered with distracting thoughts and memories (Darmmond, et al.). For example, a student who is distressed may spend most of the time thinking about a sad memory, that little mental room is left to think about other things. Therefore, when our emotions are heightened, we use up our intellectual resources.
Another way feelings can interfere with learning, is when students are anxious about their school work. Students who feel depressed or anxious about learning often do not feel competent academically (Darmmond, et al.). These emotions often lead to students withdrawing from activities to avoid appearing incompetent in the classroom, they can become upset by classroom events such as a failed test, negative comment from the instructor or peer that could impede further learning. Also, there may be cases of students who internalize their emotions. These students can be easily overlooked by instructors in the classroom.
So, how can educators manage emotions in the classroom? Educators can help reduce anxieties related to learning by providing students with multiple opportunities for feedback on their work, and by emphasizing that mistakes are a part of learning. Most anxieties related to learning are as a result of past learning experiences where mistakes have been stigmatized. Feedback should emphasize on what the students are doing right and, also focus on specific areas for improvement
Emotions are the foundation of learning
Emotions effect what is learned and what is retained. There needs to be a strong emotional hook for the learner to trigger the learning process (Rager, 2009). For example, I don’t remember a lot of the material taught to me in my high school chemistry class. However, I do remember that mixing ammonia and chlorine yielded hydrochloric acid and chloramine, a gas that is highly toxic. Many household cleaning solutions include both these agents. This is the only thing I remember from my chemistry class. Why? This information was important for my well-being. Therefore, we remember information that is important to us or, because it matters in some significant way. This is all we need to know about adult learning.
So what matters to adult learners? This is a complicated question for adult educators as the number of non-traditional learners have increased over the last couple of years, classrooms have become more diverse and, all learners are trying to achieve personal and professional goals that differ in some respects and are similar in others. Human beings learn with great enthusiasm from the time they are born. Babies and children are so curious about their surroundings. To them everything is a new experience whether good or, bad. They persist until they learn what they need to know to connect to the world around them.
Children are not interested in anything that doesn’t spark their imagination and curiosity. What is lost in the learning process between learning to walk and talk and learning in College? Often there is a loss in curiosity and enthusiasm and transformation of these feelings into a sense of personal meaning and value. By the time individuals reach college, feelings have disappeared from the syllabus and personal meaning is generally considered irrelevant (Fried, 2013). Learners will often ask the question “why do I need to know this? “a question to which most educators find difficult to answer as they are unable to insert personal meaning into academic learning.
James Zull describes learning as an activity that occurs throughout the brain, activating neurons in many locations and bathing them in “emotional chemicals.” In short, if an individual doesn’t care he/she will not learn (Fried, 2013). If information is meaningless in a learner’s world, he/she will probably not care about it. For example, some areas of study like that of humanities, psychology, etc. seem innately interesting to many learners because of the connection of these subjects to their personal lives. As an adult learner myself, I remember taking a course in social psychology online through coursera.com and being so intrigued by the subject. I was able to understand how human being think, behave and act and the science behind all of that. I was able to identify and, at times apply concepts during my interactions with others.
There are many ways to stimulate learning within a classroom for students to care about a particular subject. Adult learners care when they perceive that the knowledge presented is something they can use in their personal, professional or, social lives. For example adult learners will be more interested to participate in group discussions and presentations if, they are trying to build on their communication skills while interacting with colleagues at work or, socially at a club, etc. Sometimes learners care about the subject because the information is related to their own sense of self or group history. For example, ethic studies, women’s rights, etc. (Fried, 2013).
Learners also learn when they are experiencing discomfort in a particular area, and the instructor provides them with new skills or information that reduces their discomfort. This kind of learning occurs when the subject matter produces conflict, and the instructor has to teach conflict management strategies. Finally, as educators we need to passionate about the subject first as this has the potential to ignite a learner’s interest in the field (Fried, 2013).
Some ways to ensure that Learning lasts and is meaningful to students is through developing their skills emotional intelligence and critical thinking. This can be done by developing self-awareness amongst learners where they recognize their own feelings. Individuals may not always identify what they are feeling or understand why they feel that way (Darmmond, et al.). Educators can help learners identify and think about how they feel by encouraging the use of self-reflective language within the classroom. For example, the instructor can model the use of self – reflective language in the classroom as well as, talk about positive and negative feeling to help learners deal with appropriately with emotions. Class room activities such as role playing, journal writing, etc. The instructor should encourage the use of “I” statements such as “I feel frustrated when …”rather than, “He was mean…” The instructor can also support student’s patience to wait to act after acknowledging their feelings until they have considered thoughtful alternative actions (Darmmond, et al.).
Being aware of one’s own feelings is just one part of emotional intelligence. The other involves managing emotions. Some learners gets frustrated or anxious when they try to learn something difficult. The instructor cannot eliminate frustrations in the classroom. In fact, they can help students recognize that conflict is a part of learning and, take advantage of these teachable moments to help learners develop conflict management skills, problem solving skills, etc. (Darmmond, et al.). For example, the instructor can introduce classroom activities like mini debates, group discussions, etc. where students can use critical thinking skills to apply knowledge learnt as well as, accept different viewpoints. The instructor could also establish some ground rules which the learners themselves can come up with for the activity or at the start of the course. The learners agree for these to be followed at all times.
The Educator should also encourage self-motivation amongst the learners by helping students see how they can meet the learning goals, provide opportunities for success, encourage them to be optimistic and try again if they fail giving them specific and concrete feedback that boosts their self-confidence but, at the same time helps the learner improve. Educators can also, ask students to identify areas in which they excel and areas they would like to improve. This gives the learner an opportunity to reflect on their learning. Instructors can also foster empathy within the classroom by, encouraging students to put themselves in another person’s shoes. This is especially used in courses such as employee relations, absence management, etc. in human resource training. Also, using activities like the 6 thinking hats and role playing can help learners develop good listening skills and, be sensitive to the needs and feelings of others.
Lastly, learners need to feel that the instructor will manage the classroom environment and foster positive relationships amongst students, in ways that protect their integrity and right to learn without the fear of ridicule and humiliation (Darmmond, et al.). A learner’s emotional and academic functioning improve when caring and respectful instructors support their competence by creating an environment which is noncompetitive and non-comparative and supports learner’s autonomy through meaningful curriculum. An emotionally safe learning environment is key to positive learning experiences for the learner.
Darmmond, L., Orcutt, S., Strobel, K., Kirsch, E., Lit, I., Martin, D., & Comer, J. (n.d.). Feelings Count: Emotions and Learning. In S. U. Education, The Learning Classroom (pp. 90-104).
Fried, J. (2013, March). Engaged Learning: Why Feelings Matter. About Campus, pp. 2-8.
Rager, K. B. (2009). I Feel, Therefore, I Learn: The Role of Emotion in Self-Directed Learning. New Horizons in Adult
Education & Human Resource Development, pp. 22-23.
Taylor, J. B. (2008). My Stroke of Insight. New York: Viking Penguin.
Do Emotions Impact Learning?
I participated in an Instructional Skills Workshop a few weeks ago where, the instructor asked the participants about a particular subject they liked or, did exceptionally well in during high school. The participants responded to her question almost immediately. The instructor then asked the class, “What did you like about that particular subject?” to which many participants replied, “the teacher.” Some of the participants even said that their interest peaked in a particular subject because of the teacher and, they continued to be interested in the subject even as adults.
The instructor then asked the class about a subject they didn’t like in school and why? To this most participants replied that, “they didn’t like a particular subject because of the teacher and, they continue to dislike the subject even as adults.” What does this tell you about being an adult educator? If adults are presented with a learning experience that arouses previously painful and threatening memories, it will be avoided however if it was a positive one, it will be embraced. It is quite interesting to know how learning experiences in high school can effect individuals in the later stages of their lives as adults.
Neuroscientist Jill Bolte Taylor in her book about a stroke that she herself suffered and, that left one part of her brain paralyzed wrote that, “Sensory information streams in through our system and is immediately processed through our limbic system. By the time a message reaches our cerebral cortex for higher thinking, we have already placed a “feeling” upon how we view a stimulation – is this pain or pleasure? (Taylor, 2008)”
Role of Emotions in Learning
What are emotions? A simple definition of emotions is a specifically caused transient change of an organism state. It is a collection of neural patterns which constitute the substrate of a feeling to arise in two classes of biological changes: changes related to body state and changes related to cognitive state (Rager, 2009). Therefore, emotion is experienced physically and mentally.
In spite of difficulty in defining emotions, scholars and practitioners in diverse educational fields have recognized its importance in the learning process. In the field of human resources for example attention is being drawn on the impact of emotion on the training process of employees. Similarly, in education, educators are drawing attention to the role of emotion in the teaching – learning transaction (Rager, 2009).
Technological advances have allowed researchers to study activity in the brain while an individual is engaged in a specific task. This has led to an explosion in brain research and support for the position that emotion is integral to the learning process. Neuroscientists are now breaking new ground in mapping this important component in learning. The affective side of learning is the critical interplay between how we feel, act and think. Thinking, emotions and learning are all linked (Rager, 2009).
Emotions trigger the Learning Process
Emotions are often thought of as irrational or “non intellectual” feelings that our beyond our control. Although they are complex states mind and body, consisting of psychological, behavioral and cognitive reactions to situations that can be managed and directed (Darmmond, et al.). For example, If an individual has just been informed by his/her doctor that he has a life threatening disease, cognitively he/she might interpret it as a sad or dangerous situation, physically a sad situation may yield tears or a dangerous situation might lead to an elevated heart rate whereas, behaviorally he/she may seek comfort or find suitable treatment for his/her case. Therefore, there is an important link between emotion, thought and action.
Our emotional state has the potential to influence our thinking. For example, the learning experience is heightened for students when they feel secure, happy, and excited about the subject they are learning. However, emotions could also interfere with learning. Some learners may have difficulty learning because their minds are cluttered with distracting thoughts and memories (Darmmond, et al.). For example, a student who is distressed may spend most of the time thinking about a sad memory, that little mental room is left to think about other things. Therefore, when our emotions are heightened, we use up our intellectual resources.
Another way feelings can interfere with learning, is when students are anxious about their school work. Students who feel depressed or anxious about learning often do not feel competent academically (Darmmond, et al.). These emotions often lead to students withdrawing from activities to avoid appearing incompetent in the classroom, they can become upset by classroom events such as a failed test, negative comment from the instructor or peer that could impede further learning. Also, there may be cases of students who internalize their emotions. These students can be easily overlooked by instructors in the classroom.
So, how can educators manage emotions in the classroom? Educators can help reduce anxieties related to learning by providing students with multiple opportunities for feedback on their work, and by emphasizing that mistakes are a part of learning. Most anxieties related to learning are as a result of past learning experiences where mistakes have been stigmatized. Feedback should emphasize on what the students are doing right and, also focus on specific areas for improvement
Emotions are the foundation of learning
Emotions effect what is learned and what is retained. There needs to be a strong emotional hook for the learner to trigger the learning process (Rager, 2009). For example, I don’t remember a lot of the material taught to me in my high school chemistry class. However, I do remember that mixing ammonia and chlorine yielded hydrochloric acid and chloramine, a gas that is highly toxic. Many household cleaning solutions include both these agents. This is the only thing I remember from my chemistry class. Why? This information was important for my well-being. Therefore, we remember information that is important to us or, because it matters in some significant way. This is all we need to know about adult learning.
So what matters to adult learners? This is a complicated question for adult educators as the number of non-traditional learners have increased over the last couple of years, classrooms have become more diverse and, all learners are trying to achieve personal and professional goals that differ in some respects and are similar in others. Human beings learn with great enthusiasm from the time they are born. Babies and children are so curious about their surroundings. To them everything is a new experience whether good or, bad. They persist until they learn what they need to know to connect to the world around them.
Children are not interested in anything that doesn’t spark their imagination and curiosity. What is lost in the learning process between learning to walk and talk and learning in College? Often there is a loss in curiosity and enthusiasm and transformation of these feelings into a sense of personal meaning and value. By the time individuals reach college, feelings have disappeared from the syllabus and personal meaning is generally considered irrelevant (Fried, 2013). Learners will often ask the question “why do I need to know this? “a question to which most educators find difficult to answer as they are unable to insert personal meaning into academic learning.
James Zull describes learning as an activity that occurs throughout the brain, activating neurons in many locations and bathing them in “emotional chemicals.” In short, if an individual doesn’t care he/she will not learn (Fried, 2013). If information is meaningless in a learner’s world, he/she will probably not care about it. For example, some areas of study like that of humanities, psychology, etc. seem innately interesting to many learners because of the connection of these subjects to their personal lives. As an adult learner myself, I remember taking a course in social psychology online through coursera.com and being so intrigued by the subject. I was able to understand how human being think, behave and act and the science behind all of that. I was able to identify and, at times apply concepts during my interactions with others.
There are many ways to stimulate learning within a classroom for students to care about a particular subject. Adult learners care when they perceive that the knowledge presented is something they can use in their personal, professional or, social lives. For example adult learners will be more interested to participate in group discussions and presentations if, they are trying to build on their communication skills while interacting with colleagues at work or, socially at a club, etc. Sometimes learners care about the subject because the information is related to their own sense of self or group history. For example, ethic studies, women’s rights, etc. (Fried, 2013).
Learners also learn when they are experiencing discomfort in a particular area, and the instructor provides them with new skills or information that reduces their discomfort. This kind of learning occurs when the subject matter produces conflict, and the instructor has to teach conflict management strategies. Finally, as educators we need to passionate about the subject first as this has the potential to ignite a learner’s interest in the field (Fried, 2013).
Some ways to ensure that Learning lasts and is meaningful to students is through developing their skills emotional intelligence and critical thinking. This can be done by developing self-awareness amongst learners where they recognize their own feelings. Individuals may not always identify what they are feeling or understand why they feel that way (Darmmond, et al.). Educators can help learners identify and think about how they feel by encouraging the use of self-reflective language within the classroom. For example, the instructor can model the use of self – reflective language in the classroom as well as, talk about positive and negative feeling to help learners deal with appropriately with emotions. Class room activities such as role playing, journal writing, etc. The instructor should encourage the use of “I” statements such as “I feel frustrated when …”rather than, “He was mean…” The instructor can also support student’s patience to wait to act after acknowledging their feelings until they have considered thoughtful alternative actions (Darmmond, et al.).
Being aware of one’s own feelings is just one part of emotional intelligence. The other involves managing emotions. Some learners gets frustrated or anxious when they try to learn something difficult. The instructor cannot eliminate frustrations in the classroom. In fact, they can help students recognize that conflict is a part of learning and, take advantage of these teachable moments to help learners develop conflict management skills, problem solving skills, etc. (Darmmond, et al.). For example, the instructor can introduce classroom activities like mini debates, group discussions, etc. where students can use critical thinking skills to apply knowledge learnt as well as, accept different viewpoints. The instructor could also establish some ground rules which the learners themselves can come up with for the activity or at the start of the course. The learners agree for these to be followed at all times.
The Educator should also encourage self-motivation amongst the learners by helping students see how they can meet the learning goals, provide opportunities for success, encourage them to be optimistic and try again if they fail giving them specific and concrete feedback that boosts their self-confidence but, at the same time helps the learner improve. Educators can also, ask students to identify areas in which they excel and areas they would like to improve. This gives the learner an opportunity to reflect on their learning. Instructors can also foster empathy within the classroom by, encouraging students to put themselves in another person’s shoes. This is especially used in courses such as employee relations, absence management, etc. in human resource training. Also, using activities like the 6 thinking hats and role playing can help learners develop good listening skills and, be sensitive to the needs and feelings of others.
Lastly, learners need to feel that the instructor will manage the classroom environment and foster positive relationships amongst students, in ways that protect their integrity and right to learn without the fear of ridicule and humiliation (Darmmond, et al.). A learner’s emotional and academic functioning improve when caring and respectful instructors support their competence by creating an environment which is noncompetitive and non-comparative and supports learner’s autonomy through meaningful curriculum. An emotionally safe learning environment is key to positive learning experiences for the learner.
Darmmond, L., Orcutt, S., Strobel, K., Kirsch, E., Lit, I., Martin, D., & Comer, J. (n.d.). Feelings Count: Emotions and Learning. In S. U. Education, The Learning Classroom (pp. 90-104).
Fried, J. (2013, March). Engaged Learning: Why Feelings Matter. About Campus, pp. 2-8.
Rager, K. B. (2009). I Feel, Therefore, I Learn: The Role of Emotion in Self-Directed Learning. New Horizons in Adult
Education & Human Resource Development, pp. 22-23.
Taylor, J. B. (2008). My Stroke of Insight. New York: Viking Penguin.