Thread by @psychoBOBlogy

Next up, @SaRoseCav presents, Enhancing Mindful Awareness and Emotion Regulation in the Classroom.

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@SaRoseCav At the core of teaching is a devotion to student learning.

Learning demands selective attention, focused attention, and working memory.

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@SaRoseCav The cognitive resources necessary to learn are limited (see cognitive load theory).

If we focus on relevant emotions, we can direct more cognitive resources to learning.

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@SaRoseCav Emotions (especially anxiety) are in the classroom whether you want them or not. For more, see the Control-Value Theory of Achievement Emotions (see pdfs.semanticscholar.org/618a/147fd937c…).

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@SaRoseCav We can distinguish between regulated and unregulated emotions.

Techniques to regulate emotions include: suppression, cognitive reappraisal, and mindfulness.

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@SaRoseCav Boredom, frustration, and anxiety are examples of emotions we want to regulate to foster learning.

We can reappraise these emotions to regulate them.

We can encourage mindfulness to foster non-judgmental awareness of these emotions.

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@SaRoseCav Emotionally Engaged Teaching includes:
- emotional hooks
- community
- performance and persona
- narrative

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@SaRoseCav To examine how we express emotions, @SaRoseCav shared an activity based on psycnet.apa.org/record/2009-11….

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@SaRoseCav Emotional hooks can include self-relevance, current controversies, puzzles, mysteries, and debates.

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@SaRoseCav Performance & Persona is how we help gets students engaged.

Read theatlantic.com/education/arch… for more on how to do this well and why we should do this.

Immediacy Cues are critical to successful learning (e.g., eye contact, varied vocal tones, inclusive language, etc.).

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Community is key. Commit first to community, then to content.

The classroom should be a retreat space (see www1.assumption.edu/cte/2016/10/03…).

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Stories, anecdotes, case studies, famous biographies, self-disclosures are also key to learning.

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"When we educators fail to appreciate the importance of students’ emotions, we fail to appreciate a critical force in students’ learning. One could argue, in fact, that we fail to appreciate the very reason that students learn at all. - Immordino-Yang & Damasio

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