Emotions are part of our being (we are emotional beings) and they are fluttering inside each of us, caused by the events of our day to day, by memories we have or by thoughts we have at a given moment. Emotions warn us that something more or less pleasant is happening to us and request our attention.
The classroom, a magical place full of learning for teachers and students, is a context where teachers must pay attention to the emotions of each of our children and be aware that the attitudes they adopt are a reflection of the emotions they feel.
How then can we identify the emotions that our students feel?
-Observe and analyze their behavior. Look at how they respond to the proposed activities since even their response at this point will give you many clues of "hidden emotions." In fact, if there is a student who shows rejection towards an activity, focus on getting to the source of that rejection. A rejection always occurs for a reason. For example: You may have a student who does not want to do oral activities due to "embarrassment". So right now as a teacher you should ask yourself the following: "Why is he 'ashamed'?" That is what as teachers we must discover by looking well with our magnifying glass, yes, that observation capacity that we have or must have if you dedicate yourself to this profession. Keep in mind that the emotions that students express in the classroom are usually derived from a situation that occurs in the family environment, in the classroom or in the school itself and that we must locate as soon as possible to find appropriate solutions.
-Carry out an activity where you facilitate various scenarios in which the students are experiencing a specific situation and that they have to offer solutions. Doing it this way will be more effective since children will not feel singled out and will have more freedom to express themselves. Most important of all, this activity will reveal information to us about them and how to treat them.
These are some scenarios:
-Juan is 10 years old and he normally has to take care of his little brother because his mother works all afternoon. Juan doesn't have time to do homework or study. How do you think Juan will feel when he comes back to class each day?
-Estela can never express her opinion at home. Her parents always interrupt her. Now she has become an introverted girl who does not talk to anyone. In class, she is very shy. What emotion will she be feeling and why do you think she will feel this way?
After reading these examples, think about how you would act as a teacher if you encountered some of these circumstances, how would you help them? Would you overlook these situations?
There is no doubt that these circumstances will adversely affect the academic performance of these children. In fact, it has been shown that children who identify and know how to manage their emotions obtain better academic results. It is logical to come to this conclusion. When a student does not find anything that worries her on her way, her ability to concentrate and perform is much greater. Therefore, our job is not simply to welcome our students every day and carry out activities. Our job is also to pay attention to each of the brilliant minds in front of us and discover why they are not yet shining and be the architects of their change.
How then can we help them identify and manage their own emotions?
-We can help them immensely by being ourselves as teachers who express ours in the classroom. We are the best example for them. We must not show ourselves as a being who does not feel or suffer. Some days we feel tired, other days happy, and others sad, and that's okay. It is not bad to cry if you need to. We must let them know that expressing what we feel is very positive and that all emotions are valid and play a role in our lives.
-Listen actively to what they tell us if it is something about their life or even when they ask us questions about the activities they are doing. What may seem insignificant to us can be of great help for them academically and emotionally. Clear their doubts, always! Today's children want teachers to listen carefully to them. When they feel listened to, they improve their self-esteem. In fact, students establish the highest degree of trust with those teachers who really listen to them.
-Give them tools and alternatives. Offering them resources means that we convey to them that there are solutions so that they can greatly soften what they feel. For example: When we meet a child who feels very ashamed when making his first oral presentation in class, we must always validate his emotion: “I understand that you feel ashamed, it is your first time so I am going to tell you some tricks that will help you a lot and I will be by your side to help you if you need it”. This way we will have already managed to reduce that feeling of loneliness in the face of that stage fright that is presented.
-Help them find their own resources. We can ask our students questions so that they can reflect on how to act in certain situations. For example: If a student has been bothered by the tone in which a classmate has spoken to him, ask him what he would say if this happened to him the next time and if that would make him feel better.
Remember that our students are "little people" who feel and that there may be family or personal circumstances that affect their learning in the classroom. Our job is to remain vigilant to hold their hand and guide the way.
"Our profession shows us the reality of the emotional deficiencies of many children, but we can always do our bit to change tears for SMILES"
Written by María Rodríguez