Emotions And The Learning Process

The state of Kansas is one of only three states to enact comprehensive social and emotional learning standards with developmental benchmarks in K-12 education, (Dusenbury, Weissberg, Goren and Domitrovich, 2014), and it has also tied those standards to college readiness. The Kansas State Department of Education (KSDE) lists The Kansas social, emotional, and character development model standards aligned to Kansas college and career readiness standards (2012). Among these standards is the ability to “Identify multiple techniques to manage stress and maintain confidence” (KSDE, 2012). In order for stress management and confidence strategies to be taught, the students, teacher, and education system as a whole, must make it a priority instead of assuming that students will develop the skills on their own.

Emotions are interesting because everyone feels them, most people do not know how emotions take their curse and arguably no one really knows how emotions function. There are many theories aimed precisely at defining emotions and how they work but there is a lot of work to be done. An article posted in the New York Time’s website about a week ago explains a wonderful aspect about emotions and how people can utilize emotions to benefit their lives.

Emotions are used in our everyday lives help us understand and comprehend a situation. The way we feel can affect the way we think through a situation and the situation that we make. Our emotions are expressed when we play sports, when a loved one dies, or when we see our newly born baby for the first time. Emotions are a state of consciousness like joy, sorrow, fear, hate, and love. Whenever we are presented with a situation, our brain responds in feelings, and our feeling determine what will happen next.

Attempts to define “emotion” have proved to be rather difficult. Instead of searching for a comprehensive definition, Gross (2011) describes the three core features of emotions. First, emotions occur when an individual decides that a situation is relevant to his or her goals. Second, emotions are multi-faceted, and involve both subjective and physiological experiences, as well as behaviors. The third feature involves the authoritative nature of emotions. They have the powerful ability to interrupt ongoing processes, assert their priority over other activities, and force their way into awareness. For example, some traditions describe emotions as “disorganized interruptions of mental activity” (Salovey & Mayer, 1989). Emotions are such an

I appreciate when you say, “The teacher can aid the children in meeting and playing with each other by setting up projects and activities in small groups of children.” However, I think my approach would be a little different in the fact that I would want to foster their abilities to make decisions and not so much if forcing them into friendships they do not want. I believe that using a Social Emotional Learning model in my classroom will teach children to understand their emotions and form friendships/relationships that are best for their development. If you found a certain child does not get along with another would you want them to work together more often to create a friendship or stay apart to develop other healthy friendships?

Have you ever wondered how the brain develops while we learn? Dr. Rita Smilkstein’s research on The Natural Human Learning Process was interesting. I now know the parts of the brain and how they work. I know now how we learn and how emotions have an impact on how we learn. As college students, we need to understand how our brains work and how emotions can help us learn successfully, since all college students should want to become successful people in their lives during college and throughout their lives.

Christakis and Fowler state that emotions themselves contain several elements. Emotions contain a conscious element, meaning people are aware of what they’re feeling. They have a physical aspect; emotions are tied to an individuals’ health. They also have a neurological affect; altering activity and blood flow levels in the brain. Finally, emotions contain a visual aspect; they can be expressed in facial expressions and body language.

Our emotions in many cases affect our perception of events as well as the actions that we take ourselves by permeating our way of thinking, and therefore affecting each thing that we do in that moment. In particular, emotions about the perception of ourselves have been shown to have both the ability to positively and negatively affect our actions and performances in life. This is what can be

Students will learn about the connection between their own emotional behaviour and understandings and how this influences their interpersonal relationships

Emotions are used in everyday life, whether it be just a simple smile that makes happiness disperse in your brain, or a death of a loved one that causes sadness. The basic emotions are joy, interest, surprise, sadness, anger, disgust, contempt, fear, shame, and guilt. The way we see emotion in ourselves and others can be very complex because we sometimes assume they feel a certain way just based on their actions or even facial expressions. When emotion is discussed in psychological terms, it is not based on one thing, instead it’s a mix of bodily arousal, expressive behaviors, conscious experience. Many theories try to explain how emotion works.

Emotions are a necessary part of our whole humanity. They may be more than we have learned to be comfortable with, but they are not too much.

Don't shut down your emotions. Embrace them. Your emotions are your compass telling you whether or not you are on track. Use them to help cultivate your passions or motivate you to change situations and circumstances that hold you back from achieving your goals." - Julian Michaels

The perception of emotions is an important topic to study because the ability to discern emotions plays a critical role in an individual 's cognitive growth, their reasoning, behavior idiosyncrasies and the essential key of survival. Perception is the a central element to emotions, meaning that countless emotions that an individual faces occur directly upon the perception of intensely expressive to a certain stimuli. We are aware that our mood affects how we perceive the emotions of those in our surroundings and the environments we are in, but also age has a big impact as well.

The Sandoval family consists of parents Elijah and Rachel, first born son Debster, and their young daughter Adrienne. Debster is of average height and build for his age with light skin and green eyes. The family are of middle class income and currently live in a single family home in a nice residential neighborhood known for it’s good schools outside of Houston, Tx. Debster is fast approaching his 13th birthday and just finished his 7th grade year at a nearby public middle school and has been evaluated to see how he 's progressed since his last report at age 6. This child has been chosen for a long term study to observe how his motor skills, cognitive learning and socio-emotional behavior progresses over the years from infancy to up until he turns 18 years old.

Infants can focus attention on sensory information coming from the environment because of two tangible brain responses. The first is information picked up by the senses which activates neurons in memory regions of the brain. The neurochemicals from the emotional functioning regions of the brain are sent to the memory regions. Neurochemicals enhance focusing and attention-giving which can actually change the memory neurons. Infants can learn when they changes take place; however, attention is necessary for this occur. It is important to note that attention is the first step in learning.