The Day After Completing My Experience

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.

After I received my license, I started to go through the refinement stage and experiment with driving different ways to drive and I started experimented with driving vehicles. After I finished experimenting came the mastery stage, I started helping and teaching other people how to drive. I helped my best friend by letting him drive my car to get more experience before taking his on the road test. Thanks to me for helping him with driving he too received his driver's license. Another thing I learned from Smilkstein's research is that emotions affect learning. What she means by that is the way we are feeling can have an effect on the way we learn. For example, one night I was getting ready to study for a big test that I had to take the next day. Before I started to study, I got into an argument with my girlfriend at the time. Due to the argument, I couldn't focus on studying because my mind was focused on her and what we were fussing about instead of the test material. I was upset; therefore, I was unable to study because my emotions effect had taken over my mind. Another time I knew my emotions took over my mind was when my nephew passed away. I knew that I was not going to be able to focus on anything important coming up. Just thinking about him turned my mood into a sad mood and I was unable to complete my work.

Affective statements and/or questions are applied within educational environments to help assist teachers in managing conflict situations and direct those involved towards restorative resolutions. Guided by flashcards or an agreed script, it helps direct teachers and staff with approaching individual involved in the conflicting situations in identifying what happened and also to reflect on the outcome and harm the event has caused. For teachers, this practice encourages the formation of positive relationships between students as it creates the image of a teacher as being a more caring

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

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.

Our parents raise us hoping for us to develop certain character traits, but there comes to a point when we start to become our own person based on the experiences we go through, any situation, good or bad, can influence our personality mentally and emotionally. Emotion is what makes us human, it's how we cope and how we manage our crazy lives’. When our feelings get damaged or even nourished, it will change how we react

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

this course. I think, as a basis, recognizing different emotions and the categories on which they can fall

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

In truth, you cannot be reminded too many times about good teaching practices, passion for education, and the need for constant reflection and

This research is found in the Personality and Social Psychology Bulletin, and is written by Marina Schall, Sarah E. Martiny, Thomas Goetz, and Nathan C. Hall. In order to test their hypothesis, the people leading the study first investigated student’s suppression of positive emotions when it comes to getting grades in a real-life classroom setting, where the teacher was to give the student their test grade. As said in the article, suppression is an emotion-regulation strategy by which individuals inhibit their overt emotional expression

Most Public School Districts are committed to making sure that students develop content mastery and apply literacy skills in order to be ready for college and career. Students should learn SEL skills so they will not become distracted during instruction, by integrating academic lessons and activities with participation in classroom instruction. The purpose of teaching and providing opportunities are to help students develop the Ruler skills. The Ruler is an essential part of behavior to build relationships for academic success. In fact, research shows that emotions are pervasive in the way children think and play. Teachers have observed in classroom activities that students are overwhelmed with emotions, like frustration, loneliness, enjoyment, and interest. The cognitive process, and behavioral changes that support emotional experiences are adaptive, when the information they provide is attended for interpretations.

Emotion helps me learn because when I emotion like fear of fail, it pushes me to keep going.

This is something that I always knew subconsciously but I never realized it until now. I have seen countless examples of this during my mentoring at BBBS in the children. Whenever I met with my mentee, Omar, his initial mood would always dictate how the session was going to be. When he was happy, he was much more engaged in talking, playing games, or drawing. The positive emotions drew his attention towards learning and actively participating in whatever we’re doing. The impacts of our sessions were much more significant than if he was gloomy or frustrated. Recalling Reinher Pekrun, the author of “Emotions and Learning”, he stated that “negative emotions draw students’ attention away from learning” and “boredom [ . . . ] reduces students’ motivation to learn”. I completely agree with this. On days where Omar was sad, he was very distant and not motivated to do anything. Only until I was able to cheer him up were we able to begin our

As a second year nursing student I felt mixed emotions of excitement and anxiety when I was thinking about my upcoming clinical placement because even though I have been working as a patient care assistant at Royal Darwin Hospital for a year and had already undergone clinical teaching block for one week . The responsibility of being a nurse is big and much complex than my current job [1.2 Fulfils the duty of care] especially when handling assigned patients. Thus, need to have a good supervision from my clinical preceptor to meet the best possible nursing care to my patient with in my scope of practice [2.5 Understands and practices within own scope of practice]. My four weeks of clinical placement was taken place in