Page 45 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 45
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Team Members’ and Teachers’
Understanding of their own Unpleasant
Emotions in the Process of Teamwork
or Teaching
Tina Rutar Leban, Maša Vidmar and Tina Vršnik Perše
Synopsis
The Circular Emotional Reaction (CER) model helps teachers and
other professionals working in schools understand their own un-
pleasant emotions they experience during teaching and teamwork.
The knowledge about emotions helps them regulate their emotional
reactions and establish better relationships with other professionals
or students so as to prevent ESL.
Summary
Teachers’ close work with students and team colleagues sometimes
also generates stressful situations that may trigger unpleasant emo-
tions. It is thus important for teachers to be able to understand and
regulate their own emotions efficiently. Emotional intelligence was
shown in some studies to be a relevant predictor of teamwork ef-
fectiveness (e.g. Jordan, Ashkanasy, Hartel, & Hooper, 2002).
Emotionally intelligent individuals can better sense, understand and
respond appropriately to emotional reactions shown by other team
members. Moreover, different studies and theories show empirical
and theoretical evidence that teachers’ emotions play an important
role in teaching and teacher-student relationships (e.g. Cornelius-
White, 2007; Roorda et al., 2011). Teachers who are socially and emo-
tionally competent develop supportive relationships with students,
create activities that build on students’ strengths and help students
45
Team Members’ and Teachers’
Understanding of their own Unpleasant
Emotions in the Process of Teamwork
or Teaching
Tina Rutar Leban, Maša Vidmar and Tina Vršnik Perše
Synopsis
The Circular Emotional Reaction (CER) model helps teachers and
other professionals working in schools understand their own un-
pleasant emotions they experience during teaching and teamwork.
The knowledge about emotions helps them regulate their emotional
reactions and establish better relationships with other professionals
or students so as to prevent ESL.
Summary
Teachers’ close work with students and team colleagues sometimes
also generates stressful situations that may trigger unpleasant emo-
tions. It is thus important for teachers to be able to understand and
regulate their own emotions efficiently. Emotional intelligence was
shown in some studies to be a relevant predictor of teamwork ef-
fectiveness (e.g. Jordan, Ashkanasy, Hartel, & Hooper, 2002).
Emotionally intelligent individuals can better sense, understand and
respond appropriately to emotional reactions shown by other team
members. Moreover, different studies and theories show empirical
and theoretical evidence that teachers’ emotions play an important
role in teaching and teacher-student relationships (e.g. Cornelius-
White, 2007; Roorda et al., 2011). Teachers who are socially and emo-
tionally competent develop supportive relationships with students,
create activities that build on students’ strengths and help students
45
