Page 46 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 46
develop the basic social and emotional skills necessary to partici-
pate in classrooms (Jennings & Greenberg, 2009). Teachers’ focus-
ing on building students’ emotional and social competencies was
shown to increase school attendance and reduced the likelihood of
ESL (Wilson, Gottfredson, & Najaka, 2001).
Different theorists conceptualise emotions as multicomponential
processes (e.g. Frijda, 1986, 2001; Lazarus, 1991; Planalp, 1999). The
model of Circular Emotional Reaction – the CER model (Milivojević,
2008) describes seven steps which explain different phases in the pro-
cesses of the emotion arising and forming the emotional reaction.
The model has been found to be well accepted and helpful for teach-
ers and other professionals to better understand their own emotions
(MIZŠ, 2010; MIZŠ, 2011; MIZŠ, 2012; MIZŠ, 2013) and thus improve
their relationship with one another and with students.
School professionals’ familiarity with the CER model can have a pos-
itive effect on ESL as it can help improve cooperation between pro-
fessionals in multi-professional teams, as well teacher-student rela-
tionships. Effective multi-professional teams and the establishment
of quality relationships between students and teachers are both rec-
ognised as important protective factors against ESL.
Key words: model of circular emotional reaction, teachers’ unpleas-
ant emotions, student-teacher relationship, self-reflection, emotion-
al competencies, teamwork
Introduction
Emotions are an integral part of teachers’ professional lives. Close work
with students and team colleagues every day generates new stressful sit-
uations that trigger pleasant or unpleasant emotions. Research into emo-
tions in education encompasses different areas, such as: (a) the role of stu-
dents’ emotions in learning; (b) the development of emotions in children
and students; and (c) emotions and the power of relationships in the class-
room. Only recently has there been growing interest in researching teach-
ers’ emotions and their impact on the quality of instruction (Frenzel, 2014;
Pekrun, Frenzel, Goetz, & Perry, 2007). Meta-analyses of the research on
teachers’ emotions in the classroom show a considerable degree of correla-
tions between teachers’ emotional skills in the teacher-student relationship
and some academic (e.g. academic achievements), behavioural (e.g. cooper-
ation with the teacher) and emotional (e.g. emotions students experience in
46
pate in classrooms (Jennings & Greenberg, 2009). Teachers’ focus-
ing on building students’ emotional and social competencies was
shown to increase school attendance and reduced the likelihood of
ESL (Wilson, Gottfredson, & Najaka, 2001).
Different theorists conceptualise emotions as multicomponential
processes (e.g. Frijda, 1986, 2001; Lazarus, 1991; Planalp, 1999). The
model of Circular Emotional Reaction – the CER model (Milivojević,
2008) describes seven steps which explain different phases in the pro-
cesses of the emotion arising and forming the emotional reaction.
The model has been found to be well accepted and helpful for teach-
ers and other professionals to better understand their own emotions
(MIZŠ, 2010; MIZŠ, 2011; MIZŠ, 2012; MIZŠ, 2013) and thus improve
their relationship with one another and with students.
School professionals’ familiarity with the CER model can have a pos-
itive effect on ESL as it can help improve cooperation between pro-
fessionals in multi-professional teams, as well teacher-student rela-
tionships. Effective multi-professional teams and the establishment
of quality relationships between students and teachers are both rec-
ognised as important protective factors against ESL.
Key words: model of circular emotional reaction, teachers’ unpleas-
ant emotions, student-teacher relationship, self-reflection, emotion-
al competencies, teamwork
Introduction
Emotions are an integral part of teachers’ professional lives. Close work
with students and team colleagues every day generates new stressful sit-
uations that trigger pleasant or unpleasant emotions. Research into emo-
tions in education encompasses different areas, such as: (a) the role of stu-
dents’ emotions in learning; (b) the development of emotions in children
and students; and (c) emotions and the power of relationships in the class-
room. Only recently has there been growing interest in researching teach-
ers’ emotions and their impact on the quality of instruction (Frenzel, 2014;
Pekrun, Frenzel, Goetz, & Perry, 2007). Meta-analyses of the research on
teachers’ emotions in the classroom show a considerable degree of correla-
tions between teachers’ emotional skills in the teacher-student relationship
and some academic (e.g. academic achievements), behavioural (e.g. cooper-
ation with the teacher) and emotional (e.g. emotions students experience in
46
