Page 56 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 56
escaping the situation (e.g. in the case of fear). When the stimulus situ-
ation cannot be changed or avoided (e.g. with sadness when losing a loved
one), the adaptive behaviour is directed to changing the person’s valorisa-
tion of the situation or, in other words, towards changing their frame of
reference.
Unlike unpleasant emotions which are triggered by an imbalance be-
tween a person and their environment, pleasant emotions are a person’s re-
action to the establishment of a new kind of balance between the two. They
reflect better environmental conditions for the person. Pleasant emotions
are thus defined as a sign that the environment has changed according to
the person’s values or wishes and direct the person’s actions to seeking the
environmental change that triggered the pleasant emotion.
Application of the model to pedagogical practice
When teachers and other school workers are presented with the model, the
most important thing they realise is that they are completely in charge of
their emotions. For example, when a student misbehaves during instruc-
tion, the teacher now understands that they are the only one who decides
whether to be angry at the student or not. The student has no control over
the teachers’ emotions. This realisation brings great comfort to teachers and
motivates them to try to change their perspective about class management
and own emotions. The teacher feeling less unpleasant emotions during in-
struction impacts his/her teaching approaches and relationships with stu-
dents. Better teacher-student relationships correlate positively with higher
achievement, higher school attendance and lower ESL rates (Ragozzino et
al., 2003; Roorda et al., 2011).
A similar example can be described for teamwork. When a team mem-
ber, for instance, impolitely argues with others in the team about an is-
sue, by knowing the CER model the other team members understand they
do not need to respond with anger. They can decide to stay calm and also
help the angry team member to calm down and discuss the issue peace-
fully. This kind of EI in teamwork increases teamwork effectiveness (e.g.
Jordan, Ashkanasy, Hartel, & Hooper, 2002) and more collaborative and
integrative conflict resolution methods that lead to better team functioning
(Ayoko, Callan, & Hartel, 2008; Jordan & Troth, 2004).
56
ation cannot be changed or avoided (e.g. with sadness when losing a loved
one), the adaptive behaviour is directed to changing the person’s valorisa-
tion of the situation or, in other words, towards changing their frame of
reference.
Unlike unpleasant emotions which are triggered by an imbalance be-
tween a person and their environment, pleasant emotions are a person’s re-
action to the establishment of a new kind of balance between the two. They
reflect better environmental conditions for the person. Pleasant emotions
are thus defined as a sign that the environment has changed according to
the person’s values or wishes and direct the person’s actions to seeking the
environmental change that triggered the pleasant emotion.
Application of the model to pedagogical practice
When teachers and other school workers are presented with the model, the
most important thing they realise is that they are completely in charge of
their emotions. For example, when a student misbehaves during instruc-
tion, the teacher now understands that they are the only one who decides
whether to be angry at the student or not. The student has no control over
the teachers’ emotions. This realisation brings great comfort to teachers and
motivates them to try to change their perspective about class management
and own emotions. The teacher feeling less unpleasant emotions during in-
struction impacts his/her teaching approaches and relationships with stu-
dents. Better teacher-student relationships correlate positively with higher
achievement, higher school attendance and lower ESL rates (Ragozzino et
al., 2003; Roorda et al., 2011).
A similar example can be described for teamwork. When a team mem-
ber, for instance, impolitely argues with others in the team about an is-
sue, by knowing the CER model the other team members understand they
do not need to respond with anger. They can decide to stay calm and also
help the angry team member to calm down and discuss the issue peace-
fully. This kind of EI in teamwork increases teamwork effectiveness (e.g.
Jordan, Ashkanasy, Hartel, & Hooper, 2002) and more collaborative and
integrative conflict resolution methods that lead to better team functioning
(Ayoko, Callan, & Hartel, 2008; Jordan & Troth, 2004).
56
