Page 57 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 57
team members’ and teachers’ understanding of their own unpleasant emotions ...
Conclusions
Emotions play an important role in regulating a person’s relationship
with their environment. Teamwork or the class, school environment pres-
ent even more challenges and stimulus situations that may trigger emo-
tions. Being able to understand the nature of one’s own emotions and try-
ing to adequately regulate them is considered emotionally intelligent and
socially desirable. Moreover, different studies show that emotionally more
competent team members contribute to team effectiveness (e.g. Jordan,
Ashkanasy, Hartel, & Hooper, 2002), whereas emotionally more compe-
tent teachers develop better relationships with their students (Ragozzino et
al., 2003; Roorda et al., 2011), which also affects students’ general attitude to
the school. As we already established, better relationships between teachers
and students correlate positively with higher student achievements, high-
er school attendance and lower ESL rates (Ragozzino et al., 2003; Roorda et
al., 2011). All things considered, the issue of developing emotional compe-
tencies should be a priority for all school professionals.
The CER model presented in this article represents an option for un-
derstanding human emotions. The model has proven to be very effective,
especially in the school environment. Teachers and other school profession-
als reported finding it particularly useful in dealing with anger and frustra-
tion in relationship with students or colleagues (MIZŠ, 2010; MIZŠ, 2011;
MIZŠ, 2012; MIZŠ, 2013). Teachers understanding that it is their own valori-
sation of the situation that triggers their anger or frustration in the relation-
ship with a student made them feel in control of their own emotions and
less hopeless and dependent on students’ behaviour. They also started to
analyse their beliefs and values related to teaching and the teacher-student
relationship to become aware of potential dysfunctional beliefs that may
unnecessarily trigger their anger or frustration. Hence presenting teachers
and other school professionals with the CER model could help them better
regulate their emotions and establish better relationships with one anoth-
er and with their students. As the quality of teacher-student relationships
has been proven to be an important predictor of ESL (Ragozzino et al., 2003;
Roorda et al., 2011), this should also have an impact on preventing ESL.
References
Ashcraft, M. H. & Kirk, E. P. (2001). The relationships among working memo-
ry, math anxiety, and performance. Journal of Experimental Psychology:
General, 130, 224–237.
57
Conclusions
Emotions play an important role in regulating a person’s relationship
with their environment. Teamwork or the class, school environment pres-
ent even more challenges and stimulus situations that may trigger emo-
tions. Being able to understand the nature of one’s own emotions and try-
ing to adequately regulate them is considered emotionally intelligent and
socially desirable. Moreover, different studies show that emotionally more
competent team members contribute to team effectiveness (e.g. Jordan,
Ashkanasy, Hartel, & Hooper, 2002), whereas emotionally more compe-
tent teachers develop better relationships with their students (Ragozzino et
al., 2003; Roorda et al., 2011), which also affects students’ general attitude to
the school. As we already established, better relationships between teachers
and students correlate positively with higher student achievements, high-
er school attendance and lower ESL rates (Ragozzino et al., 2003; Roorda et
al., 2011). All things considered, the issue of developing emotional compe-
tencies should be a priority for all school professionals.
The CER model presented in this article represents an option for un-
derstanding human emotions. The model has proven to be very effective,
especially in the school environment. Teachers and other school profession-
als reported finding it particularly useful in dealing with anger and frustra-
tion in relationship with students or colleagues (MIZŠ, 2010; MIZŠ, 2011;
MIZŠ, 2012; MIZŠ, 2013). Teachers understanding that it is their own valori-
sation of the situation that triggers their anger or frustration in the relation-
ship with a student made them feel in control of their own emotions and
less hopeless and dependent on students’ behaviour. They also started to
analyse their beliefs and values related to teaching and the teacher-student
relationship to become aware of potential dysfunctional beliefs that may
unnecessarily trigger their anger or frustration. Hence presenting teachers
and other school professionals with the CER model could help them better
regulate their emotions and establish better relationships with one anoth-
er and with their students. As the quality of teacher-student relationships
has been proven to be an important predictor of ESL (Ragozzino et al., 2003;
Roorda et al., 2011), this should also have an impact on preventing ESL.
References
Ashcraft, M. H. & Kirk, E. P. (2001). The relationships among working memo-
ry, math anxiety, and performance. Journal of Experimental Psychology:
General, 130, 224–237.
57
