Emotion and Motivation (reflective blog)

Emotion and Motivation(reflective blog4)
Jill Williams

As this module seems to be based around the benefits of student autonomy, I thought I might try to answer firstly what is student autonomy? Then secondly take a look at how the five components of this module have approached the subject of emotion and motivation through the use of student autonomy. The term learner autonomy (which is basically student autonomy) was first used by Henri Holec in 1981 he is considered by many to be the father of learning autonomy. There are seen to be many different definitions of what autonomy my mean for the student/learner (wikipedia.org/wiki/Learner_autonomy, 2013). Boud (1988) suggests that autonomy and learning evolve with in three different ideas of learning firstly, there is an educational goal that students and teachers must aspire; this goal is a teacher assisted goal that is achieved by the student. The second group of idea’s focus on learning autonomy that is achieved by the approach to an educational practice, the structure of a course encourages student independence and responsible decision-making by the student by the way a course is designed. Then thirdly the teacher does not guide every aspect of the students learning, the learner as suggested to take soul control of their own individual learning by taking responsibility for his/her choices. All are considered very different ideas of how student autonomy is achieved, but all have some similarities. Fazey and Fazey (2001) argue that students arrive at university with the potential to be autonomous in their learning. Whether this innate ability for learning flourishes at higher level learning is basically down to those who structure the learning environment of the student.

The emotion and motivation module structure is made up of five components the first being that of a traditional lecture format, traditional lecture format often struggle to engage the student in learning and often makes the same educational mistakes over and over, no matter what the subject is covering. The traditional lecture format does not motivate the learner to engage learning at any level and can very often be a major factor in student disengagement from the learning process (Davis, Ramsay, Lindfield & Couperthwaite, 2005). Although, unlike most traditional lecture formats the student numbers attending the lecture component of this module was substantially less than that of a traditional lecture. This fact allowed the student to engage with the teacher a little more and also allowed the student to engaged with the information provided.

The blog writing and commenting component of this module allowed the learner to play a much more active part in his/her own learning processes. It encouraged the learner to be more autonomous with there learning and as research suggest ‘autonomous learners become highly motivated learners and learner autonomy leads to better, more affective work output in students at any level’ (Dickinson, 1995). I enjoyed the empowerment of choosing what area of emotion and motivation I got to learn and write about. The comment section of this was also very good because as independent learners the student got to choose what subject they were interested in and in turn comment on. Although as well as the blog the student had to summited an academic version of the blog, which was also marked academically.

The group talks (non-assessed sharing of blog content in small groups) component of this module, provided a deeper understanding of the information and allowed the learner to affectively become the teacher for a brief period of time. This cooperative learning experience empowers the learner and also allows them to learn a more transferable skills set (Healy, 2007). Although learners got to comment on any other student’s blogs on the module, each individual student was allocated to a small group. These small groups seemed and felt peer led, as each group was assigned by a T.A and the student was limited to only listening to the presentation provided by other student with in the group. So although the student had the freedom to comment on any blog he/she wanted, the student could not follow it up and listen to the presentation that followed that blog unless a student that was assigned to their individual group provided it.

As a student I personally did not feel that the exam (Midterm and final SAQs) component did not support what this module was trying to achieve set out in the module information. Much of the research in the area of assessment in education suggests that this is not the best way in which to evaluate students. As suggested by Scouller (1998) students are more likely to employ surface learning approaches in the SAQ examination context and to perceive SAQ examinations as assessing knowledge-based (lower levels of) intellectual processing. This may suggest that students only learn to remember what is needed for the exam in question and as soon as the exam is over they more often than not fail to retain any information learned prior to the exam. Although the structure of this module was designed with the motivational theory in mind and has divided the assessment criteria over blogs, comment and exams there was less pressure for the student to achieve in the exams

Finally this module did provide organizer supported and feedback component. This component of the module consisted of weekly drop in sessions Tuesday 1-3pm and for a short time before the weekly group sessions. Although it is clearly stated in the structure and assessment of this module, that apart from the first blog all other blog grades would be produced by the module organizer four weeks after sudation. It made any feed back sessions a little pointless, as we would not receive any grades on our blogs and therefore have no need for feedback. At the time of this final reflection blog we have still not received any blog grades apart from the first blog and feedback would now be pointless as the module is all but finished. There was however a Facebook account set up by the module organizer, where students could freely ask questions about the course. There was also some very useful information on the site, which had been provided by the module organizer.

So in conclusion, I personally feel this module is quite confusing in what it was hoping to achieve. The student is provided with opportunity to be a more empowered learner through subject choice, but the student still has to achieve the requirements of a more traditional assessment criteria that this module also provides. Research suggest strongly that this form of traditional assessment in educational environment only provides a less motivated student and can often lead to student disengagement. Although there are components of this module that actively encourage intrinsic motivation through the self-directed learning components of this module. The blogs, comments and talks encourage a deeper learning and therefore produce more motivated student (Panitz, 1999).

References

Boud, D. (Ed.). (1988). Developing student autonomy in learning, London: Psychology Press.

Davies, A., Ramsay, J., Lindfield, H., & Couperthwaite, J. (2005). Building learning communities: foundations for good practice. British Journal of Educational Technology, 36(4).

Dickinson, L. (1995). Autonomy and motivation a literature review. System, 23(2)

Fazey, D. M., & Fazey, J. A. (2001). The potential for autonomy in learning: perceptions of competence, motivation and locus of control in first-year undergraduate students. Studies in Higher Education, 26(3). doi:10.1080/03075070120076309

Healey, M. (1992). Curriculum development and ‘enterprise’: group work, resource‐based learning and the incorporation of transferable skills into a first year practical course. Journal of Geography in Higher Education, 16(1). doi:10.1080/03098269208709162

Learner autonomy (2013) http://en.wikipedia.org/wiki/Learner_autonomy

Panitz, T. (1999). Collaborative versus cooperative learning: A comparison of the two concepts which will help us understand the underlying nature of interactive learning. ERIC Clearinghouse.

Scouller, K. (1998). The influence of assessment method on students’ learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35(4).

Reflection… Science of education… Who knew

This is sadly my final blog of this module and what an amazing journey this has been. I have to be honest as a mature student I almost gave up on education after the second year. I came in to education with high expectations and the only thing I had learned after the two years of higher education at Bangor University was to panic. Science of Education changed my view on the whole higher educational learning experience. Education up to this point had been for me a basic linear learning experience; this module changed a strictly structured educational system to a interactive learning experience. How this module approached education and learning was at first confusing as there for the first time in my higher learning experience there was not a structure in place to follow. How on earth were we supposed to critique and assess someone else work with out any direct and information on how to do so to do so?

The workload placed on the student by this module was a very heavily work load and at first seem a lot for just one module. A 500 word blog and 5×200+ comments a week plus a presentation every other does not seem that much, but when you are left to your own devices and no direction as too what to right about, at first seemed almost impossible. Number one on the list for the class philosophy for this module read “Believe strongly in being an autonomy-supportive teacher, and expect my students to respond positively’, and at first I never really understood what that meant. As the module developed my understanding of not just education changed, but my understanding of the very concept of learning also changed. As my understanding of self-directed learning developed the blogs became harder and harder to keep at 500 words often going over and I was finding I wanted to comment on everybody’s blog not just five as was firstly suggested. This module not only allowed me to be interactive with the information that interested me through my blogs and presentation, but it also allowed me to be an active part of others students individual learning experience. Peer marking was a relatively new experience, but this dynamic worked very well for me as the student and learner. I felt that being assessed by my peers allowed me to look at my own work through the eyes of many other different opinions, which again only added to my understanding as a learner. I also got to give my own honest perspective on others students through my own comments on their blogs; in a sense I was the assessor. I felt that this whole experience empowered the whole group through something as simple as just having a choice of what information they learned.

This module took 39 strangers and made them part of a greater whole, I now know at the end of this educational journey I know every individual by there first names. I spent 2 years going through one group or another with in the educational system known as Bangor University and I only new a handful of people by their first names. This module has truly change me for the better and has increased once again my thirst for knowledge, it is only a shame I had to wait 2 years for what I feel I should have been receiving from the start.

Below I have posted my final video from this module. I find it interesting as I feel it reflects what has been achieved with in this module as individually and as a group. I have not edited the video as I did not want to sway the opinion of the viewer in any way in to what can be achieved through self-direct learning. Hope you enjoy it as much as I enjoyed taking part in this module.

Emotion and motivation

Do current traditional teaching methods motivate students?
(Emotion and motivation)

I have chosen a topic this week, which I personally feel is very relevant to each of us as individuals and as students who are involved in this module. Brophy (2010) suggest that students and teachers all face the same types of challenges when it comes to being a motivated learner or teacher. The educational system has difficulties when it to comes providing a motivational environment for student and teacher. The issue of motivation with in the classroom or the lack of it is not a new one. As pointed out by Frymier (1968) modern teaching does very little to inspire or motivate a student with in its classroom setting. Frymier also suggest that the student’s motivation is about empowerment of the student as a learner, this is achieved by allowing the student a choice of what he/she learns. Research in the area of learner motivation goes well over 60 years, research by Corey (1934) learning from lectures vs. learning from readings, Cantor (1946) dynamics of learning, and Batten (1958) motivating students to learn, have all pointed out the difficulties the education system has in motivating the student. The issue of student motivation with in the educational system as pointed out has been an on going concern, but why is it that even now in 2013 nothing has been done to tackle this problem? What can or should be done to increase motivation with in a classroom environment and what effect does teaching styles/methods on the motivation of a student?

Traditional teaching methods are shown to struggle with the ever-evolving needs of the student as a learner. Ruben (1999) argues that there are many limitations to the traditional style of teaching with in an educational environment. Although this type of teaching does offer the teacher a structure for a teacher to follow it does nothing for the motivation of the student. Toohey (1999) suggests that although the current educational structure of traditional education does allow everybody follow the same path of learning, it is inflexible and does not allow independent think from the student’s. Toohey also suggest that is allows lazy and very regimental teaching in classrooms. Traditional teaching method/styles fail to evolve with the student, this is because as a student you are given the information first then and then ask to learn secondly. With tradition teaching structures see the information present once and with out motivation to the learner. Often no emotional value is given to the information that is being presented to the learner, and therefore the learner shows no really interest and more often than becomes disengaged from a lesson (Kazanjian, 2002). Education as pointed out needs to engage the learner to improve motivation with in a classroom environment.

Research suggests the learning process is that of a natural progression towards accomplishment; we are driven by an innate need to know more. Gibbons (2003) argues that this need to learn and achieve is much better met by more alternative ways of education and learning. Self directed learning (SDL) is an educational model of learning that provides a more natural environment that nurtures and supports the learner in their never-ending quest for knowledge and accomplishment. The brain is a dynamic self-directed instrument of learning and is unique to the individual learner. Which suggest that it is not about what information is being presented with in a classroom environment and more about how it is presented is the key to student motivation. This type of teaching/learning is show to motivate students within the educational system. There are many alternative models of academic motivation that involve self-directed learning. Many of the self-directed learning models of education Empower the student by given them the choice of what and how they want to learn. The student is in charge of his/her own academic achievement, the student gets to decide the value of the information and how successful it maybe in trying to make an academic point (Jones, 2009). Although, this type of learning can only be achieved if a caring nurturing classroom environment is provided.

So in conclusion when it comes to current traditional teaching methods it is very hard for a teacher to motivate the learner. As research suggests the educational structure in the UK at the moment does not address the natural educational needs of the students with in its system. Over the last ten years figures of students dropping out of education at every level has increased dramatically (Davis & Elias, 2013). These figure suggest that the only thing the educational system is doing at the moment is motivating students to leave education. As also pointed out there are many less traditional ways to motivate and inspire a student to learn, but as suggested by Fahey (2012) that the educational system in this country through the school environment has created complex communities that are layered with policies, procedures and traditions. To implement the change needed to motivate students more in an educational environment, educators and the educational system are firstly going to have to break with tradition itself.

References
Brophy, J. E. (2010). Motivating students to learn. London: Routledge.

Cantor, N. (1946). Dynamics of learning. doi: 10.1037/11472-000

Corey, S. M. (1934). Learning from lectures vs. learning from readings. Journal of Educational Psychology, 25(6). doi: 10.1037/h0074323

Davis, R., & Elias, P. (2012). Dropping Out: A study of early leavers from higher education.http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/RR386.pdf

Fahey, P. (2012). The Learner-directed Classroom: Developing Creative Thinking Skills Through Art. D. B. Jaquith, & N. E. Hathaway (Eds.), London; Teachers College Press.

Frymier, J. R. (1968). Motivating students to learn. Candidates for Maturity, New York: MSS Information Corporation

Gibbons, M. (2003). The self-directed learning handbook: Challenging adolescent students to excel, New York, Wiley

Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, 21(2)

Kazanjian, M. M. (2002). Learning values lifelong: from inert ideas to wholes (Vol. 132) New York. Rodopi.

Page, E. B. (1958). Teacher comments and student performance: A seventy-four classroom experiment in school motivation. Journal of educational psychology, 49(4). doi: 10.1037/h0041940

Ruben, B. D. (1999). Simulations, games, and experience-based learning: The quest for a new paradigm for teaching and learning. Simulation & Gaming, 30(4), doi: 10.1177/104687819903000409

Toohey, S. (1999). Designing Courses for Higher Education. Open University Press, 325 Chestnut Street, Philadelphia, PA 19106.

Its has been emotion… Thank you…

Social emotional education

I would like to thank everybody that took part in this module
It has been emotional.

Social emotional education is probably the most important part of education for both teacher and student. The educational system is meant to create a nurturing environment where the student can feel safe to develop his/her ideas through debate, discussion, questioning, and the sharing of ideas (Martin, 2013). Sadly, this is no longer the case education is to busy struggling with its own identity, to worry about the identity of those it was designed to serve. The educational system gathers large groups of individuals and then separates them in to relatively small groups of people, then places them with in a relatively small space otherwise known as a classroom. These small space environments create micro social communities without any regard for the emotions of the people with in these communities. As suggested by Parkes (2013) we look for a failure in the system, and unfairly society blame teachers and unruly students for the failings of a black and white educational system. Teachers and students are real people with real social and emotional needs, and this is not considered in the current educational system in any sense.

I have focus my last four blogs on things that can affect the social emotional side of education, which can affect both teachers and students with in the current educational system. I have asked who is really responsible for the education of the student, why is it even important that teacher and students have a positive social relationship, which could and very often goes wrong with educational relationships between teacher and student, and how simple changes in the way information is taught can make a big difference to the learner. As suggest by Hands (2013) although all these factors may have very little to do with what we learn, they are all very important to how we learn.

There are many interesting blogs this term that are indirectly related to the social emotional side of education. Taylor (2013) makes an interesting point in his blog about the music model of education. A teacher who is actively seen to show interest in a students welfare and promote interest among his/her students, will actively have a positive effect on helping student reach their full potential. Taylor also suggest that until the education system does take a more active stance in learning, there will be no change in what he see’s as a “currently broken education system”. Although as pointed out by Hanna Crettie (2013) in the comments, teacher engagement is not the only important factor in learning for the student. How a student’s parent/guardian engages in in the education of student can also have a positive negative effect on learning. Phillips (2013) argues that the more involved a parent/guardian is in his/her child’s education the more likely the child is going to fully engage education. Phillips (2013) also points out in her blog on student engagement, student engagement is on the decline and more and more students are dropping out because of this. So it is important that the education system gets the balance right when it comes to parent, teacher and student engagement. This is because as it has been has suggested in my previous blog, school is not only an educational institution but also a social one that significantly cultivates the moral and social education of a student (Null & Ravitch, 2006). Without the proper commitment by parents, teachers and students the education system is never going to create the nurturing social emotional environment that is needed to cultivate learning with in its classrooms.

Social emotional education is about bridging the gap that currently exists between education and the student. When the balance is right between teacher student and education the possibilities of student potential can only improve. As shown in Quinn’s (2013) creativity blogs, Quinn points out that the current education environment can be restrictive for a student. The current educational curriculum does not serve the social emotional needs of teacher or student; Quinn suggests that this is because “education as a whole is too restrictive, with rules and teachers’ expectations leading the way”. Quinn suggest that to foster creativity, how students are taught needs to change, this refers back to Hands (2013) suggestion it is not what we learn but how we learn that makes the difference in learning. As also suggested by Shillan (2013) an open and flexible mindset is one that we should help move teachers and learners towards with in the current education system this will allow everybody involved with the learning process to reach their full potential.

Education is not a dirty word and plays a very important part in everybody’s life parent, teacher and student. It should be an enjoyable actively engaging experience for all involved. I have spent the last weeks pointing out what could go wrong if we do not get this social emotional balance right with in the classroom. This journey for me has been one of personal discovery, this experience has also allowed me to be part of others students journey through learning. This whole module is all about balance and creating a safe nurturing educational environment where the student is effectively the teacher and visor verser. Yesterday I went to ask for some direction to help with my synthesis blog form the lecture (Jess Martin), Today I realise that the environment created by him in this module was all the direction I needed. As suggested in my past blogs there is a lot that can go wrong if we do not get the social emotional balance right with in education, when all along the part each of us has played within this module has been actual active proof of what can happen when education gets the balance between student and education right.

References

Hands, C. (2013). https://msjbp.wordpress.com/2013/11/14/123/

Martin, M, J. (2013). Class outline, science of education. https://blackboard.bangor.ac.uk/

Null, J. W., & Ravitch, D. (Eds.). (2006). Forgotten Heroes of American Education: The Great Tradition of Teaching Teachers (HC). IAP.

Parkes, k.(2013). https://msjbp.wordpress.com/2013/10/03/emotional-social-education/

Phillips, L. (2013). http://laurajanephillipsblog.wordpress.com

Quinn, F. (2013). https://franquinn.wordpress.com/page/2/

Shillian, D. (2013).http://dunekahnshillan.wordpress.com/2013/10/31/a-summary-of-the-interaction-between-creativity-personality-and-happiness/

Taylor. D. (2013). http://psue34.wordpress.com/2013/11/22/they-dont-care-how-much-you-know-until-they-know-how-much-you-care/

Change is never easy…

As I have focused my previous blogs around the social side of education and have looked at how and why classroom relationships between student and teacher are important, and what could wrong with these classroom relationships and how the teaching learning environment is important in supporting the social emotional side of education. For the penultimate blog I want to show the difference between two different educational environments and teaching styles. I will focus on presentations, which I have given and reflect on the personal experience of how it felt as a teacher/presenter. What this course has given us is the unique opportunity to look at education through the eye’s of the educators/teachers. I feel that this experience allows us to be more objective about the social side of education and what it means as teachers as well as students.

Traditional

The traditional learning environment see students set out in front of the teacher usually in rows with a blackboard or projector situated behind the teachers (Theroux 2002, Johnson &Johnson 1991). This has not change pretty much since education became compulsory in the UK.

Relan and Gillani (1997) this is the best way of teaching curriculum to students because;

It allows the educator to control the education conversation process between teacher and student or between students. This allows the conversation to constructive and to not go to far of topic.

This traditional teaching environment also allows the teacher to instruct larger groups of students.

As the educational conversation leader the teacher can determine time scale of the conversation, allowing equal time to each individual student who is participating in the conversation.

This environment allows better use of course textbooks by teacher and student, also allowing a sort of educational fail-safe for the teacher.

Conformity may be a seen as a maladaptive way of seeing education on this module, but it does help to have a basic structure for everyone to follow. Traditional education is not only about learning but also about teaching, which many researchers seem to forget. To provide a supportive environment where everybody benefits, it helps if there is structure and content in place (Doyle, 1977).

In reflection the environment provided by this more formal traditional way of teaching did not suit what I was trying to achieve. Although this format does provide a structure, that see the audience in front and the information projected behind. It allowed me to take my time and follow the structure of the information that was provided by the slides. It also allowed me to use text from a pad that I had written the night before in preparation for my presentation. There was nothing nurturing or supportive about this style of teaching, the connection I was hoping to create with the audience felt forced and unnatural at best. As by the time I had got to the interactive part of the presentation (the questions), suddenly time or the lack of it became a deciding factor.

This module does only provide a glimpse of what it is actually like to teach. As suggested by Taylors (2010) blog, the environment provided by this type of educational teaching setup can and does hinder the success of the learner, but in reflection it can and does also affect the effectiveness of the teacher. As also suggested by Savill (2013) the current traditional system of education does not motivate the learner past the limits of the educational structure itself. This type of educational setup offers little as platform for which strong and positive educational relationships can be formed.

Alternative

For this presentation I chose a less traditional style of presenting/teaching, this was in hope I could achieve my goal of providing an environment where the listener played a more active part in the presentation. The set up was the same as the traditional format, the information provided was behind the presenter and the audience in front, but that were the similarity ended. This presentation is centered around the cooperative style of learning of education. This learning style has become one of the most accepted practices of learning in education over the last ten years. Although, most teachers old and new are not yet fully skilled to incorporate this type of learning in a classroom environment, and many feel uncomfortable when using a cooperative learning strategy (Cohen, Brody, & Sapon-Shevin, 2004). The music model of cooperative learning best describes what I hope to achieve with this presentation. The Music learning model of cooperative learning provides:

Empowerment to the listener through the choices they would have to make throughout the presentation. The listener has a more of an interactive role to play in the presentation.

The listener plays a useful part in the presentation as the listener will play an active part in how the information in the presentation is formatted and presented.

The music model should keep the listener motivated through its format and keep the listener interested in the presentation, as the listener has a major role to play through this type of learning.

The teacher/presenter plays a more regulating role rather than that of leadership in information provided, and as part of the conversation they should share a more caring and supportive relationship with the listeners.

The music model focuses on the success of the learner/listener, rather than the success of the presentation and the information provided by the teacher/presenter.

This type of presenting and learning is design for the presenter/teacher to enjoy the process as much as the listener/learner. Research suggests that this type of learning is shown to motivate learning in listener/learner (Jones, 2009).

In reflection I felt this type of teaching strategy created a more natural and nurturing relationship between presenter and listener. The information simple just flowed naturally through the interaction of the listener and presenter from slide to slide. As the presenter I no longer felt the pressure to present appoint to the information provided by the slides. The interaction of the group choose the direction of the information present, I felt part of the conversation.

So in conclusion although the traditional method of teaching does offer a laid out content and structure to teaching, but it works on a one size fits all methodology. As research shows teacher like learner are individual and one size fits all really does not fit anyone at all. After I adjusted the method in which the information was presented every thing just fell in to place as a presenter. As argued Parkes (2013) cooperative teaching and learning methods does offer a better foundation for more positive educational relationships to be formed.
References

Cohen, E. G., Brody, C. M., & Sapon-Shevin, M. (Eds.). (2004). Teaching cooperative learning: The challenge for teacher education. Suny Press.

Doyle, W. (1977). Learning the Classroom Environment: An Ecological Analysis. Journal of Teacher Education, 28(6)

Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, 21(2)

Parkes, K. (2013). http://kp1203.wordpress.com/2013/10/31/should-we-bother-with-lectures/

Taylor, D. (2013). http://psue34.wordpress.com/2013/11/15/the-success-of-music/

Johnson D, Johnson R. (1991) Learning Together and Alone ed3, Sydney: Allyn & Bacon

Relan, A., & Gillani, B. B. (1997). Web-based instruction and the traditional classroom: Similarities and differences. Web-based instruction, New York: Educational technology Publications

Savill, S. (2013). http://simonsavill.wordpress.com/2013/10/23/blog-1/

Theroux, P, 2001 Comparing Traditional Teaching and Student Centered, Collaborative Learning

How do emotions affect our health

How do emotions affect our health
emotion and motivation (Jill williams)

After reading and interesting blog on mindfulness and emotion regulation (http://psuefe.wordpress.com), I have for this blog decided to blog about the link between emotions and health. I am interested in asking the question, how are emotions involved in an individual’s mental and physical well-being? Emotions can have a positive and negative effect on the external choices made by a person through their lives. Lazarus (1991) suggested that the mechanisms of appraisal of potential for harm, loss or benefit from all life events are at the heart of many emotional reactions. As individual’s people realize that sometimes choices, which are made rashly and emotional can have a very adverse affect on his/her life. Although they may not realize how their emotions can affect them internally. As research suggests emotions are the link between mind and body and also the link between an Individuals nature and culture (Bendelow, 2009). Improving our understanding about the internal link between mind and body will make a significant difference in how mental or physical illness is approached in research and practical application.

Health and emotional research investigate the link between emotions and health by looking at how positive and negative emotional states affects human health. Keyes (2010) argued that emotional wellbeing has a great effect on individual’s who suffer from a mental illness. Keyes study suggested that mental health illnesses where effected by the presence or absence of positive emotional states. Evidence from this study reported that people who suffer with a mental illness and have low feelings of helplessness and a positive attitude to life suffer significantly less from the negative effects of their mental illnesses. A study by Suris, Parera and Puig (1996) also suggest that emotional states of well-being can affect the health of all ages. Evidence produce by this study suggests that negative feelings of emotions are substantially linked to chronic illness in children and teenagers regardless of gender. Research in this area of health and emotion also suggest that positive emotions can also motivate health-related behaviours. As negative emotions affect health and behaviour so do positive emotions have an effect on human health and behaviour. These emotions and behaviours are linked to healthy outcomes through many pathways (Salovey, Rothman, Detweiler & Steward, 2000).

Research suggests that emotional states have a direct link to human physical health and emotional well being through pathways, such as the direct effect of emotions on physical health, and the motivation of healthy behaviours and situational emotional experience. Although, there is not one particular model that can give a definite and direct measurement of how emotions affect a person’s physical well-being, as the research in this area of emotional health is very broad (Ekkekaskis, 2013). The Difference between research such as Dijkstra and Dijker (2005) research on the physical threat and self-evaluative emotions in smoking cessation and Schaubroeck and Jones (2000) research on the antecedents of workplace emotional labor dimensions and moderators of their effects on physical symptoms, show partly how wide the spectrum in which emotional health is researched in regards to physical health.

Although as pointed out by Russell (2000) as individuals we cannot always trust our emotions, and there are many different internal and external factors researchers have to take into consideration when studying an emotional effect on health. A person’s own personal framework of emotional intelligence may contribute to the inaccuracy and expression of how emotions affect a person and how that person perceives any external triggers (Salovey & Mayer, 1990). The adaptive and maladaptive qualities of emotions are as pointed out, are experienced differently by everyone and this may in part be the reason there is no directly accurate measurement for the affect of emotions on mental and physical health.

So in conclusion, although as pointed out by much of the research in this area, how much exactly physical and mental health is affected by human emotion is very difficult to directly measure. Although it is also pointed out in this blog the research in this area of psychology is vast and broad and it touches all aspect of health in society. This blog points out that although we all perceive our emotional states differently, emotions have a direct affect on our mental and physical well-being.

Reference

Bendelow, G. (2009). Health, emotion and the body, Cambridge: Polity Press.

Dijkstra, A., & Dijker, L. D. (2005). Physical threat and self-evaluative emotions in smoking cessation. Journal of Applied Social Psychology, 35(9). DOI: 10.1111/j.1559-1816.2005.tb02199.x

Ekkekakis, P. (2013). The Measurement of Affect, Mood, and Emotion: A Guide for Health-behavioral Research. Cambridge University Press.

Keyes, C. L. (2005). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of consulting and clinical psychology, 73(3). doi: 10.1037/0022-006X.73.3.539

Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press.

Russell, J. A. (2003). Core affect and the psychological construction of emotion. Psychological review, 110(1). doi: 10.1037/0033-295X.110.1.145

Salovey, P., & Mayer, J. D. (1989). Emotional intelligence. Imagination, cognition and personality, 9(3), doi:10.2190/DUGG-P24E-52WK-6CDG

Salovey, P., Rothman, A. J., Detweiler, J. B., & Steward, W. T. (2000). Emotional states and physical health. American psychologist, 55(1). doi: 10.1037/0003-066X.55.1.110

Schaubroeck, J., & Jones, J. R. (2000). Antecedents of workplace emotional labor dimensions and moderators of their effects on physical symptoms. Journal of Organizational Behavior, 21(2). doi: 10.1002/(sici)1099-1379(200003)21:23.0.co;2-l

Surís, J. C., Parera, N., & Puig, C. (1996). Chronic illness and emotional distress in adolescence. Journal of adolescent health, 19(2), 153-156.

Is it really all about the environment …

Science in education (Jess Martin)

This week’s blogs looks at the environment in which teachers teach and students learn. As suggested by Bethan’s blog last week it is important we offer a nurturing environment in early education (http://psp2c0.wordpress.com).

What is a nurturing educational environment? Landsman (1979) suggests that it is an environment where an educator is able to accommodate differences in student learning styles. This is achieved by creating an environment where the learner is free to be his or herself. Some of the dynamics of nurturing environments may have change in recent times but the underlying message is the same. The question is how can a teacher create a nurturing environment for any individual learning styles when all the evidence tells us that individual learning styles are a myth (Riener & Willingham, 2010). This sort of environment does nothing for the social environment with in education as it only focuses on the individual and not the group. It also does not offer an environment where it is possible for positive educational relationships to flourish, as has been pointed out in previous blogs, schools and other learning environments are social institutions as well as educational ones (https://msjbp.wordpress.com).

Students learning environments like classrooms, lecture theaters and labs have not change at all since education became compulsory in the UK. In this country there is no balance between instrumental norms such as academic, achievement-oriented goals and the expressive norms such as emotionally supportive human relationships in education which are considered by many to be essential for effective learning environments (Stockard & Mayberry, 1992). Evidence produce by Church, Elliot and Gable (2001) and Ryan and Patrick (2001) show how important a social classroom environment can be for all those involved, teachers and students.

As has been suggested social educational environments are important when it comes to formal positive emotional educational bonds for students. Creating these positive environments in schools will in the bigger picture have a positive affect on society as well as education. What would it take to make the necessary changes to the educational system to make it an environment that would make it a positive place for educators and students?

Barrett (2013) argues that improving the current learning environment in education does not need to be a costly adjustment. As we already have a one size fits all educational system, it would only take small adjustments to the system for massive positive outcomes to occur. He argue’s why must teachers be the primary source of information by which students learn. Suggesting that it would create a much more enriched learning environment if teachers were seen more like classroom managers, individuals that only manage what students learn instead of the current system where it is decided what they should learn. This type of learning environment is beneficial for both student and teacher; as there is less pressure on student and teacher in the classroom environment. The teacher/student relationship that may be created in this type of environment has more of a chance to be that of a mutual one. As research by Shepard (2000), Stronge (2002) and Wilen, Bosse, Hutchinson and Kindersvatter (2004) suggest, mutual respect and supportive relationships with in the classroom increase feelings of self-worth and tolerance for both teachers and students.

There are many other ways in which we could improve classroom environments to better suit the needs of the teacher and the learner and even education itself. Creating positive classroom environments are just the start, a foundation to which everything else in education is build around. The classrooms are places where real emotional educational relationships are formed and where the foundations of social communities are built (McLaughlin, 2013). If education is to change it is the small changes that will make the overall greater difference to the teacher, student and to the education system.

References

Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43.

Landsman, A, M. (1979) Creating a nurturing classroom environment. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197912_landsman.pdf

McLaughlin, J. (2013) http://sitemaker.umich.edu/mclaughlin_portfolio/creating_a_positive_classroom_environment

Riener, C., & Willingham, D. (2010). The myth of learning styles.
Change: The magazine of higher learning, 42(5)

Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460.

Stockard, J., & Mayberry, M. (1992). Effective Educational Environments. Newbury :Corwin Press, Inc.

Barrett, P, (2013) The small changes in classroom environment that can improve learning, improving learning environments does not need to be expensive, https://www.pinterest.com/pin/61080138669176191/

What could and does go wrong with educational relationships…

Science of education (Jess Martin)

If you have not guessed it by now the current theme of my blogs is targeting the social and emotional aspect of what education is, or is not. We know that education is about learning and preparing for a better future for both the individual and society. What seems to be over looked in much of any governmental reform involving the education system is the social side of education, or as it is sometimes referred to the hidden curriculum (Giroux & Penna). The reason why many educational interventions fail is because they ignore the social aspect of learning. Take away the tables the chairs and the actual learning and you are left with basic human relationships form around education (Jones, 2013). Last weeks blog looked at how important classroom relationships can be from a students view and a teachers view. This weeks’ blog focuses on how wrong these relationships can go and the effect they can have on the student and society as a whole.

As argued by Birch (2013) a professional person as an individual human being can and will see any failure by a client or student as a reflection of their own failing. Classrooms can be filled with up to 30 students or more at any given time. Failing students can add to the increasing pressure on a teacher to produce results, which in turn will only increase teacher’s own personal feelings of failure. Although as pointed out by Georgiou and Christou and Stavrinides and Panaoura (2002) a teacher is more likely to have a more positive response to a student who generally tries but fails, but even this sort of positive response is less likely when there is increased pressure on a teacher for results. The higher the pressure the more likely a failing student will be met with a negative angry response to student failure. This pressure to achieve is just a vicious cycle of emotions, as any student receiving a negative angry response is more likely to be less motivated in achieving their given educational goals (Hareli & Weiner, 2002).

A usual negative response from a teacher in the context of a failing student may involve verbal discipline and yelling on the part of the teacher. This form of discipline is shown to have adverse long-term effects on an individual and will on delay any academic improvement (Ming-Te Wang, 2013). Without a relaxed social learning environment pressure for a student trying to learn can and will become unbearable. As Zimbardo (1970) suggests social environments are very influential on a person’s behaviour. If the relationship between student and teacher is that of a negative one then there is an increased risk that the learning environment is also that of a negative one. McEvoy (2002) suggest the pressure transference from teacher to student to achieve is a negative relationship. This sort of teacher/student relationship can encourage antisocial behaviour by the student in the classroom. This behaviour then can and will have a knock on effect on student anxiety, depression, general feeling of self worth and will increase the risk of a students dropping out of the education system all together. This in turn can and will affect society as a whole.

The relationship between student and teacher may only be a small part of a greater educational whole, but it is a very important one for a student as learner. Although, there is still the question of whom is education failing more the student or the teacher. The expectation of achieving results is so great that the social aspect of school is often seen as the hidden curriculum or in most cases not seen at all. Teachers are emotional social beings just as students are and more often than not make judgements based on those emotions. These early educational relationships can and will ether have a positive effect on a students life empowering them to greater things or a negative one, which will as suggested have an adverse effect on the individual through out their whole life. Education is an experience that should be sampled and enjoyed by everyone involved teacher and student. The education system seems to based on what a person could be, not on what a person actually is.

References

Georgiou, S. N., Christou, C., Stavrinides, P., & Panaoura, G. (2002). Teacher attributions of student failure and teacher behavior toward the failing student. Psychology in the Schools, 39(5)

Giroux, H. A., & Penna, A. N. (1979). Social education in the classroom: The dynamics of the hidden curriculum. Theory & Research in Social Education, 7(1)

Hareli, S., & Weiner, B. (2002). Social emotions and personality inferences: A scaffold for a new direction in the study of achievement motivation. Educational Psychologist, 37(3)

Jones, M.(2013). https://msjbp.wordpress.com/2013/10/03/emotional-social-education/

McEvoy, A., & Welker, R. (2000). Antisocial Behavior, Academic Failure, and School Climate A Critical Review. Journal of Emotional and Behavioral Disorders, 8(3). doi: 10.1177/106342660000800301

Birch, S. (2013). http://www.bpsshop.org.uk/Clinical-Psychology-Forum-No-248-August-2013-P3476.aspx

Wang, M. (2013). http://www.news.pitt.edu/news/yelling-doesn-t-help-may-harm-adolescents-pitt-led-study-finds

Zimbardo, P. G. (2011). Lucifer Effect. The Encyclopedia of Peace Psychology. doi: 10.1002/9780470672532.wbepp149

Why is it student and teacher relationship is so important??

Science of education…(Jess Martian)

Teacher and student relationship plays a major part in a child’s life. Parents and legal guardians intrust the safety and welfare of a child to the education system. This is basically a system where the teacher holds most of the responsibility for that expectation. Such is the power held by a teacher they can give meaning to a child’s life or take it away (Connelly & Cladinin, 1988). Do we expect too much of the teaching profession, parents assume it is a teachers job to fore filling a moral obligation, just as teachers expect a student to fore fill theirs. Are we as a society are we expecting too much of teachers as individuals? Is the education system making the right choices to help the teacher and the student? (Jones, 2013). There is a very delicate balance between classroom relationships and power that needs to be carefully maintained with in the education system. Riley (2010) suggests the very foundation of is dependant on the 3Rs of relationship, that is the relationship from the students prospective, the relationship from the individual teachers perspective and then there is the priority given to the relationship formation and maintenance from educational leadership.

A study by Pianta (1994) explored the teacher perception of the relationship held between themselves and their kindergarten students using a cluster analysis. Evidence produced in the study showed how important teacher student relationship can be. There were six clusters groups described in the study that children fell into socially they were dependant, positively involved, dysfunctional, functional/average, angry/dependent and uninvolved. These cluster groups all showed a different level of teacher and child interaction. The evidence also suggested a similarity between teacher/child and parent/child relationship. As pointed out by this study there is no question to how important teacher student relationship can be, but the relationship between student and teacher can break down very quickly. There is a lot of pressure on a teacher in education to do the right thing but this is not always the case as pointed out by Georgiou, Christou, Stavrinides and Panaoura, (2002) there is a correlation between a teachers attitude and a students academic achievement. This correlation can sometimes be a negative one, if an individual teacher shows little or no interests in a student’s well being or academic needs. A simple abuse of power by a one teacher can sometimes have a long lasting consequence for a student.

Students at all levels fail to see the importance of the teacher student relationship or at very least under estimate the power it has on their education and life. Jamieson and Thomas (2002) argue that there is a constant power conflict in every classroom between students and teacher. Students at all levels of education do not see teachers as being in the same or even as part of their peer group. The relationship between student and teacher is a complicated one, a student will put effort in to gaining the respect and understanding of his/her peers within a classroom environment, but very little in to doing the same with a teacher. Goodenow (1993) suggest that this was not always the case, suggesting that students start their educational journey pursuing the praises and understanding of their teachers. It is only as a student’s progress through the educational system does this change and there is shift of power that changes from teacher to peer group.

This theory shows the importance of the role of maintenance of the classroom relationship between student/teacher and teacher/student by educational leadership. The maintaining of these relationships is as pointed out by Fullan and Hargreaves (1996) “can be hindered by the job overload, isolation, and increasing despair that teachers feel.’. Society expects teachers to achieve and children to thrive in the education system, but the only way this is possible is if the education environment is a maintained positive environment for teacher and student alike. As much of the research suggests that if a positive teaching and learning environment is achieved within education, it can only benefit education and society as a whole (Gilbert, 2004). It is the job of the education authority in the UK not only to provide funding, but to also maintain the positives about the educational system in this country, a job that it seems to be failing at miserably.

As suggested the classroom relationship between student and teacher although viewed very differently by both student and teacher is still a very important one. Society expects so much of teacher and student, but with out fully understanding the implications of power it places squarely on a teacher shoulders. A power that sometimes can be abused, but is this abuse of power down to the despair and isolation a teacher may feel as a result of the educational expectations placed on them by society? It seems that the education system is failing both student and teacher, by not supporting and maintaining teacher student relationships in the classroom.

Refereances

Connelly, F. M., & Clandinin, D. J. (1988). Teachers as Curriculum Planners. Narratives of Experience. Teachers College Press, 1234 Amsterdam Ave., New York, NY 10027.

Fullan, M., & Hargreaves, A. (1996). What’s Worth Fighting for in Your School? Revised Edition. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027.

Gilbert, R., & Vick, M. (2004). The knowledge base for studying society and environment. Studying Society and Environment: A guide for teachers, Melborne: Thomson, Social Science Press

Jamieson, D. W., & Thomas, K. W. (1974). Power and conflict in the student-teacher relationship. The Journal of Applied Behavioral Science, 10(3), 321-336.doi: 10.1177/002188637401000304

Jones, M. (2013). Emotional social education.https://msjbp.wordpress.com/2013/10/03/emotional-social-education/

Goodenow, C. (1993). Classroom belonging among early adolescent students relationships to motivation and achievement. The Journal of Early Adolescence, 13(1).doi: 10.1177/0272431693013001002

Pianta, R. C. (1994). Patterns of relationships between children and kindergarten teachers. Journal of school psychology, 32(1). doi.org/10.1016/0022-4405(94)90026-4

Riley, P. (2010). Attachment theory and the teacher-student relationship: A practical guide for teachers, teacher educators and school leaders. Routledge.

Georgiou, S. N., Christou, C., Stavrinides, P., & Panaoura, G. (2002). Teacher attributions of student failure and teacher behavior toward the failing student. Psychology in the Schools, 39(5), 583-595.doi: 10.1002/pits.10049

Motivation an emotional response or chemical addiction

Emotion and motivation.. (Jill Wiiliams)

What is motivation? Motivation in humans is seen as arousal that makes us act to achieve a desired goal. Motivation is also seen as a force that drives us as individuals, it helps us sustain our goal directed behaviours. As individuals we have a wide range of desired goals, we have basic needs that drive us such as hunger, sex and sleep etc. We also have other needs like achievement; we feel the need to succeed in things like sport and academics, but what is it that motivates us to forefull these needs. Psychology sees motivation as essentially a purpose or psychological reason for an organism to take action (Schater, Gilbert, Wegner, hood, 2011). The question is why do we as humans feel the need to be such high achievers? Achievement means something different for everyone, but what motivates us as individual to always want to better ourselfs?

It is a common belief that motivation in humans is strongly connected to human emotional states. Positive motivation is connected to human feelings such as pride, exhilaration and the feelings that accompany success. There is also a different darker side to this theory of emotional motivation. Humans are highly motivated by the feeling of despair, and resistance. It is suggested that these emotions are amplified but the feelings of shame, humiliation and low feeling of self-worth that accompany failure (Covington, 1992). The fear of failure is seen as a strong motivation for individuals to achieve greater and better things in all aspect of life education, sport etc. Argyle and Robinson (1962) argue that there is two basic parts to achievement motivation, motivation to achieve which is seen as an approach motive and motive to avoid failure, which is seen as an avoidance motive. The results of a study by Argyle and Robinson (2011) showed there was a correlation between motivations to achieve and measure of guilt and self-aggression in humans under the right circumstances. Suggesting that emotions positive and negative play a major role in motivating us as individuals to achieve our set goals.

There is also another side of motivation to achieve in humans. Brain arousal is an important component in motivation in humans it is defined in psychology as physiological and psychological heightened state of awareness or an organism reaction to a stimulus. There are complex networks of neural systems involved in human arousal together these systems are known as the arousal system. Action in the arousal system activates neurotransmitters across the brain, which in turn produces acetylcholine, adrenaline, serotonin and dopamine (Pfaff, 2006). This chemical combination can motivate some individuals to push harder and harder to achieve almost impossible self-set goals. Such individuals thrive on the stress of achieving their goals. The stress involved with specific goal achievement is link to the release of adrenaline as a stress response. Although, proving this theory is difficult as endorphins are also release during stressful periods of motivation. (worldofmolecules.com). Adelson (2005) also argues that dopamine also plays a significant part in goal directed behaviours. Dopamine-producing neurons extend into the motivational and motor parts of the brain, which increase goal oriented motivation behaviours in humans. Kotler (2008) suggests that the chemicals produced by the brain in goal-oriented behaviour and the achievement of set goals can be addictive. Individual motivation maybe more a case of the pursuit of the chemical induced feelings that come with achievement rather than achievement itself.

Humans are very emotionally driven creatures, and the emotional motivation theory does provide a strong argument to support this. The theory itself seems very basic in explaining the drive behind human motivation to achieve set goals, and also only focus on what an individual believes they can achieve. Where as neuropsychology goes further in trying to explain the human need to achieve what seem unreachable goals. The chemical cocktail behind human motivation is a strong motivator for an individual to achieve. With the sale of supplements claiming to increase dopamine and adrenaline levels in the brain to help motivate the individual to achieve unthinkable goals (Uk.bodybuilding, 2013). Is the pursuit to be more focused and more motivated to achieve making humans more reliant on chemicals such as dopamine and adrenaline? Is there now a generation only interested in how achieving set goals make them feel, is the set goal know only a by product of motivation itself?

References

Adelson, R. (2005) Dopamine and desire, knockout mice showcase the neurotransmitter’s role in motivation. Monitor on psychology. 36(3). http://www.apa.org/monitor/mar05/dopamine.aspx

Argyle, M., & Robinson, P. (1962). Two Origins of Achievement Motivation*. British Journal of Social and Clinical Psychology, 1(2), 107-120.doi: 10.1111/j.2044-8260.1962.tb00690.x

Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge University Press.

Pfaff, D. W. (2006). Brain arousal and information theory: neural and genetic mechanisms. Harvard University Press.

Schacter,D., Gilbert, D., Wegner, D., & Hood, Bruce. (2011). Psychology. USA: Catherine Woods.

Kotler, S. (2008) The Playing Field, Sport and culture through the lens of science, the addictive nature of adrenaline sports, ever wondered about the addictive nature of adrenaline sports? http://www.psychologytoday.com/blog/the-playing-field/200803/the-addicitve-nature-adrenaline-sport

http://uk.bodybuilding.com/store/top-secret-nutrition/pump-igniter.html

http://www.worldofmolecules.com/emotions/adrenaline.htm