Creating an Emotionally-Connected Classroom

Neuroscience research highlights the important function performed by emotions in assisting the processing and recall of memory. Because memories are not located in one specific part of the brain, but instead are dispersed through the brain; emotions can either encourage or discourage recall of previously-learned information. Social and Emotional Learning (SEL) research also reveals that academic achievement is higher in positive, safe and supportive classrooms where learners are encouraged to take risks and to explore.

I suggest 3 ways that educators can create Emotionally-Connected Classrooms:

• Know your students' contexts

You don't need to wait till the first day of the new term to do so. Find out about them from their previous teachers with the purpose of discovering their interests, passions and backgrounds. Take note of individuals with misdemeanour records and think about ways to build rapport with them. Given the fact that discipline issues surfacing in school have their origins in the home, the use of a personal details form when completed by your class would give the initial pieces of insight about your class.

Information that could be gleaned would be the presence of parents (from Next-of-Kin data including contact details if these are different from home address, and parents' marital status), the socio-economic opportunities available to the student (from the residential address and number of siblings), the personality and interests (from the choice of Co-Curricular Activity).

• Establish principle-based routines

Routines help establish predictability and in turn create security in the classroom. When students know what to expect and what is expected of them, individual uncertainty and anxiety can be reduced. An educational benefit would be that students can 'tune in' to lessons with less distractions, whether in the environment or their own thoughts.

Where possible, these routines should be based on principles derived in consensus with the class. For example, the principle that 'Every student is a key member of the class' promotes inclusivity and an embracing of diversity in the class. This principle can become the foundation of the following classroom routines:

1. Quiet listening when there is a oral contribution, whether by teacher or fellow students
2. Positive critique of suggestions and ideas, to add value to; rather than to 'tear down' fellow students
3. Regular weekly appreciation of individuals for their contributions to the class.

• 'Walk gently, but carry a big stick' - Be authoritative and not authoritarian

An emotionally-connected classroom is not one where there is only emphasis on creating 'happy feelings' and 'happy campers'. Instead, it is a learning environment which recognises the place of emotions, their effects on learning processes and the management of these emotions to facilitate learning, even the negative emotions. To create such a learning environment, he must distinguish between displaying authoritative behaviour and authoritarian behaviour. The former includes knowing what situations require him to use his authority, how to use it and to what effect.

Authoritative behaviour is essentially being friendly but firm, remaining on top of things in the class. This can take the form of involving students in creating discipline standards and representative behaviours, and encouraging a consensual approach to everyday class discipline matters. The teacher uses his authority to promote interactive discussion, experimentation and finally active pupil involvement in managing their own community. Through this process, not only are the various relationships in the class intertwined, but there is a communication of values between teacher and students.

On the other hand, authoritarian behaviour involves the teacher being the sole arbiter of right and wrong, keeping authority locked in his hands, with the focus on wielding the big stick. This forces class behaviours to individually focus on preventing recrimination, punishment and fear, rather than collaborating and connecting on positive emotions and intentions, to manage discipline.

An Emotionally-Connected Classroom is one where emotions are recognised to be important elements in the life of the learning community. The teacher plays a key, vital role in promoting the vocabulary of emotions and how they can be managed so that students are aided in their learning.

Noel Tan

(* All text is copyright of Trailblazer Trainers Pte Ltd)