Abstract
The purpose of this article is to provide a deeper understanding of the natural rhythm of a typical semester, as observed in students' reflections in journals kept during the semester. Our analysis of students' writings rendered a breakdown of the semester into four distinct periods that were independent of the particular semester or section the students were attending. These periods were characterized by changes in the emotional state of students, which affected their learning. This article includes descriptions of the different periods in the students' own words, as well as suggestions for teaching practices aimed at improving student-learning outcomes based on our findings.
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