Patterns and progression of emotion experiences and regulation in the classroom

Abstract

In this self-study, a teacher’s in the moment recordings of emotional episodes were analyzed with the help of a critical friend, leading to the discovery of patterns of emotional responses. Initial emotional responses often covered up deeper emotional issues that implicated the teaching self. After dialog with a critical friend, those issues were recognized and contextualized, resulting in greater understanding of self that led to change in approach to future emotional episodes, leading to better classroom environments. Acknowledging deeper emotional issues empowered the teacher to manage herself and students with more emotionally healthy methods.