Teacher-Expectations/Higher-Achievement Theory and Practice demonstrates that by calling on all students equally to participate repeated and consistently over a short period leads in turn to greater overall student participation, greater student ant teacher expectations, and eventually to long range increased confidence by students and increasingly higher expectations and targets by the instructor.

This is apparently often the case regardless of the subject being studied.

I appreciate your contribution. It is quite interesting for early discussion. I will explore the topics presented. Thanks!

In Texas and Mexican universities I used recorded selections from Dr. Goleman's classic, EMOTIONAL INTELLIGENCE, with non-native speakers of English to promote interest and motivation into the topics discussed in his book. He provides easily understood vignettes, which left a lot of interest and challenges for non-native speakers of English whom I was instructing. Discussions could take place in small groups or in large class discussion venues.

One of the classes I taught at the Universidad de Monterrey was technical English. Another course was business English. Still, another course was public speaking or a communications courses for Non-English majors.

A decade later, we integrated much more communication theory into a sort of a BBA for engineers when I was teaching in Germany. We used video in this context to allow students to see what others see in their interactions with others.

Now, I teach in Oman--where using videos in classroom is fairly taboo. I offer instead workshops on cross-cultural communication for staff and encourage them to transfer information and ideas to classrooms of their own.

Your teaching experience seems to be varied and very interesting. The teaching-learning process in different classes and backgrounds, with student with different characteristics.

The strategies used for improve Emotional skills were a direct approach as promote motivation, and an indirect approach as sharing and reflection on group experiences. Were the strategies used in the teaching- learning process. And what are the results?

The aspects related with the teaching-learning process, specifically nursing students in clinical practice, reveal the importance of a emotionally competent supervisor, because learning experience is a potentially source of emotional distress.

Desirably, the supervisor should be sensitive to the emotional needs of the student. From my experience as supervisor of students in clinical practice, it's important to follow closely the emotional state, being sensitive to their fears, anxieties and doubts, encouraging them to verbalize and discuss their emotional distress, in a constructivist environment.

Thus, the student finds confidence in the teacher, as an element that is next to him in the learning process, helping them to grow and build ways to manage their own emotions.

Emotional skills could contribute to the social and academic adaptation in several ways. First, facilitating thought. School work and the intellectual development involves the ability to use and regulate emotions to facilitate thinking , increase concentration, control impulsive behavior and yield under stress conditions . It can also cause an increase in the intrinsic motivation of students to do their school work. One of the key components of emotional intelligence that is included in most definitions is the ability to motivate yourself .

Another mechanism of action could be the facilitation of social interaction. The socioescolar adaptation requires establishing relationships with peers and teachers, and therefore believes that emotional and dispositional skills play a crucial role in facilitating social interaction. The expression and regulation of positive emotions could facilitate positive expectations about social interaction , and the use of effective strategies for social interaction and executive function associated with the coordination of all the skills necessary for effective social behavior.

Dear Gonzalo, I think is to portray the relationship between emotion-cognition-action. I believe that it is crucial for the establishment of strategies to increase the emotional competence in the teaching-learning process.

Paula completely agree with your approach, in this process is relevant to be clear that emotional intelligence is the ability to recognize and manage our emotions and those of others to maintain positive relationships with ourselves and with others. This is one of the skills that must be worked at school. Usually not prepared for life and all our students will live in a free society no conflict (interpersonal, family, friends, economic, unemployment, etc.) which makes this education capacities are not only important but basic and fundamental.

Krushna, I agree with you. The perspective of psychology is very important to understand the relationship between emotion-cognition-action. The emotional process of Mesquita & Frigda (1992) reveals that the emergence of the emotion begins with the cognitive assessment of an event, and culminates in psychological change, body language and in his own action (move to). In this statement I don't take into account the difference between emotion and feeling. I am mobilising the concept of emotion in a unique way.

Different areas of knowledge such as psychology, sociology, neurology, philosophy ... are fundamental to understanding the world of emotions, and to better prepare teachers to apply different strategies to promote the emotional development of their students.

In fact, research reveals the emotional skills of students but for this development take effect in the teaching-learning process teachers also incorporate and mobilize emotional skills.

We could continue our discussion in view of these two closely related aspects. Sounds interesting ...

Hello Krushna,

Yes indeed implies depth on the influence of emotions in teaching-learning process studies. There are already studies on emotional intelligence of teachers and also students, but its direct relationship has to be studied further.

An interesting observation: One of my teachers is an amazing teacher esp of needy or low level children about 12/13 years old. He designs his classroom according to what he thinks will help them learn well, and he is very successful. a few years ago he described his style as autocratic and suggested that if all teachers merely controlled the class more they would be equally successful. In extended conversations we teased out that actually he is treading a fine psychological pathway, responding to his students' needs for safety & security, as well as belonging, control & freedom in reasonable balance. In other words he wasn't being as authoritarian as he thought. The point is that he isn't as emotionally aware at a conscious level as he could be, but is finely attuned to the needs of his kids. Another interesting aspect is that he is a horse trainer as well, and again in discussion, realised he was using this as a model for working with his students. A key point being that meanness or anger is ineffective with horses, while gentle persistence & consistency is. Some of his strategies are delicately designed to minimise students' needs to rebel or fight back. One particular student had a strong aversion to male teachers and would rebel at the slightest provocation. He found that talking to her sideways, ie without eye contact, was better. He used other 'gentle' strategies as well. Eventually the student relaxed with him and became 'moderately' successful and compliant, as much as she ever complied with anyone. His approach & his initial lack of awareness was of great interest to me & still is,

teachers can use different strategies to scaffold learners emotionally.rewarding them regarding their accomplishments, calling their first names, having positive eye contact and facial expressions, behaving them all equally, and helping them to verbalize their negative feelings are some advisable strategies.

by these strategies, students can improve emotional feeling and regulate them.