Role of Emotionalism in Education

QUESTION

One-page, single-spaced paper
Apply the four elements of reflective practice (in italics below obtained from the article attached). Make one short paragraph for each element in your paper. Students will:
a) Consider and “work out” an issue, experience, or perplexity. So, reflect on and describe a time when you wished an educator had treated you with more emotionality.
b)  Bring together previous experiences or knowledge in order to make sense of the perplexity. In what way did the experience in step “a” above detract from your success in learning?
c)  Elucidate the experience with new knowledge and imaginative renderings.  After understanding the role of emotionality in education, had the educator treated you with more emotion or better educational practice, how would that have impacted your experience and success in learning?
d)  Speculate about the meanings and implications of the experience to consider how they might be used to improve future practices. What will you do differently in your educational practice to avoid repeating the experience described in “a” to your future students? In other words, to break the cycle?

ANSWER

Reflective practice

Introduction

Explication Personally, I recollect an occurrence when I was grappling with a challenging task in a university class. I had undertaken numerous attempts to accomplish the task but was making no headway, and I was steeped in a sense of despondency. I approached my lecturer seeking assistance, yearning for some direction and encouragement. However, my lecturer appeared markedly aloof and unconcerned with my hardships. They merely proffered some generic counsel and swiftly shifted their attention to the subsequent pupil. I departed the meeting feeling intensified frustration and solitude.

Emotions In that moment, I felt considerably neglected and insignificant. My despondency regarding the task was already palpable, and the absence of sentimentality from my lecturer amplified my feeling that my difficulties were inconsequential to them. I also experienced a profound sense of isolation and abandonment in my hardships, which augmented my stress and apprehension.

Assessment In retrospect on this incident, I comprehend that my lecturer could have managed the situation in a more effective manner. Rather than merely providing some generic advice and transitioning, they could have adopted a more empathic approach and endeavoured to comprehend my viewpoint. They could have engaged in more proactive listening and exhibited more authentic concern for my welfare. This approach would have boosted my sense of support and motivation to persevere.

Future Course of Action If I were to encounter a similar situation in the future, I would strive to convey my requirements more explicitly to the instructor or solicit assistance from a more emotionally responsive individual. I would also endeavour to reassure myself that my hardships are valid and significant, and that it’s acceptable to request assistance and reinforcement when I require it.

In what manner did the incident in step “a” above diminish your efficacy in learning? Upon musing on the incident I narrated earlier, I discern how the absence of sentimentality from my lecturer diminished my efficacy in learning. Initially, it rendered me feeling neglected and isolated, which rendered it challenging for me to maintain motivation and engagement with the course material. Instead of experiencing a sense of partnership in my educational journey, I felt as though I was grappling alone, which rendered the learning process appear more arduous and overwhelming. The lack of empathy from my lecturer also led me to perceive my hardships as invalid or insignificant, which further undermined my self-confidence and motivation. I started to question myself and my capacity to thrive in the class, which made it increasingly challenging for me to remain focused and motivated.

Enlighten the incident with fresh insights and creative interpretations. Drawing on my introspection on the previous incident and my grasp of the significance of sentimentality in education, if the instructor had displayed more emotion or better pedagogical practice, it would have had a substantial positive influence on my educational experience and success in learning. If my lecturer had demonstrated more empathy and concern for my hardships, it would have bolstered my feeling of being supported and motivated to persevere. I would have felt that my hardships were valid and significant, and that my lecturer was committed to my success. This would have made the learning process seem less daunting and stressful, and would have aided me in remaining more engaged and focused on the course material.

Pondering how my personal journey might have taken a different course, I envision how an education model, more sensitive to emotional nuances, could have morphed my hardships into a platform for personal development and enlightenment. Instead of feeling isolated and without guidance, I might have experienced the sensation of having an ally in my academic adventure, genuinely invested in my triumphs. This partnership could have fostered self-assurance, resilience, and a favorable outlook towards knowledge acquisition, which would have been advantageous for my long-term progress.

Delve into the interpretations and potential implications of the experience, contemplating how these insights could be harnessed to enhance future methodologies.

Ruminating on my journey and its ensuing implications, I am convinced that the antidote to prevent recurring instances lies in emphasizing compassion, proactive engagement, and affirmative feedback in my pedagogical practices. I will endeavor to be more sensitive to my students’ emotional requirements and challenges, and to proactively engage and address their worries.

My ambition is to establish a pedagogical approach that concentrates on fulfilling my students’ emotional and cognitive demands and inspires them to be proactive participants in their own learning process. By adopting this approach, I aspire to disrupt the repetitive pattern of disconnection, exasperation, and failure that often stems from an absence of emotional consideration in education. This could potentially foster a more upbeat and rewarding learning journey for everyone involved.

References

John Sandars (2009) The use of reflection in medical education: AMEE Guide No. 44, Medical Teacher, 31:8, 685-695. https://doi.org/10.1080/01421590903050374