Teaching strategies to prevent and manage negative emotions in learning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Participants offered practical strategies to reduce the onset of negative emotions, mostly within teaching staff responsibility. These included "the use of humor and other teaching methods to foster interest in the classroom," showing care and concern, encouraging peer connections and help-seeking, providing frequent and timely feedback to reduce anxiety and confusion, being available to students, giving clear instructions, and dispersing assessment tasks throughout semester to prevent overload. Students' self-regulation via reflective practice and cognitive reappraisal was also highlighted.

Design Implications¶

Context¶

Requirements¶

• Requires teaching staff to take responsibility for emotional climate and provide timely feedback, availability and clear instructions

Constraints¶

• Strategies emerged from participant perceptions in one university context and have not been empirically tested in this study

Target Learners¶

• university students
• academic faculty

Target Learning Goals¶

• managing negative emotions to support learning
• reducing anxiety, confusion and boredom
• promoting student self-regulation of affect

Related Strategies¶

• Strategies for utilizing emotions to promote learning: spark curiosity via knowledge gaps, foster mastery orientation, transmit enthusiasm, and time emotional events within lessons
• Civic education teachers foster an open classroom climate to prevent negative emotions and increase enjoyment

Examples¶

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Key Sources¶

• Rowe Anna D.; Fitness Julie. (2018). Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective. Behavioral Sciences. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5836010/