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The Spark for Learning:
A study of elementary children’s perceptions of themselves as reflected through their teacher’s words and actions and the implications that has on a child’s motivation to engage in learning
Vikki LoRusso
EDU 1201
April 4, 2011
Dr. Barton Allen
Statement of the Problem
Aristotle once said, “Educating the mind without the heart is no education at all.” Humans are social and emotional animals, and by extension, social and emotional learners(Kristjansson, 2007). This idea of social and emotional learning(SEL) is a critical component in education that cannot be ignored. SEL refers to the acquisition of skills such as self and social awareness, self-regulation, responsible decision making and problem solving, and relationship management. These skills impact significantly on academic performance, classroom behavior, social interactions, mental and physical health, and lifelong effectiveness(Brackett and Rivers, 2008; Payton, Graczyk, Wardlaw, Bloodworth, Tompsett, and Weissberg, 2000; Zins, Weissberg, Want and Walberg, 2004). The evidence is so strong that some states such as Illinois and Alaska are creating learning standards for SEL.
Personal, social, and intellectual functioning improves by teaching children and adults how to recognize, understand, label, express, and regulate emotions-the “RULER” approach(Brackett and Rivers, 2008). Emotionally skilled teachers are likely to demonstrate empathic behavior, encourage healthy communication, and create more open and effective learning environments where students feel safe and valued(Brackett, Katulah, Kremenitzer, Alster, and Caruso, 2008). The emotional skills of teachers also influence student conduct, engagement, attachment to school, and academic performance(Baker 1999; Hawkins 1999; Schaps, Battistich, and Solomon, 1997; Sutton and Wheatley, 2003; Wentzel, 2002).
This study will attempt to discover the impact that a teacher’s words and actions have on elementary children, specifically. The effect can be so great that it can alter a child’s future by either sparking their love of learning, or squelching it. The elementary years are recognized as being critical for building the blocks of academic learning, but this study suggests that the social and emotional impact is equally, if not more important to a child’s future success and the teacher is the key factor.
References
Baker, J.A. (1999). Teacher-student interaction in urban at-risk classrooms: Differenttial behavior, relationship quality, and student satisfaction with school. Elementary School Journal,100, 57-70.
Brackett, M.A., Patti, J. Stern, R., Rivers, S.E. , Elbertson, N.A., Chisholm., et. al. (2009). A sustainable, skill-based approach to building emotionally literate schools. In M. Hughes, H.L. Thompson, & J.B. Terrell (Eds.), Handbook for developing emotional and social intelligence: Best practices, case studies, and strategies (pp.329-358). San Franciso, CA: Pfeiffer.
Brackett, M.A., Katulak, N.A., Kremenitzer, J.P., Alster, B., & Caruso, D.R. (2008). Emotionally literate teaching. In M.A. Brackett, J.P. Kremenitzer, M. Maurer, M.D. Carpenter, S.E. Rivers, & N.A. Katulak (Eds.), Emotional literacy in the classroom: Upper elementary. Port Chester, NY: National Professional Resources.
Brackett, M.A., Rivers, S.E., & Salovey, P. (2008). Enhancing academic performance and social and emotional competence with emotional literacy training. Manuscript submitted for publication, YaleUniversity, New Haven, CT.
Hawkins, J.D. (1999). Academic performance and school success: Sources and consequences. In R.P. Weissberg, T.P. Gullotta, R.L. Hampton, B.A. Ryan, & G.R. Adams (Eds.), Enhancing children’s wellness (pp. 276-305). Thousand Oaks, CA: Sage.
Kristjansson, K. (2007). Aristotle, emotions, and education. Aldershot, UK: Ashgate Publishing, Limited.
Payton, J.W., Graczyk, P.A., Wardlaw, D.M., Bloodworth, M., Tompsett, C.J., & Weissberg, R.P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70, 179-185.
Schaps, E., Battistich, V., & Solomon, D. (1997). School as a caring community: A key to character education. In A. Molnar(Ed.), Ninety-sixth yearbook of the National Society for the Study of Education (pp.127-139). Chicago: University of Chicago Press.
Sutton, R.E. & Wheatley, K.F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327-358.
Wentzel, K.R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73, 287-301.
Zins, J.E., Weissbert, R.P., Wang, M.C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.