Week 10 Objectives - Refutation and Concession
1. What is my thesis?
Students' various emotions affect the lesson differently and teachers should use them properly in class.
2. What is the opposite position?
3. What arguments can I anticipate?
4. How will I counter those arguments?
Although teachers cannot manipulate students' emotions directly, they can try to change the atmosphere of the class which can affect individuals. I can add more specific explanation using emotion contagion.
It is certain that there will be a few opponents of my opinion although it is not popular because the power of emotion has been proved for many other aspects. However, some people would wonder that can we really control our emotions and can teachers lead the emotions of students. Many people would say not; we cannot control our emotion. This is because they think of emotion as arising out of the blue, unbidden, with a life of its own. How could one will oneself to feel love, happy, or any other emotion? It would seem that emotions are just not the kinds of things that can be willed into existence.
It becomes concern only when we try to imagine a single person regulating his or her own emotions.(James Gross) In this case, we should consider interaction between brain systems and we should distinguish the subject which controls the emotion from the subject which is controlled emotion. However, if something is being regulated, it isn't much of a mystery because the subjects are explicit. Given this example, teacher calms an out-of-control child in the classroom. Teachers can change the atmosphere of the class from disturbance to calmness, and it affects the mood of children. Although all of the children's feeling were not changed, emotional contagion( the tendency for two individuals to emotionally converge) can occur. The other way to change students' feeling that can be explained by using emotional contagion and observational learning is that teachers' own enthusiasm can facilitate students' adoption of positive emotions. Emotional contagion occurs not only between students but also between teacher and student. According to the research on emotional contagion in the classroom(Timothy P. Motet, Steven A. Bebe), students' emotional responses are positvely related to the perceived emotional responses of their instructor. To sum up, we can control the emotions; the emotions can be also controlled by others and teachers can lead proper feelings for effective learning by manipulating atmosphere and intending to emotional contagion.
It becomes concern only when we try to imagine a single person regulating his or her own emotions.(James Gross) In this case, we should consider interaction between brain systems and we should distinguish the subject which controls the emotion from the subject which is controlled emotion. However, if something is being regulated, it isn't much of a mystery because the subjects are explicit. Given this example, teacher calms an out-of-control child in the classroom. Teachers can change the atmosphere of the class from disturbance to calmness, and it affects the mood of children. Although all of the children's feeling were not changed, emotional contagion( the tendency for two individuals to emotionally converge) can occur. The other way to change students' feeling that can be explained by using emotional contagion and observational learning is that teachers' own enthusiasm can facilitate students' adoption of positive emotions. Emotional contagion occurs not only between students but also between teacher and student. According to the research on emotional contagion in the classroom(Timothy P. Motet, Steven A. Bebe), students' emotional responses are positvely related to the perceived emotional responses of their instructor. To sum up, we can control the emotions; the emotions can be also controlled by others and teachers can lead proper feelings for effective learning by manipulating atmosphere and intending to emotional contagion.
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