您希望您的学生感觉如何？
一个三步的过程，使学生有情商
在后备手机上，我研究了表演，并得知观众也感受到了演员的意图，即使没有言语。剧本可能会说：“我不想要任何饼干”，但导演可能会告诉您：“实际上，您需要很多饼干。.您的意图是获得它们！”当演员有这种意图时，即使它隐藏在里面，观众也可以说出来。
Sometime later, as a teacher, I found much the same:
When I was clear on my intention, students understood better. And when I had a clear intention about how I wanted students to feel, they learned better.
这是有道理的，因为情绪在学习中起着至关重要的作用。作为教育工作者，我们可以问自己的最重要的问题之一是：“我希望我的学生感觉如何？”还有同样重要的后续行动：“我该怎么做？”
Here’s a 3-step guide to utilize emotions to facilitate learning, based on the latest research in emotional intelligence and social neuroscience.
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哪些情绪支持学习？
研究表明，情感改善了学习。但是哪些情绪，什么时候？Here is a map, both literally and figuratively.
In the现金网赌钱网站六秒学习理念, we identify learning as a process of change, and so we use the Change MAP as a framework todesign learning as a transformational process。While I’ve written before about that structure，我没有突出最重要的红线。他们显示在该阶段前进所需的能量所需的情绪过渡。如果没有这种情感参与，变化过程就会停滞不前。学习也是如此。
How to Start: Engaging Excitement
In the ENGAGE phase, at the start of a lesson or module, we have practical goals: Orient the learners. Activate prior knowledge. Wake up their brains and prepare them for forming new neural connections.
Of course, cognition isn’t enough. We need them to feel engaged too! You can see the red arrow in this phase goes from frustration toward excitement. If they start deep in the abyss of frustration, they’re not suddenly going to be bouncing on the edge of their seats . . . . so we need to move a little way toward excitement. Toward passion, joy, fun, wonder, and a sense of possibility.
As educators, we can facilitate that shift by engaging our own emotions. What about this topic is wonderful? What’s the question or possibility that excites us? And, of course, it’s not about us . . . we need to find what, in this topic, is exciting for our learners. If we can’t find that, we will fail to engage them.
学习的核心: From Fear to Courage
在激活阶段，我们的实用目标是使学习栩栩如生。为了使其真实 - 将其付诸实践。这是一堂课的肉，学习者有新的体验，尝试一些东西，练习和aha！片刻。
情感目标是从恐惧转向勇气。同样，这不是“翻转开关”情况。如果某人尴尬，不舒服，抵抗力，不知所措。。。他们不会立即以欢呼声进入未知的人。但是，如果我们记得我们在这个阶段的情感意图是为了促进勇气，他们会做出回应。和，再次，恐惧还不错。这是一个强大的保护器 - 因此变化减慢。
As educators, we also need courage here. Courage to ask a deeper question. To challenge our own and our learners’ assumptions. To be the “rock in the river” unmoved by their fear or reactivity. Courage is about heart, and it grows from knowing that this moment matters. That despite the risks, it’s worth standing up.
One of the most simply powerful ways for us to encourage courage is by building safety. If we respectfully demand a safe environment, we need to respectfully intervene even in small discouragements (such as a titter of shame-inducing giggles when a student tries and fails), Notice the roots of the words encourage and discourage? This is a simple, powerful case where emotion improves learning.
意义时刻：综合和反射
The Six Seconds’ methodology is grounded in a learning theory called建构主义。In this approach, the goal of learning is not “acquiring knowledge,” but a more complex and challenging achievement:The creation of meaning.
The REFLECT phase is where this happens. We look back to mine what we’ve learned — to analyze and synthesize. Then we need learners to look ahead with what may be the most important question of every learning environment:您将如何应用这种新见解？
这里的红线是从判断力到好奇心。判断不是天生的“坏”。我们的大脑我们有他们的判断。。。辨别。。。排名。。 . but once we are certain, there’s no more need to learn. So we need to actively, consciously, carefully re-open the case and consider: Is there more to the story?
好奇心是关于开放性的。这是一个寻求联系，查看多种观点，倾听自己和彼此的过程的过程。在此阶段，作为教育者，我们急需自己的好奇心。如果我们问我们已经知道答案的问题，我们的学生将知道不需要开放的思想。询问您真正想听到新答案的问题。对其他观点感到惊讶。喜悦发现。
加入世界上最大的情商庆祝活动！
- 所有年龄段的免费课程和资源
- 您的家庭或教室包括装饰品
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很棒的文章！
作为一名老师，我试图消除所有条件，这些条件主要鼓励他们在我的语言学习者中建立恐惧。但是，大多数判断来自其他学习者。我如何对待那些判断的学习者，以免灰心。
一方面，我有一个可怕的学习者，另一方面有判断力的学习者。而且双方都需要受到治疗。
嗨，很棒的想法，作为一名接受EI培训的老师，您会喜欢这里提出的想法和重点。我也在线路空间中教书，这种EI的东西更重要，但很难像课堂上成功实现。我从事三级教学，许多学生不想参与，然后在他们的评估和学习稀薄且不完整时抱怨。