CONTRIBUTIONS OF EMOTIONAL EDUCATION YOUTHS TO IMPROVE OR CHANGE THEACHING METHODS Contributia e u!atiei e"otioa#e a tineri#or in i"buntatirea $au $!

%i"barea "eto e#or e &re are

Para$!%i'a Gri(orie)* Po&a Marineta+ * Ra"ona Geor(iana Bu$uio!eanu ,* I#ie- A#e.an ru Gri(orie/
)

Tea!%er* P%D !an i ate* Viilor E!ono"i! Co##e(e* Antim Ivireanu Te!%no#o(i!a# Hi(% S!%oo#* Ort%o o. T%eo#o(i!a# Se"inar0,$tu ent* LUMINA Uni'er$it0 * Bu!%are$t* + Hea "a$ter* Viilor E!ono"i! Co##e(e , Tea!%er* Mihail Koglniceanu Hi(% S!%oo#* Sna(o'* I#1o' / Stu ent* tefan Odobleja Hi(% S!%oo# ABSTRACT This paper is intented to emphasyze the possibilities to show the influence of emotional education Romanian youths to improve or change teaching methods to grow up the Romanian economy within teenagers, in spite of all problems related to education, poverty, economic crisis, unemployment, migration, unmet training etc. On the one hand, it identifies and proposes the approach of a new research regarding the decrease of the following phenomena: the truancy and dropout of Romanian students, the migration of young Romanian people and youth unemployment. On the other hand, the paper reflects the important role of students and their emotional education as contributions to the improvement of teaching methods and vocational training development during the current economic crisis. We investigate how can students influences the Romanian labour mar et and the educational system. The ob!ectives refer to the assessment of the tendencies of Romanian youth involved to create a new future for own country. The results of the research draw attention to the potential loss of our nowledge society. The paper highlights the new trend influencing the youth labour mar et and the changes in the interactions between the educational services mar et and the labour mar et. 2e03or $4 "ocial #motional $earning, %ontinual &mprovement, Teaching 'ethods %hange )5 INTRODUCTION The paper highlights the new global educational trend influenced by the students[16], the youth labour ar!et and the changes in the interactions between Ro anian educational ser"ices ar!et and the labour ar!et# [$%]# &ur e'pectations are( ) show the i portance of appreciations of the students* role in education and labour ar!et+[$%] ) de onstrate the differing types of ,uality tools-techni,ues attributed to the .apanese #but used by all of us in educational organi/ations- co panies+[$6,$0] ) illustrate the applicability of tools and techni,ues of ,uality teaching ethods i pro"e ent using A erican odels+ [$6,$1,216 ) describe indi"idual applications of appropriate ,uality tools which in"ol"e 3 otional 3ducation and Teaching 4ethods Change[$6,$1,2165 Ob7e!ti'e$( 1# An appreciation of the students* role in education+ $# A continual i pro"e ent of e otional education as a type of change that is focused on increasing the effecti"eness and-or efficiency of an educational organi/ation + 2# An interpretation of policy and regulatory educational challenges in relation to students* unli ited ,uality initiati"es and e otional education# +5 PRIOR 8OR2 5ro the perspecti"e of Teaching 4ethods Change, we e'a ined the new trend influencing the educational ar!et# [$%]# 6e also discussed the ain strategic choices a"ailable for the Ro anian students to i pro"e teaching ethods using e otional education[$%,$6]# 7u erous research studies support the clai that affect plays a critical role in decision) a!ing and perfor ance as it influences cogniti"e processes [$1,$1,$8]# 9espite this body of research there is insufficient theory within educational pedagogy to recogni/e and address the role and function of affect[$6,$8,$0]# The inno"ati"e odels and theories that ha"e been proposed to facilitate

ad"ance ent in the field of educational pedagogy tend to focus on cogniti"e factors# Conse,uently, affecti"e cues, which ha"e a significant role, are often isinterpreted or ignored[[$6,$8,$0,21]# 6e propose se"eral new odels for fra ing a dialogue leading to new insights and inno"ations that incorporate theories of affect into educational pedagogy[$6,$8,$0,21]# ,5 DESIGN9 METHODOLOGY This report presents a ap of past, present and future changes to education and training as students* contributions to the i pro"e ent teaching ethods using e otional education[$:,$1,$$, $6,$8,$0,21]# De1inin( an Un er$tan in( SEL:So!ia# E"otiona# Learnin(;<)=*+=* +>*,)6 3ffecti"e teaching of social and e otional learning ust begin with a clear definition and scope of the s!ills students need to learn# Broadly spea!ing, S3; refers to a set of s!ills that indi"iduals need to succeed in schooling, the wor!place, relationships, and citi/enship# S3; has been defined or characteri/ed in a "ariety of ways <=u phrey et al#, $:11># The ter has ser"ed as an u brella for any subfields of psychology and neuroscience, each with a particularfocus < effortful control, e otion regulation, prosocial s!ills, aggressi"e beha"ior proble s> and any types of educational inter"entions# The scope and focus of S3; fra ewor!s and inter"entions also "ary( so e focus on one set of s!ills < recogni/ing and e'pressing e otions> while others are broader, and so e include e'ecuti"e functioning or cogniti"e regulation <e#g#, attention s!ills, wor!ing e ory> while others do not# ?i"en these differences in ter inology and fra ing, there is a need for a clear organi/ing fra ewor! for S3;# 6e present an initial fra ewor! here <see 5igure 1> that is based on research and de"elop ental theory# @n particular, we draw on Ade"elop ental)conte'tual odels,B which "iew de"elop ent as ta!ing place in a nested and interacti"e set of conte'ts ranging fro i ediate < fa ily, peer syste , classroo , school> to ore distal < cultural and political> conte'ts <,)]# At the center of the fra ewor! is a circle representing the core do ains of S3; s!ills# Based on our re"iew of research, we group these s!ills into three conceptual categories( e otional processes, social- interpersonal s!ills, and cogniti"e regulation# 3 otional processes include e otional !nowledge and e'pression, e otional and beha"ioral regulation, and e pathy and perspecti"e)ta!ing# Social-interpersonal s!ills include understanding social cues, interpreting othersC beha"iors, na"igating social situations, interacting positi"ely with peers and adults, and other prosocial beha"ior# Cogniti"e regulation includes attention control, inhibiting inappropriate responses, wor!ing e ory, and cogniti"e fle'ibility or set shifting[21]# These three do ains of S3; s!ills are related to short) and long)ter outco es presented on the right side of the figure# These include acade ic achie"e ent < grades, standardi/ed tests of acade ic s!ills>, beha"ioral adDust ent < ta!ing othersC perspecti"es, getting along well with other children, sol"ing conflicts,and e'hibiting less aggression and conduct proble s>[21]#

5igure 1[21] &rgani/ing 5ra ewor! for S3; Current A&&roa!%e$ to SEL in E u!ation <)=* )>* +=* +>*,)6 Based in part on the research that has infor ed the fra ewor! abo"e, the last decade has witnessed rapide'pansion in research and progra ing focused on enhancing school studentsC S3; s!ills to reduce beha"ior proble s and pro ote positi"e social interactions[$1,21]#This period has also witnessed a growing con"ergence of de"elop ental science and pre"ention science in guiding the design and e"aluation of S3; and related inter"entions#

3"aluations of progra s targeting S3; s!ills ha"e shown pro ising results for students# 4ost of the e"aluations conducted to date ha"e utili/ed ,uasi)e'peri ental ethods, but a s aller nu ber ha"e de onstrated their effecti"eness "ia rigorous e'peri ental e"aluations[11,21]# A eta)analysis of both ,uasi)e'peri ental and e'peri ental e"aluations found significant positi"e effects[1E,21]# @t included e"aluations fro $12 school)based, uni"ersal pri ary pre"ention progra s that used a range of reliable and "alid easures <including childrenCs self)report, adult report, and standardi/ed assess ents> across si' outco e categories# @n all si' categoriesFsocial and e otional s!ills, attitudes toward self and others, positi"e social beha"iors, conduct proble s, e otional distress, and acade ic perfor anceF results were positi"e, with effect si/es ranging fro :#$$ for conduct proble s to :#%1 for social and e otional s!ills# 5urther ore, there were few differences in effecti"eness according to studentsC age, ethnicity, or inco e# 6hile there is clear e"idence that high),uality S3; progra ing can a!e a difference, as indicated directly abo"e, effect si/es fro the ost rigorous e"aluations are s all to oderate, typically in the range of one)fifth to one)half of a standard de"iation <e#g#, .ones et al#, $:11># 3ffects are usually larger for high)ris! students than for uni"ersal populations or low) to oderate)ris! students[1E,21]# =owe"er, e"en s all effects can ha"e eaningful i plications [1E,21]# This ay be especially true for the ost at) ris! students, who appear to need and benefit fro such progra s the ost# 5urther ore, short)ter effects for these students ay translate into long)ter effects for the sel"es and their class ates because research on classroo co position and spillo"er effects suggest that one or a few disrupti"e students can i pact the whole class [1E,21]# 7onetheless, when it co es to targeting beha"ioral and acade ic outco es, bigger effect si/es are clearly better than s all ones, and reports in both research and the edia about studentsC beha"ioral and acade ic outco es highlight the need for greater i pact[1E,21]# C%ara!teri$ti!$ o1 E11e!ti'e SEL Pro(ra"$[6,1$,1E,10,$6,$1,21] @nter"ention progra s are not all created e,ual+ so e progra s are ore effecti"e than others# Research lin!ing specific S3; progra co ponents to outco es has been rare, but eta)analyses and re"iews ha"e begun to identify a set of i portant issues# 9urla! and colleagues <$:11> found that the ost effecti"e progra s were those that incorporated four ele ents represented by the acrony SA53( <1> se,uenced acti"ities that led in a coordinated and connected way to s!ills, <$> acti"e for s of learning, <2> focused on de"eloping one or ore social s!ills, and <E> e'plicit about targeting specific s!ills# Beyond progra characteristics, i ple entation fidelity and ,uality are also !ey factors in the effecti"eness of S3; progra s# 4easuring i ple entation and e"aluating its i pact on outco es has been a issing lin! in the literature on S3; progra s and other related pre"ention progra s, due in part to easure ent challenges and "arying definitions of i ple entation ,uality@n their eta)analysis, 9urla! and colleagues <$:11> found that only %1G of studies reported any i ple entation data[6,1$,1E,10,$6,$1,21]# @n a re"iew of 2E pre"ention progra s with de onstrated positi"e effects, 9o itro"ich and ?reenberg <$:::> found that ost included so e easure of i ple entation, but the easures were usually li ited and only about onethird of the progra s e'a ined the association between i ple entation and outco es# Hsing the li ited range of studies that ha"e easured and reported on i ple entation, 9urla! and colleagues <$:11> found that i ple entation ,uality was positi"ely associated with student outco es, supporting findings fro an earlier re"iew by 9o itro"ich and ?reenberg [6,1$,1E,10,$6,$1,21]# @n their eta)analysis, 9urla! and colleagues <$:11> found that only %1G of studies reported any i ple entation data# @n a re"iew of 2E pre"ention progra s with de onstrated positi"e effects, 9o itro"ich and ?reenberg <$:::> found that ost included so e easure of i ple entation, but the easures were usually li ited and only about onethird of the progra s e'a ined the association between i ple entation and outco es[1E]# To understand the need for a no"el odel, let us first e'a ine the current educational odel# The current odel, as shown in 5igure $, begins with *data,C which is a collection of answers to ,uestions that the learner has not yet seen fit to as! or needs to as!# Such data beco es *infor ationC when it answers a ,uestion that the learner cares to as!# 5or the ost part, a teacher, who ust so ehow oti"ate the student to care enough to see! the answers found in the data, supplies these ,uestions# Studying is li!e *panning for goldC where the answers are the *nuggetsC buried in a ton of otherwise uninteresting gra"el# &nce we ha"e our *nuggets of infor ationC how do we organi/e the into a *body of !nowledgeCI 6e ay thin! of *infor ationC as the pieces of an unasse bled Digsaw pu//le, whereas *!nowledgeC is the asse bled Digsaw pu//le# That is, the ,uestion)answer pairs are organi/ed into a coherent structure, in the logical and natural order in which new ,uestions arise as soon as old ones are answered[$1,21]# The asse bled *Digsaw pu//le of !nowledgeC re"eals a pre"iously hidden pictureFa *big picture,C if you will# &r to put it another way, the asse bled *Digsaw pu//le of !nowledgeC is a tapestry into which is wo"en any otherwise hidden and pre"iously unre"ealed stories#

5ocus of odern day educational pedagogy 5igure $ J &ld 4odel( Supports Rule)based ;earning The no"el odel shown below in 5igure 2 goes beyond the current odel shown in 5igure $# The focii of attention shifts to the construction of *!nowledgeC and to the e'traction of eaningful *insightsC fro the *big picture#C 6hen *!nowledgeC is coupled with a personal or cultural "alue syste , *wisdo C e erges# @n other words, wisdo allows us to harness the power of !nowledge for beneficial purposes# *6isdo C affords us the possibility of e'tracting the stories wo"en into the tapestry of !nowledge# So fro *wisdo C we craft the bardic arts of story a!ing and story telling# The ancients crafted yths and legends# These were the prototypical stories of their cultures, which were intended to i part *wisdo #C[$1]# A story is thus an anecdote drawn fro the culture# A wellcrafted anecdote or story has "alue both as an a use ent and as a source of insight into the world fro which it is drawn# And the plural of *anecdoteC is dataFa collection of anecdotal stories or e"idence# This obser"ation closes the loop in 5igure 2[$1]#

5igure 2 [$1] 7ew 4odel( Supports 4odel)based Reasoning 5igure 2 suggests a no"el odel that, on a funda ental le"el, supports an i pro"ed educational pedagogy# This will ser"e as a foundation for the ne't part of our odelFhow a learnerCs affecti"e state should be incorporated into the o"erall odel[$1]# Re$u#t$<+)*++*+?*+=6 There are the follow results( ) to contribute to this "ision)building process on ways of addressing e erging co petence needs, ) to contribute to the de"elop ent of i aginati"e "isions and scenarios of the youthCs future of learning and wor!ing in order to support priority setting for e otional education, training and s!illing policies+ ) to decrease young peopleCs igration and une ploy ent# I"&#i!ation$<+)*++*+?*+=6 7ew technology in education and labour ar!et+ tools and ser"ices enhancing learning+ open education and resources+ assess ent, accreditation and ,ualifications+ globali/ation of education+ roles of institutions+ indi"idual and profession)dri"en education+ life)long learning+ for al education goes infor al+ indi"idual and social nature of learning, the episte ological and ontological bases of pedagogical ethods# 3 otional education are !ey dri"er of scientific disco"eries# Scientific disco"eries are !ey dri"ers of econo ic growth, dri"ing and fueling the econo y [$%]# ;eading econo ists ha"e identified technological progress as the single ost i portant deter ining factor in sustained econo ic growth# 6hile so e technologies can be anticipated, especially those that are i pro"e ents or new uses of old technologies, there is such rapid change in funda entally new areas that it is hard to fully understand the i plications [$%]#

5igure E [$%] 3'a ples are the hu an geno e proDect, the e'plosi"e changes ta!ing place in infor ation technology, the growth of nanotechnology, and biotechnology, which has the potential to transfor areas as different as far ing and co puter technology [+?]# /5 BAC2GROUND<+)*++*+?*+=*+@6 Kro"iding effecti"e education is i portant in ensuring well)rounded and co petent students who can contribute towards the de"elop ent of our nation 5 This study is part of a larger study in"estigating the effects of an affecti"e) cogniti"e approach on learning# Since $::0 our s all group of teachers, as wel as parents, in"ol"ed in educational process has been started to fiind solutions for ,uality assurance proble s in education 5 6e are now trying to open a new folder with any educational and econo ical files for i pro"e ent Ro anian education and econo y# The ost i portant files are 3 otional 3ducation, Continual @ pro"e ent of 3ducational &rgani/ations and Teaching 4ethods Change<+)*++*+?*+=6# There is the philosophy of a!ing each students- future wor!er responsible for the ,uality of his or her wor! #

5igure %[$6] The =ouse &f Luality The L59 ethodology has been de"eloped into a continuous process, and it can be applied e,ually well to educational or anufacturing en"iron ents# L59M Luality 5unction deploy entN <+)*++*+?*+=65 Custo ers< Students, 3 ployers , Karents, Representati"es of political, social, educational and econo ic en"iron ent > Re,uire ents 3ngineering Characteristics ,Karts Characteristics Oey Krocess &perations,3ducation and Kroduction Re,uire ents# @nstitutions ha"e a dire challenge in easuring and reading perfor ance re,uire ents fro "arious progra s# Blended learning has beco e a higher choice for se"eral institutions as the nu bers of enrolled students increase# This ethod will result in a higher turno"er for students of professionals in the ne't and upco ing generations# This change will shift the acade ic role as institutions create opportunities for students on other areas of professional depart ents other than on)ca pus based progra s<+)*++*+?*+=6# Sustainable de"elop ent considerations re,uire youth to e brace a range of additional s!ills beyond the science they ha"e traditionally relied upon to sol"e engineering and athe ati,ue proble s# This will re,uire changes to the way in which education prepares students for professional practice # To eet this de and, the e'isting content)based curriculu was transfor ed into an outco e based education curriculu for training engineers <+)*++*+?*+=6# The change has created new teaching de ands on engineering and athe ati,ue lecturers with the introduction of new co pulsory courses <creati"ity course, soft s!ills courses, entrepreneurships, co unity in"ol"e ents etc#> in addition to the increasing engineering subDect atter content to be co"ered[$6]# 5or e'a ple, in both .apan and Singapore uni"ersity teacher training focuses on content and pedagogy <teaching ethods> in conDunction whereas in the H#S# teaching candidates often learn little athe atical content, and pedagogy is often taught separately, di"orced fro the content that teachers will teach# @n fact this lac! of pedagogical content !nowledge <KCO> by H#S# teachers has been shown in study after study# @t has also been shown that teachers in Singapore, China, and .apan ha"e high KCO[$8]#PKarental attitudes are i portant but what any people iss is the fact that in the H#S# parents pay tutors for the lac! of what their children learn in school while in Singapore and .apan

parents pay tutors to i pro"e their childrenQs chances of success on high sta!es entrance e'a s < uch li!e parents pay for SAT tutoring in the H#S#># PBut why is thisI One reason is that teachers often teach the wa the were taught! @f you were taught athe atical procedures si ply by rote without e"er learning why they wor! it is li!ely that this is how you will teach# @f you were taught in a way that de"elops conceptual understanding of athe atics, you will ore li!ely teach better# Since Singaporean and .apanese educators were taught in this type of educational syste , it is ore li!ely they will teach conceptually# But this only contributes a s all a ount to their KCO[$8]# @f you tal! to uni"ersity educators in .apan and Singapore they will tell you that their students often do not understand athe atical procedures conceptually and any are ath)phobic# They do not assu e that teaching candidates are prepared to e'plain athe atics to children in ways that they will understand the underlying rationale behind the procedures# Therefore great care is ta!en to help teaching candidates to o"erco e their fear of athe atics, build confidence in their own athe atical capabilities, and understand the intersection of curriculu , content, and pedagogy deeply# @f we want to i pro"e how athe atics is taught in the H#S# we need to i pro"e the way teachers are trained# <See y posts on teacher training in Singapore and .apan to learn ore about how teachers are trained#>[$8] P@f we want to i pro"e how athe atics is taught in the H#S# we need to i pro"e the way teachers are trained#P[$8] &n the scale of "alue where are Ro anian students nowI 4aybe they thin!(The lin! between design thin!ing and creati"ity is e otional education# ?5 DATA AND METHOD<+?*+=*+>*+@*+A*,B*,)6 The study was carried out by using the statistical data collected fro the @nstitute of Statistics fro HSA, .apan, Singapore, 3H, and the Reports of 6orld Ban!, H7, or 3H Co ision# 6e e'a ined to underline the aspects regarding the ,uality of educational sector fro the studied area, both by outlining the aDor proble s and also by finding ade,uate solutions for a long)ter ,uality i pro"e ent of interdependence within another sectors of acti"ity#6e in"ol"ed the i portant role of e otional education to assure best ,uality for educational process[$%,$6,$1,$8,$0,2:,21]# The rele"ant final stage for the study was the analysis and the interpretation of the results obtained, which co pleted the general i age o"er the ,uality assurance of educational syste , as first step to i pro"e the acces of youth to Ro anian ;abour 4ar!et ar!ing the positi"e and negati"e aspects with the proble s that deter ine a defecti"e syste influenced by factors that are internal and e'ternal to the respecti"e region[[$%,$6,$1,$8,$0,2:,21]# Hsing the statistical data a"ailable, we ha"e indicated the e otional education as a core between Research, @nno"ation, 3ducation, 3nterprises and Hni"ersities# A11e!ti'e State4 E"otion$ an Learnin( The e'tent to which e otional upsets can interfere with ental life is no news to teachers# Students who are an'ious, angry, or depressed donCt learn+ people who are caught in these states do not ta!e in infor ation efficiently or deal with itwell<9aniel ?ole an, 3 otional @ntelligence>[$E]# @n an atte pt to install-build-re)engineer the current state of educational pedagogy, educators should first loo! to e'pert teachers who are adept at recogni/ing the e otional state of learners, and, based upon their obser"ations, ta!e so e action that scaffolds learning in a positi"e anner# But what do these e'pert teachers see and how do they decide upon a course of actionI =ow do students who ha"e strayed fro learning return to a producti"e path, such as the one that Csi!s/ent ihalyi [$1] refers to as the A/one of flowBI This notion that a studentCs affecti"e <e otional> state i pacts learning and that appropriate inter"ention based upon that affecti"e state would facilitate learning is the concept that we propose to e'plore in)depth[$1]# To pro"e our point, note that s!illed hu ans can assess e otional signals with "arying degrees of precision# 5or e'a ple, researchers are beginning to a!e progress gi"ing co puters si ilar abilities to accurately recogni/e affecti"e e'pressions [, facial e'pressions, and gestural e'pression [$1]# Although co puters only perfor as well as people in highly restricted do ains, we belie"e that( ) accurately identifying a learnerCs cogniti"e)e oti"e state is a critical obser"ation that will enable teachers to pro"ide learners with an efficient and pleasurable learning e'perience, and, ) unobtrusi"e highly accurate technology will be de"eloped to accurately assess actions in less restricted do ains [$1]# &ur own preli inary pilot studies with ele entary school children suggest that a hu an obser"er can assess the affecti"e e otional state of a student with reasonable reliability based on obser"ation of facial e'pressions, gross body language, and the content and tone of speech# @f the hu an obser"er is also acting in the role of coach or entor, these assess ents can be confir ed or refined by direct con"ersation <e#g# si ply as!ing the student if she is confused or frustrated before offering to pro"ide coaching or hints># 4oreo"er, successful learning is fre,uently ar!ed by an un ista!able elation, often Dointly celebrated with Ahigh fi"es#B @n so e cases, the AAhaRB o ent is so dra atic, it "erges on the epiphanetic# &ne of the great Doys for an educator is to bring a student to such a o ent of triu ph# But how can co puters ac,uire this sa e le"el of proficiency as that of gifted coaches, entors, and teachers[$1]I The first step is to offer a odel of a learning cycle, which integrates affect# 5igure 6 suggests si' possible e otion a'es that ay arise in the course of learning#

5igures 1a and 1b interwea"e the e otion a'es shown in 5igure 6 with the cogniti"e dyna ics of the learning process# @n 5igure 1, the positi"e "alence < ore pleasurable> e otions are on the right+ the negati"e "alence < ore unpleasant> e otions are on the left# The "ertical a'is is what we call the ;earning A'is, and sy boli/es the construction of !nowledge upward, and the discarding of isconceptions downward[$1]#

5igure 6[$1] J 3 otion sets possibly rele"ant to learning By using the descripti"e analysis of the data, we presented the distribution of the "alues for the indicators calculated in relation to the standards or the reference obDecti"es established by the 7ational Syste of @ndicators for 3ducation# @n addition, by processing the statistical data regarding ,uality of education, we obtained the necessary infor ation to describe the functionality and the le"el of perfor ance of the educational syste and to e'a ine the e"olution in ,uality assurance of education in ti e and space [$1]#

5our Luadrant

5ig# 1a[$1] odel relating phases of learning to e otions

=5 RESULTS AND DISCUSSIONS @n either case, they are in the top half of the space if their focus is on constructing or testing !nowledge# 4o"e ent happens in this space as learning proceeds# 5or e'a ple, when sol"ing a pu//le in The &ncredible 'achine, a student gets a bright idea how to i ple ent a solution and then builds a si ulation# @f she runs the si ulation and it fails, she sees that her idea has so e part that doesnCt wor!Fthat needs to be diagnosed and reconstructed# At this point the she ay o"e down into the lower half of the diagra <Luadrant @@@> into the *dar! teati e of the soulC while discarding isconceptions and unproducti"e ideas# As she consolidates her !nowledgeFwhat wor!s and what does notFwith awareness of a sense of a!ing progress, she ad"ances to Luadrant @S# ?etting another fresh idea propels the student bac! into the upper half of the space <Luadrant @># Thus, a typical learning e'perience in"ol"es a range of e otions, cycling her around the four ,uadrant cogniti"e)e oti"e space as she learn[$1]# @f one "isuali/es a "ersion of 5igure 1a and 5igure 1b for each a'is in 5igure 6, then at any gi"en instant, the student ight be in ultiple Luadrants with respect to different a'es[$1]# They ight be in Luadrant @@ with respect to feeling frustrated and si ultaneously in Luadrant @ with respect to interest le"el# @t is i portant to recogni/e that a range of e otions occurs naturally in a real learning process, and it is not si ply the case that the positi"e e otions are the good ones[$1]# 6e do not foresee trying to !eep the student in Luadrant @, but rather to help hi see that the cyclic nature is natural in learning science, athe atics, engineering or technology <S43T>, and that when he lands in the negati"e half, it is an ine"itable part of the cycle# &ur ai is to help students to !eep orbiting the loop, teaching the to propel the sel"es, especially after a setbac![$1]# A third a'is <not shown> can be en"isioned as e'tending out of the plane of the pageFthe cu ulati"e !nowledge a'is# @f one "isuali/es the abo"e dyna ics of o"ing fro Luadrant @ to @@ to @@@ to @S as an orbit, then, when this third di ension is added, one obtains an e'celsior spiral# @n Luadrant @, anticipation and e'pectation are high, as the learner builds ideas and concepts and tries the out# 3 otional ood decays o"er ti e either fro boredo or fro disappoint ent# @n Luadrant @@, the rate of construction of wor!ing !nowledge di inishes, and negati"e e otions e erge as progress wanes# @n Luadrant @@@, as the negati"e affect runs its course, the learner discards isconceptions and ideas that didnQt pan out# @n Luadrant @S, the learner reco"ers hopefulness and positi"e attitude as the !nowledge set is now cleared of unwor!able and unproducti"e concepts, and the cycle begins anew# @n building a co plete and correct

ental odel associated with a learning opportunity, the learner ay e'perience ultiple cycles until co pletion of the learning e'ercise# 7ote that the orbit doesnQt close on itself, but gradually spirals around the cu ulati"e !nowledge a'is[$1]#

5ig# 1b[$1] ) Circular and helical flow of e otion in 5our Luadrant odel &n the one hand, the scope of this paper is to present low results of ,uality educational sector, with i plications for Ro anian and A erican youthCs athe ati,ues !nowledge, and to apprehend the way in which the spatial distribution, ainly deficient, of so e general social ser"ices, leads to the occurrence of territorial disparities ai ed to !eep different chances of people[$%,$6,$8,$0]# &n the other hand, we present high results of ,uality educational sector in two educational units where Ro anian students are brilliant# That eans good Dobs for our young people [$%,$6]# 5or e'a ple, in both .apan and Singapore uni"ersity teacher training focuses on content and pedagogy <teaching ethods> in conDunction whereas in the H#S# teaching candidates often learn little athe atical content, and pedagogy is often taught separately, di"orced fro the content that teachers will teach# @n fact this lac! of pedagogical content !nowledge <KCO> by H#S# teachers has been shown in study after study# @t has also been shown that teachers in Singapore, China, and .apan ha"e high KCO[$8,$0,2:]#

The li ited repertoire of effecti"e teaching s!ills of engineering lecturers a!es their tas! especially challenging in light of the higher e'pectations in ter s of students* learning outco es[$%,$6]# Although learning is the e'pected outco e, teaching is the precursor to learning and thus the i portance of teaching and pedagogical ethods## 6hat is ore critical Tthe way students are taught has a significant influence on the type of cogniti"e structures they create and the way they store and structure !nowledge they ac,uire deter ines to a great e'tent how fle'ible they will be when they ust use that !nowledge[ $%,$6]# The instructional cycle is a process that ost effecti"ely occurs at the depart ental le"el in the hands of the faculty who understand the practices, con"entions, and ethods that their disciplines con"ey to aDors+[0]# ;earning goals can be written for indi"idual courses or for acade ic progra s# They answer two ,uestions( ) 6hat do you want students to Cno3 by the ti e they finish a course or a aDorI This is a ,uestion about the content of the course or aDor and about the relationships between content areas# ) 6hat do you want students to be able to do with what they !nowI 6e tal! about the s!ills that are i portant to the course or the aDorFhow students learn and use the content of the discipline to a!e or report eaning# Course)based and depart ental learning purposes are interacti"e# There is no one right way to de"elop learning fulfills# The process can be either top)down <basing course)le"el goals on learning goals for the aDor> or botto )up <inferring progra goals fro e'isting course goals># 4ore li!ely, it will be an e"ol"ing co bination of the two# 4ost i portantly, student learning goals represent the structure and character of the particular discipline in which they are situated and the collecti"e wisdo of the faculty < $%,$6]# After 6orld 6ar @@ the .apanese adopted Q,ualityQ as a philosophy for econo ic reco"ery and, in line with this traditional approach, sought se"en tools[$6]#

>5CONCLUSION
All e bers of our tea are actors of educational process as teachers, anagers or parents and we try to understand and to grow up the potential of our touth students and children# This paper is first step but not the last# &ur group ta!es a loo! at ?roup Concept 4apping <?C4> [ $1,$$,$%] and we applies a structured participati"e approach to facilitate groups of e'perts to arri"e at a consensus about a particular issue, characteristics of Luality Assurance of 3ducation in the future, regarding to its interdependence with Social 3 otional 3ducation, Continual @ pro"e ent, Teaching 4ethods Change, Technological Changes, @nno"ation and Co petiti"eness, RU 9 and re"i"al of Ro anian econo y [$:,$1,$$,$%,$6 ]# As ?C4 odel, this analysis depicts, in the for of the atic clusters, the e'pertsC co on understanding of the issue under consideration# 6e use a structured facilitati"e ulti)step approach including a nu ber of si ple and intuiti"e acti"ities such as idea generation, and sorting and rating of ideas# The research ethod, by its AhybridB nature, can easily integrate any ,ualitati"e ethod for data collection and analysis, such as indi"idual inter"iews, sur"eys, focus groups or 9elphi ethod[$:,$1,$$,$%,$6 ]# @nstruction for acade ic and social e otional learning should use "aried odalities and approaches to reach the different styles and preferences of all learners[$:,$1,$$,$%,$6 ]# That eans [$1[$:,$1,$$,$%,$6 ]#( All educational syste s in 3urope will be connected in a central syste to identify the best students in order to support the no atter their country of origin# @n 3urope <3H> any students will learn with and fro each other in international collaborations# 6e will cease to rely on e'perts as the source of !nowledge and curriculu and o"e towards ,uality based on use and endorse ent through internet syste s# &ur odels are inspired by theory often used to describe co ple' dyna ic interactions in engineering syste s# As such, they are not intended to e'plain how learning wor!s, but rather to pro"ide a fra ewor! for thin!ing and posing ,uestions about the role of e otions in thin!ing, teaching and learning# As with any etaphor, the odel has its li its# The odel does not enco pass all aspects of the co ple' interaction between e otions and learning, but begins to describe so e of the !ey pheno ena that needs to be considered in etacognition# These odels go beyond pre"ious research studies not Dust in the range of e otions addressed, but also in an atte pt to for ali/e an analytical odel that describes the dyna ics of a learnerCs e otional states, and does so in a language that supports etacogniti"e analysis[$1]# A!Cno3#e (e"ent$ This aterial is based upon wor! supported by the 7ational Science 5oundation under ?rant 7o# ::81168# Any opinions, findings, or conclusions or reco endations e'pressed in this aterial are those of the author<s> and does not necessarily reflect the "iews of the 7ational Science 5oundation# 6e are also grateful to 9eputy 9ean 4ariana Stefanescu, K=9 Krofessor of Kolitehnica Hni"ersity, Bucharest, for her assistance in the preparation of this anuscript#

Instruction for academic and socialemotiona

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