Name: Sophia Ivy E.

Servidad
Course: BEED- Generalist (1st Year)

EDUC 112: Facilitating Learner Centered Teaching

LESSON 4.1

ANALYSIS Guide Questions for Discussion

1. Define the different emotions in the activity 1.
 Sad- a feeling of unhappiness, sorrow or grief
 Angry- a strong feeling of displeasure or hostility
 Disappointed- dissatisfied with someone or something; a
feeling sad, unhappy or displeased
 Shy- being reserved or having or showing nervousness or
timidity in the company of other people
 Guilty- culpable of or responsible for specified wrongdoings
 Discomfort- the feeling of not being comfortable, either from a
physical cause or from a situation
 Bitter- a feeling of angry and unhappy because they cannot
forget the bad things that happened in the past
 Resentment- a feeling of indignant displeasure or persistent ill
will at something regarded as wrong, insult or injury
 Happy- an emotional state characterize by feeling of joy,
satisfaction, contentment and fulfillment
 Surprised- a feeling that cause you to feel excitement over a
sudden discovery
2. What are the implications of these different emotions to you as
future educator?
 As a future educator, it is important to recognize and
understand the implications of these different emotions in a
classroom. You can create a secure and encouraging learning
environment for your students by having an understanding of
their emotions, or you can manage their emotions well to do
so. Having an awareness of the implications of these different
emotions can help shape how you will interact with your
students and how you will create a lesson plan and activities
that are engaging and meaningful for them. You can foster a
more supportive and nurturing learning environment where
APPLICATION your students feel safe expressing their emotions and being
themselves if you can identify and understand their emotions.
After knowing the emotional responses and group of emotions that can be
felt by your students as it applies to their learning experience, let us now
think of ways how to apply these concepts in your future teaching practice.
Answer the following reflective questions:
Statement 1
The neglect of emotions is alarming given that ‘‘emotion is the foundation of
learning’’ (Zull 2006, p. 7).
Statement 2
Emotions stimulate learners’ attention and trigger the learning process. They
affect what is learned and what is retained. (Tyng et al, 2017).
Statement 3
Numerous studies across a range of disciplines including neuroscience,
education, and psychology have revealed that emotions play an important
role in learning (Seli et al. 2016; Um et al. 2012).
1. Read the 3 statement above and paraphrase them into a single
sentence.
 Numerous studies in a variety of fields, such as neuroscience,
education, and psychology, have shown that emotions are
crucial to learning. Learners' attention is drawn to emotions,
which start the learning process. They have an impact on what
is remembered and learned. Given that "emotion is the
foundation of learning," it is concerning that emotions are
being neglected.

2. Who would be a good choice of a person to share your feelings

with? State your reason.
 A good choice of someone to share your feelings with would
be a close friend, family member, therapist, or other trusted
individual because they have your trust, can better relate to
you and offer support, and will listen to you without passing
judgment. Sharing your feelings with someone who is
empathetic and caring can help you feel heard and supported,
and can provide a sense of relief and release. Additionally, it's
important to think about whether the person you're thinking
of sharing your feelings with can respect your boundaries and
maintain confidentiality.

3. If you noticed that your students are afraid of sharing their

feelings with you as a teacher, what do you think can help them
express freely their feeling to you?
 There are a variety of strategies that teachers can employ to
encourage their students to feel more at ease discussing their
feelings with them. These strategies include developing a
welcoming environment in the classroom where students feel
 safe and supported, earning their trust, using prompts or
activities that allow students to practice expressing themselves
or their feelings, promoting open communication, and more.

4. What do you think is a good outlet for reducing student’s stress

and coping with tough academic requirement or situation?
 There are many good outlets for reducing stress and coping
with tough academic requirements or situations, such as
practicing time management, seeking support, or reaching out
to friends, family, etc. practice self-care, use relaxation
techniques, set realistic goals, and take a break so that we can
recharge and refocus to improve our overall productivity and
reduce stress.
LESSON 4.2

ANALYSIS Guide Questions:

1. Enumerate the four components of emotional intelligence identified in the
activity above.

4. Perceiving emotions 3. Understanding emotions

5. Reasoning with emotions 4. Managing emotions

3. If you have encountered the definition of emotional intelligence, how

would it affect your studies? You may answer in a word.
 Enhancement
APPLICATION
REFLECTION
Direction: Based on how effective EI can be used in different settings, write a
reflection on how effective EI is in your learning experience in the space
provided below.

The emotional intelligence is the ability