C. James Wong Professor College Preparatory Department San Jacinto - - PowerPoint PPT Presentation
C. James Wong Professor College Preparatory Department San Jacinto College South Campus James.Wong@sjcd.edu Why Bother? 2013: Campus Shooting at Lone Star College 2015: Campus Shooting at Umpqua Community College, OR 2016: Campus
2013: Campus Shooting at Lone Star College 2015: Campus Shooting at Umpqua Community
2016: Campus Carry Law in Effect in TX universities 2017: Campus Carry Law in Effect in TX community
2018: Shooting Threat Closed Houston Community
2018: Campus Shooting at Santa Fe High School
Students with Difficulties in Emotional Management
Negative Emotions & Effects on Learning Behaviors Intervention Strategies
What Students Can Do to Self-Manage Emotions What Instructors Can Do
Student success Even though not every struggling student can
Anger Annoyance Anxiety Apathy Boredom Confusion Depression Disappointment Disgust Grief Guilt Fear Frustration Nervousness Overwhelm Resentment Sadness Worry
Negative Emotions Negative Motivation/Attitude Negative Actions in Learning Negative Academic Results Negative Belief in Self-Confidence
Individual academic performance Classroom disruptions Campus violence “Prevention is the best medicine” (Woolfolk, 1987)
Shout loudly in the classroom Storm out of the classroom with anger Leave and re-enter the classroom frequently Make negative comments on learning tasks Are dominated by their emotions Cannot receive others’ suggestions/ideas Have no interest in learning; use the phone in class Lack attention and fail to perform learning tasks Disrespect classmates and instructor
Save “Just One More” student if possible Minimize/Prevent disruptions in the classroom Maintain a positive learning atmosphere Teach students life-long emotional management skills Prevent campus violence
Work on other different tasks Use other source/medium of information Be in a different place Talk to other family members and friends or
Self talk and write out positive statements Record and play back positive statements on phone Visualization of positive outcomes Inspirational/Positive posters
Positive/Inspirational music, video, books, etc. Relaxing/soothing media to relieve stress Avoid media that contain negative/violent contents or
Not doing well on a quiz or the first test/essay is NOT
The low scores reveal the need for improvements on
Change the way you think about a negative situation
Think of the positive side of this situation. It could
Increase blood levels of endorphins that block pain
Relieve the “negative energy” built up in the body
The power of “I” can overcome whatever challenges Start taking actions to study/practice/seek assistance In addition to think positive, MUST take positive
In a minor outburst, both the instructor and
Meeting with the instructor after class does not mean
The meeting will address constructive actions instead Failing the first quiz/test/essay does not mean you are
Be able to recognize self-emotion as it occurs Be able to manage self-emotion at the moment
After all, instructors are not trained social workers,
Participate in training focused on emotional
Communicating with students: firm but respectful
Case 1 Student’s father was taken to jail when student was at a
young age. Student was raised in a single-parent family.
Emotional instability can be caused by psychological
traumas.
Case 2 Student was involved in drugs and gangs and had head
injury.
Emotional instability can be caused by physiological or
medical issues.
Students have test anxiety and frustrations when
Go over the learning disability and accommodation
Students need to take initiation visit the Disability
Be able to recognize student’s emotion accurately as it
Be able to manage student’s emotion at the moment
Choice: passing graded test/essay at the beginning of
class or OR toward the end of class
End of class: instructor can still go over it in the next
class
If student is in argumentative/self-defensive mode,
Instructor’s body language in class Instructor’s proximity to student in class Talk to student outside the classroom Ask student to leave the classroom
Pros Cons
Meet with student during office hours Meet with student and counselor/department chair Campus counselor to the rescue Campus Police: Last resort
Give students distance before they are calm or ready to
Get other resources involved
Another instructor who knows the student Retention Specialist Counselor Department Chair
Be careful discussing sensitive topics Be sensitive when we communicate with emotional
Avoid certain topics as necessary
When a student has an emotional breakdown or
Last resort as violence breaks out in the classroom
Instructors are not trained mental health professionals Document and report incidents Goal: Prevention of Violence
Share a strategy that worked for your students with
Pros Cons
Pros Cons
Cowen, A. S., & Keltner, D. (2017). Self-report captures 27 distinct categories of emotion bridged by continuous gradients. Proceedings of the National Academy of Sciences,114(38). doi:10.1073/pnas.1702247114
Downing, S. (2017). On course: Strategies for creating success in college and in life. Boston, MA: Cengage Learning.
Hannon, E. (2016, February 23). University of Houston Faculty Devises Pointers on How to Avoid Getting Shot by Armed Students. Retrieved from http://www.slate.com/blogs/the_slatest/2016/02/23/university_of_houston_faculty_reacts_to_texas_ campus_carry_gun_law.html
Lawson, C. (2002, January 01). The Connections Between Emotions And Learning [Web log post]. Retrieved from http://www.cdl.org/articles/the-connections-between-emotions-and-learning/
Trezise, K. (2017). Emotions in classrooms: The need to understand how emotions affect learning and
https://npjscilearncommunity.nature.com/users/53799-kelly-trezise/posts/18507-emotions-in- classrooms-the-need-to-understand-how-emotions-affect-learning-and-education
Woolfolk, A. (1987). Educational psychology(3rd ed.). Englewood Cliffs, N.J: Prentice-Hall.
Wu, Y. (2012). Zao yu xue kun sheng: Xue kun sheng de jiao yu yu zhuan hua ji qiao (Working with students with learning difficulties: Educational and transformational strategies). Beijing: Zhong guo qing gong ye chu ban she.