AU Nurturing Emotional Well being In The Classroom Discussion

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As discussed in Chapter 11, a child’s social and emotional development can have major impacts on their educational performance. There are many factors to consider that could contribute to how a student acts and behaves in the classroom, which is why the textbook goes into detail about children’s emotional development and offers many suggestions for how to promote children’s well-being. 

We all come from different backgrounds and experiences, and we will all be faced with different experiences in our own classrooms. Referencing the suggestions from the book (pages 424-428), discuss at least two things you can do in your future classroom to help support your student’s emotional development and well-being. Consider the age/grade level you intend to teach, as not all of the suggestions from the book are age-appropriate (for example: “help crying infants find comfort” would not be an appropriate suggestion for anyone hoping to teach K-12).

Provide at least 2 relevant suggestions with explanation, 10 points. 

Review your classmates posts and engage with at least 2 discussions:

1st discussion

I plan to teach Pre-K. With this grade level I feel like “helping children relax” and “taking note of my own emotions” will be huge in how the children of the classroom promote emotions and their well-being. First, in Pre-K some children may have anxiety from never having to be with someone unfamiliar to them. In my classroom, this can be handled by showing them affection, comforting them when they need comfort, and assuring them everything will be okay. Pre-K can be something totally out of the ordinary for some children while other children may take it with no problem. Each child will be different and have a different aspect on school. Secondly, my emotions will be a huge part of the emotions I receive back from the children. Monitoring my emotions and how I present them will help the children in my classroom show emotion and allow them to present it in a mannerly way. Children of the Pre-K age soak in everything they see and hear. This is also true with emotions and how they see others around them handle emotions. While their classmates may not be the best example, the teacher is a great one. 

2nd classmate

I believe that supporting and advocating for our students’ emotional health and well-being is just as important as teaching them the state standards! There are an endless number of outside factors that can lead children to have behavioral issues at school. It is vital that we help our students meet their emotional needs in any way we can.

The textbook gave multiple examples of ways we as teachers can help our students develop their emotions in a proper manner. There were two that particularly stuck out to me. First, “encourage boys and girls to look beyond stereotyped ways for responding to distress (pg. 427.)” I am from a very small, old-fashioned town where most boys are taught to be “tough” and emotionless. As a result, many of these boys grow into men who do not know how to properly control their feelings and emotions. I hope that my students, both male and female, know that their feelings are valid and heard within the walls of my classroom. Secondly, “model and encourage appropriate ways for dealing with negative emotions (pg. 428).” Children pick up their behaviors and emotions from the people around them through modeling. Whether we know it or not, everything we do or say in front of our students is being analyzed. Because of this, it is extremely important that we react appropriately to any and all negative emotions. I plan to use both of these strategies to promote emotional development in my classroom.