Emotional state of Students affect in Classroom Management

What is Class management?

Classroom management is a term used by teachers to describe the process of ensuring that
classroom lessons run smoothly despite disruptive behavior by students. The term also implies
the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for
many teachers. Classroom management is vital for successful teaching. A positive classroom
management establishes a favorable conditions that permit effective teaching learning
strategies. Although the factors that affect a classroom are beyond the teacher’s control, a
good teacher should overcome handicaps by effective planning & judicious directions thus
promote a good atmosphere for learning. Creating a safe and inclusive environment for
students learning. It facilitates building a strong positive relationship with and among the
learners. A strong classroom management paves way to understand the unique adolescent
body and mindset. A good classroom fosters good understanding of the multi- cultural and
individual differences within a classroom. A well-managed classroom promotes a love for
learning and success. It presents engaging instructions to the learners. A well-managed
classroom is consistent and fair for discipline. It has well-practiced routines and procedures to
promote teaching & learning. A good classroom states simple and clear expectations for rules
to be followed. It stages appropriate interventions to be undertaken for the students.

What is Emotional State?

Emotions influence where we focus our attention; indeed, things that carry more of an
emotional charge for us are more likely to get our attention than things that don’t. Emotions
help us remember and retrieve information. In fact, emotional memories are much more vivid
and easily recalled than non-emotional memories. For Example; the joy they experience
through singing and dancing to songs about math facts helps students learn their multiplication
tables quickly. Our emotional state and our emotional reaction to academic content can affect
our ability to reason. Positive emotions help us to think more flexibly and creatively when faced
with a problem to solve. Emotions help us to learn, integrating with our cognitive processing in
order to guide our thinking and decision-making.

Emotional State affects in Class management:

Classrooms are emotional settings. Students’ emotional experiences can impact on their ability
to learn, their engagement in school, and their career choices. Yet too often education research
ignores or neutralizes emotions. To improve students’ learning and emotional states, reduce
teacher burden, and further develop of emotion and learning theories, research efforts should
turn to explore how students can learn regardless of their emotional state.
Today’s society is characterized by a multiplicity of changes. The educational context is no
stranger to this situation; as a reflection of society, changes in classroom composition and
newly emerging forms of interaction can affect the climate of coexistence, since there is an
issue that permeates educational settings as a social and inevitable condition in human
relations: school conflict. Despite the undoubted importance of teachers commanding the
competence to manage classroom climate, according to recent reports pre-service teachers in
Spain feel dissatisfied with the theoretical nature of training in this area and also consider the
practical training they have received to be deficient
We know that some emotions provide a barrier to students’ classroom engagement and test
performance. For example, academic anxieties, such as mathematics anxiety, have wide-
ranging effects, affecting strategy use, test performance, and subject choice. However, anxiety
does not affect every student in the same way. Some students are able to minimize the
negative impact of anxiety on their math problem solving, whereas others show declines in
their cognitive capacity

Management, Emotions and Classroom Climate:

We share the ecological approach to classroom climate proposed by Doyle (2006), understood
as a communicative context with characteristic purposes, dimensions, features and processes,
whose particularity has consequences for the behavior of occupants of that setting. From an
ecological perspective, “management is a complex enterprise because order is jointly
accomplished by teachers and students and because a large number of immediate
circumstances affect the nature of orderliness, the need for intervention, and the consequences
of particular teacher and student actions” (Doyle, 2006, p.100).
In addition, management demands are systematically related to the types of activities used in
the classroom (Garrett, 2008; Wilkinson et al., 2020). Student work involvement or engagement
is higher in teacher-led, externally paced activities than in self-paced activities. Involvement is
also especially low during activities in which there are prolonged presentations. Thus, according
to Doyle (2006), “the key to a teacher’s success in management appears to be his or her (a)
understanding of the likely configuration of events in a classroom, and (b) skill in monitoring
and guiding activities in light of this information” (p.116). Therefore, the effectiveness of
classroom conflict management cannot be defined solely by stereotypical behavior patterns as
traditional teacher education often suggests. Successful classroom management also involves
aspects of the affective-attitudinal dimension that allow recognizing when and how to act to
face conflict events in immediate circumstances (Evertson and Poole, 2008).

Attitude with Emotions in class management:

Attitude is an important concept to understand human behavior. More relevant to the present
concerns is what this controversy regarding the attitude-behavior relation implies for a
definition of attitude. All port (1935), in his influential chapter for the Handbook of Social
Psychology, defines attitude as “a mental and neural state of readiness, organized through
experience, exerting a directive or dynamic influence upon the individual’s response to all
objects and situations with which it is related”
Academic emotions refer to a set of emotions that are experienced by students and teacher in
learning or teaching situations (Pekrun, 2006). They are short-lived and intense active states
that arise in response to a particular stimulus. Academic emotional valence refers to whether
the stimulus is pleasant or unpleasant, while academic emotional arousal describes the
academic emotional intensity that a stimulus can cause. Based on this classification, emotions
can be divided into four groups: positive arousal emotions (e.g., enjoyment, pride), positive
emotions (e.g., enthusiasm, interest), passive arousal emotions (e.g., anger, anxiety), and
negative emotions (e.g., frustration, depression)

Positive and Negative Emotions Affects:

Positive Emotions:
 Positive emotions such as joy, enthusiasm, gratitude, admiration, interest, satisfaction,
optimism, and others lead to proactive attitudes that foster conciliation and
collaboration.
 It has also been observed that, in critical situations, the activation of positive emotional
states allows consideration and elaboration of plans for future action.
 While the use of predominantly reactive strategies has been associated with teachers’
stress and emotional exhaustion.

Negative Emotions:
 Negative emotions, such as fear, anger, sadness, and guilt, are associated with
reactive/adaptive behaviors that are activated in response to immediate events.
 Conflicts that emerge in teacher-student interactions are a source of these types of
emotions. For example, Oplatka and Iglan (2020) found that primary and secondary
school teachers reported experiencing some form of fear in interactions with their
students during lessons.
 Two coping strategies emerged in the interviewees’ accounts, ranging from passive
strategies that avoid directly confronting the source of the fear (e.g., emotional
disengagement) to more active strategies that target the source of the fear.

Conflict Management Strategies from the Emotional Perspective:

In order to assess the strategies that teachers use to manage classroom conflict, one of the
most widespread models in educational research is the “Rahim” Model of Conflict Management
(Rahim, 1983). This model describes conflict and negotiation processes by referring to two basic
dimensions: concern for self and concern for others
On the basis of different combinations of these two dimensions,
Five strategies for managing interpersonal conflict in the teacher-student relationship have
been distinguished:
(1) Integration
Reasoning with the student inside or outside the classroom; involving the student in individual
and group settings to discuss the behavior that causes the potential conflict event.
(2) Compromise
Reasoning and discussing issues and problems with the student and/or with the whole class to
explore new possible solutions and ways of dealing with the individual and relational difficulties
that arose
(3) Obliging
Deliberately ignoring interruptions or minor infractions
(4) Avoidance
Delaying discussion and confrontation about individual and relational difficulties that arose;
sending student to see the principal); and, finally, imposing and authoritarian strategies.
(5) Domination
Issuing a verbal reprimand; asking the student to leave class; imposing sanctions.

In all the segments delimited, conflict situations of disinterest, disruption, distraction and
rebellion arose due to contradictions between the teacher’s expectations with regard to
monitoring the class and participation.
“Finally, given that emotions are considered inseparable from the educational context in
which they emerge, paying attention to explanations of significant emotional experiences
after they have occurred can help teachers identify and characterize emotionally relevant
“courses of action” developed in the classroom for classroom climate management”