Within learning, as one of the processes of education, there are factors that significantly influence for it to be carried out in the most satisfactory way possible; These include the school context, the characteristics of student diversity and the particular characteristics of the teacher.
In the latter, a peculiarity that manifests itself daily in the pedagogical task is identified: attitude; which defines, singles out and distinguishes each of its academic counterparts, for which reason it is considered relevant to reflect on how the teacher's attitude influences student performance for better learning.
Educating the emotional intelligence of students has become a necessary task in the educational field, since it is considered essential to master this ability for the evolutionary and socio-emotional development of students, as well as developing in them the skills related to emotional intelligence in the educational field. In contrast, some teachers mistakenly think that affective and emotional competences are not essential in teaching.
For this, it is necessary to review the strategies applicable in the classroom, which allow stimulating emotional intelligence in order for students to achieve better levels of psychological adjustment that allow them, without further ado, to be part of a group and a society in continuous mobility.
One of the reasons why teachers should possess certain emotional skills is markedly altruistic and clearly educational in purpose. In order for the student to learn and develop the emotional and affective skills related to the intelligent use of his emotions, he needs an "emotional educator".
The student spends much of his childhood, adolescence and youth in the classrooms, periods in which emotional development mainly occurs, so that the school environment is configured as a privileged space for emotional socialization and the teacher becomes his reference more important, in terms of attitudes, behaviors, emotions and feelings. The teacher is an active agent of affective development and should make conscious use of this skill in his work.
Almost invisible, the teaching practice of any teacher should involve activities such as:
- Affective stimulation and the regulated expression of positive feeling and, even more difficult, of negative emotions. The creation of environments that develop socio-emotional capacities and the solution of interpersonal conflicts. The exhibition of personal, group and community experiences., which can be solved through emotional strategies. Teaching empathic skills showing students how to pay attention, know how to listen and understand the points of view of others. Promote in the student attitudes of respect, cooperation and freedom, through tasks and the dynamics of group work. Deeply respect each and every one of his disciples, not having a discriminatory treatment with any of those who make up the group, which will lead to mutual respect, reinforcing their trust.
In the relationship with students, an important part of the teacher's role is knowing how to capture the different messages they transmit, responding to their interests and needs, favoring communication with them and adapting educational strategies to try to integrate them all into the learning process., but always taking care not to overprotect them so as not to limit their possibilities and the development of their autonomy. A teacher should not forget that part of his role is to serve as a model in many acquisitions, so he must take care of his performance and attitudes towards his group of learners.
On the other hand, the entire responsibility for the student's socio-affective development should not be left in the hands of the teachers, especially when the family is a basic emotional model and forms the first space for socialization and emotional education of the child. Furthermore, even when teachers are aware of the need to work on emotional education in the classroom, in most cases teachers do not have adequate training or sufficient means to carry out this work and their efforts frequently. they focus on the moralizing dialogue to which the student responds with a passive attitude.
Teacher-student interactions are an ideal socio-emotional space for emotional education with daily activities such as:
- Tell problems or exchange opinions and advice Resort to mediation in the resolution of interpersonal conflicts between students Tell anecdotes from the teacher himself about how he solved problems similar to those that the students go through Creation of tasks that allow us to experience and learn about human feelings such as the projection of films, reading poetry and narrations, theatrical performances
With these activities the student discovers emotional diversity, fosters their perception and understanding of their own and others' feelings, observes how feelings motivate different behaviors, perceives the transition from one emotional state to another (from love to hate), is aware of the possibility of feeling conflicting emotions (surprise and anger, happiness and sadness) and how literary or film characters resolve their conflicts or personal dilemmas.
Surely, with practice, these ways of treating and managing emotions will be transferred to everyday life, learning to recognize and understand the feelings of other students or teachers, emphasizing the emotions of other classmates, regulating stress and / or or discomfort, choosing to solve and face problems without resorting to violence, in short, teaching students to prevent violent behaviors, emotionally maladjusted, both outside and inside the classroom.
Currently the competency model: knowing, knowing how to do and knowing how to be and the assignment of tutors per group in most of the schools in the country, allows the implementation of the design for the education of emotional intelligence.
The possibility of training more conscious and mature students, independent and with complete freedom in decision-making, is opened. This will be reflected in the development of their lives, both socially and professionally.
The teacher, meanwhile, will be rewarded in two ways. The first will be in direct function with the teaching-learning process, since it will meet more coherent and homogeneous groups, emotionally and socially mature; and indirectly, you will benefit morally, emotionally and intellectually, bringing as a consequence a better family life, as long as you apply in your own person what you want to instill in the students.
Bibliography
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