Emotions Are Critical – Week 3 Assignment
Juan Williams
ESE 370: Learning & the Brain
Dr. Sue
04/16/2018
Identify and discuss the part(s) of the brain impacted by emotions.
There are four sections of the cerebral cortex, which are called lobes. The lobe that is connected to emotions is called the frontal lobe it is also considered to be the largest part of the brain. Then there is the limbic system in the cerebrum, and this is known as the “emotional brain.”
Some of these emotions we experience are anger, sadness, and fear. For example, I have a fear of Police Officers. I was very traumatized by Police when I was a young teen, all the way into my adulthood. I was harassed so frequently, that I expected it every time I saw them. It’s my amygdala that helps me to process those encounters with the Police, by increasing my awareness and alerting other parts of my brain to determine the level of danger. Furthermore, my amygdala will then send a message to my hippocampus, which is the “long-term memory” so that I will be able to remember it in the future. There is a link, which connects the amygdala and the hippocampus that can only be activated by certain memories, as that is the job of the hippocampus to store and retrieve certain events. For example, if the feeling of danger is triggered, information can be sent straight to the thalamus from the amygdala. The sensory and motor communication is what the thalamus is responsible for. The thalamus controls consciousness as well as the body’s voluntary motor control; it also controls the sense of touch, taste, sight, and sound (Willis, 2014). Then the thalamus chooses what to alert the eyes, mouth, ears, or muscles and sends the message to the correct area of the cerebral cortex; however the sense of smell is not included in this process (Willis, 2014). Willis described the hypothalamus as “A structure in the diencephalon that controls the pituitary gland and regulates motivated behaviors” (2004). Improper learning can affect a students’ memory, attention, and meaning, emotions can also influence learning if the student doesn’t feel as if they’ve had the proper guidance, support, or clear directions. Also, if the learning environment is not comfortable and welcoming, this too could affect the learning outcome. When humans feel under pressure the mind cannot focus on their tasks. People that experience more positive learning environments can build more trusting relationships with their teacher and peers as well, and will also be able to remember information better in the future when needed. According to Willis, “A positive emotional state is essential to sustain successful learning and performance” (2014). Letting students share their ideas and opinions helps to give them a sense of self-worth and allows them to be responsible, which can then add to a more positive learning environment as well.
Evaluate How Emotions Influence Learning, Memory
As discussed previously, emotions can influence learning if students don’t feel as if they’re getting the proper guidance, support, or clear directions. Also if the learning environment is not comfortable and welcoming, it can affect the ability to learn. When humans feel under pressure the mind cannot focus. Memories are then associated with the experience and it’s stored based on whether the memory was pleasurable or hostile. The short-term memory also holds the long-term memories. “Material from short-term to long-term memory involves more than simple rehearsal: It involves encoding, a process whereby meaning is extracted from experiences” (LeFrançois, 2011). These types of memory plan the actions between a complete memory and stable memory. “Implicit memory is a memory for how to complete a task… Implicit memories are considered unconscious and are sometimes referred to as non-declarative memories” (Willis, 2014) In addition, according to LeFrançois, “we also have stable memories that we can put into words—memories having to do with our names, our address, the meanings of words, the colors of our cars and so on. These memories make up what is termed as explicit memories, or declarative memories, which is conscious memory for facts and events” (2011). When a person experiences an emotional event in life, the memory will last longer with more clarity if the event took place in a more positive environment. If an event took place in a pressured and stressful environment, then the likely hood of it surviving its purity are limited and hazy.
Evaluate how emotions influence learning, Attention
According to Willis, “attention is a process by which the sensory intake filter “selects” which information gains access at the primary intake region of the brain” (2014). Furthermore, a lot of the information that is processed is not always an option that’s consciously available; therefore it can easily be mistaken (Willis, 2014). If you want to reach the higher learning section of the brain, a more motivating lesion that requires interaction might be the better choice to getting students attention. (Willis, 2014) Boredom and distraction is something everyone experiences, and in a class room setting, especially, if the lesson plan is to plain, cut and dry, or seems repetitive in any way. In addition, sitting in an uncomfortable environment, holding still, and being quiet for a certain length of time, can cause anxiety for anyone. Creating a more comfortable, and some-what interactive learning environment could be very beneficial and boost student’s ability to pay more attention, as well as retain more of the information they are expected to learn.
Evaluate How Emotions Influence Learning, Meaning
Being a teacher and being an educator are two different things. A teacher shows up and does the job they get paid to do. Usually, a teacher is just as anxious to leave at the end of the day as the students. There is no meaning here, just Xeroxed copies out of a text book, passed out by someone equally enthused, and then students are expected to do their work. This is a negative learning environment that influences the information to be stored in the “who-cares” section of the brain, this then leads the brain to associate all learning experiences, and create the boredom and distraction emotions that shut off the active learning, attention, and memory recall; which are all needed to have a meaningful learning environment. For example, a meaningful learning environment would be; a comfortable work space where teachers and students are interactively working together. True educators go above and beyond their job description to gain the trust of the learner, by showing them that they really care about the learner’s education. This positive learning environment is meaningful and will be remembered as something filled with interest, joy, curiosity, and motivation.
Discuss how to build a positive emotional climate in the classroom.
To be successful, it is key to have a growth mindset rather than a fixed mindset. According to Dweck, “in a fixed mindset, people believe in their basic qualities, like their intelligence or talent, which are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. In a growth mindset, a teacher or person believes that their basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and resilience that is essential for great accomplishment” (2013). Having a warm smile and encouraging students to go above and beyond, sets the tone to a positive learning environment with a growth mind set. In addition, creating fun interactive lesson plans can help engage students to reach their full potential. When a student is struggling, taking some extra time to explain the assignment might be needed to support a more positive learning atmosphere. When students get the validation and reassurance that they need, it can open the door to endless opportunities. The more positive energy that is put in, the more rewarding the outcome will be for teachers and students alike.
References
Dweck, C. (August 29, 2013). Growth Mindset. In The Glossary of Education Reform. Retrieved from http://edglossary.org/growth-mindset/.
LeFrançois, G. (2011). Psychology for teaching (11th ed.). San Diego, CA: Bridgepoint Education, Inc.
Willis, J., & Mitchell, G. (2014). The neuroscience of learning: Principles and applications for educators. San Diego, CA: Bridgepoint Education.