Understanding Emotions in Teaching Learning Process

Abstract

Emotions are crucial in all human experiences and significantly influence the Teaching-Learning Process (TLP). In the holistic development of children, socio-emotional learning (SEL) plays a crucial role in education. SEL involves developing essential social and emotional skills that are key to students' academic success, personal well-being, and positive social interactions. Emotional Agility means being able to deal with the ups and downs of life with a clear head, and an unbroken spirit to be understood. The Right to Education Act. 2009 (RTE-2009) created a space for elegant classroom transactions by banning corporal punishment in schools. It also given a direction for the effective classroom transaction through positive discipline to infuse happy learning through relations to bringing in between teachers, parents, students and the community together. The policies like Learning without a Burden (1993), and Happiness Curriculum (2018) of Delhi made an attempt to enhance mindfulness and positive outcomes. In this context, the present study aimed to probe the learning the emotions involved in teaching-learning process. Descriptive Survey Method was employed on 400 secondary and higher secondary school students. The sample was selected using stratified random sampling technique. Classroom Observation Schedule (COS) prepared by the researcher is used to collect the data. The data collected was analysed using descriptive statistics. Thematic analysis technique is used to analyse open-ended form data. The study reveals that, the students are found with moderate responsibility, concern and justifying their role in learning whereas 3/4th of the students are found obeying the conditions, rules and regulations. Overall, half of the students feel responsible and concerned whereas 3/4th of the students found obeying the conditions, rules and regulations.