contribution.doc

8/13/2019 contribution.doc

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CONTRIBUTIONS OF EMOTIONAL EDUCATION YOUTHS TO IMPROVE OR

CHANGE THEACHING METHODS

Contributia eu!atiei e"otioa#e a tineri#or in i"buntatirea $au $!%i"barea "etoe#or e

&reare

Para$!%i'a Gri(orie)* Po&a Marineta+ * Ra"ona Geor(iana Bu$uio!eanu ,* I#ie- A#e.anru Gri(orie/

)Tea!%er* P%D !aniate* Viilor E!ono"i! Co##e(e* Antim Ivireanu Te!%no#o(i!a# Hi(% S!%oo#* Ort%oo.

T%eo#o(i!a# Se"inar0,$tuent*LUMINAUni'er$it0 * Bu!%are$t*+Hea"a$ter* Viilor E!ono"i! Co##e(e,Tea!%er*Mihail KoglniceanuHi(% S!%oo#* Sna(o'* I#1o'/Stuent* tefan Odobleja Hi(% S!%oo#

ABSTRACT

This paper is intented to emphasyze the possibilities to show the influence of emotional education Romanian youths to

improve or change teaching methods to grow up the Romanian economy within teenagers, in spite of all problems

related to education, poverty, economic crisis, unemployment, migration, unmet training etc.

On the one hand, it identifies and proposes the approach of a new research regarding the decrease of the following

phenomena: the truancy and dropout of Romanian students, the migration of young Romanian people and youth

unemployment.

On the other hand, the paper reflects the important role of students and their emotional education as contributions to

the improvement of teaching methods and vocational training development during the current economic crisis. We

investigate how can students influences the Romanian labour maret and the educational system. The ob!ectives refer

to the assessment of the tendencies of Romanian youth involved to create a new future for own country. The results of

the research draw attention to the potential loss of our nowledge society.

The paper highlights thenew trend influencing the youth labour maret and the changes in the interactions between the

educational services maret and the labour maret.

2e03or$4 "ocial #motional $earning,%ontinual &mprovement, Teaching 'ethods %hange

)5 INTRODUCTIONThe paper highlights the new global educational trend influenced by the students[16], the youth labour ar!et and

the changes in the interactions between Roanian educational ser"ices ar!et and the labour ar!et# [$%]#

&ur e'pectations are() show the iportance of appreciations of the students* role in education and labour ar!et+[$%]

) deonstrate the differing types of uality tools-techniues attributed to the .apanese #but used by all of us in

educational organi/ations- copanies+[$6,$0]) illustrate the applicability of tools and techniues of uality teaching ethods ipro"eent using Aerican odels+

[$6,$,216) describe indi"idual applications of appropriate uality tools which in"ol"e 3otional 3ducation and Teaching

4ethods Change[$6,$,2165

Ob7e!ti'e$(1# An appreciation of the students* role in education+

$# A continual ipro"eent of eotional education as a type of change that is focused on increasing the effecti"eness

and-or efficiency of an educational organi/ation +2# An interpretation of policy and regulatory educational challenges in relation to students* unliited uality initiati"es

and eotional education#

+5 PRIOR 8OR2

5ro the perspecti"e of Teaching 4ethods Change, we e'ained the new trend influencing the educational ar!et#[$%]# e also discussed the ain strategic choices a"ailable for the Roanian students to ipro"e teaching ethodsusing eotional education[$%,$6]#

7uerous research studies support the clai that affect plays a critical role in decision) a!ing and perforance asit influences cogniti"e processes [$1,$,$8]#

9espite this body of research there is insufficient theory within educational pedagogy to recogni/e and address therole and function of affect[$6,$8,$0]# The inno"ati"e odels and theories that ha"e been proposed to facilitate


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ad"anceent in the field of educational pedagogy tend to focus on cogniti"e factors# Conseuently, affecti"e cues,

which ha"e a significant role, are often isinterpreted or ignored[[$6,$8,$0,21]#

e propose se"eral new odels for fraing a dialogue leading to new insights and inno"ations that incorporatetheories of affect into educational pedagogy[$6,$8,$0,21]#

,5 DESIGN9 METHODOLOGY

This report presents a ap of past, present and future changes to education and training as students* contributions tothe ipro"eent teaching ethods using eotional education[$:,$1,$$, $6,$8,$0,21]#

De1inin( an Uner$tanin( SEL:So!ia# E"otiona# Learnin(;*,)6

3ffecti"e teaching of social and eotional learning ust begin with a clear definition and scope of the s!ills studentsneed to learn# Broadly spea!ing, S3; refers to a set of s!ills that indi"iduals need to succeed in schooling, the

wor!place, relationships, and citi/enship# S3; has been defined or characteri/ed in a "ariety of ways # The ter has ser"ed as an ubrella for any subfields of psychology and neuroscience, each with a

particularfocus < effortful control, eotion regulation,prosocial s!ills, aggressi"e beha"ior probles> and anytypesof educational inter"entions#

The scope and focus of S3; fraewor!s and inter"entions also "ary( soe focus on one set of s!ills < recogni/ingand e'pressing eotions> while others are broader, and soe include e'ecuti"e functioning or cogniti"e regulation

while others do not#

?i"en these differences in terinology and fraing, there is a need for a clear organi/ing fraewor! for S3;# epresent an initial fraewor! here that is based on research and de"elopental theory# @n particular, we draw on de"elopental)conte'tual odels, which "iew de"elopent as ta!ing place in a nested

and interacti"e set of conte'ts ranging fro iediate < faily, peer syste, classroo, school> to ore distal< cultural and political> conte'ts


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3"aluations of progras targeting S3; s!ills ha"e shown proising results for students# 4ost of the e"aluations

conducted to date ha"e utili/ed uasi)e'periental ethods, but a saller nuber ha"e deonstrated their

effecti"eness "ia rigorous e'periental e"aluations[1,21]#A eta)analysis of both uasi)e'periental and e'periental e"aluations found significant positi"e effects[1E,21]# @t

included e"aluations fro $12 school)based, uni"ersal priary pre"ention progras that used a range of reliable and"alid easures across si' outcoe

categories# @n all si' categoriesFsocial and eotional s!ills, attitudes toward self and others, positi"e social beha"iors,conduct probles, eotional distress, and acadeic perforanceF results were positi"e, with effect si/es ranging fro

:#$$ for conduct probles to :#% for social and eotional s!ills# 5urtherore, there were few differences ineffecti"eness according to students age, ethnicity, or incoe#

hile there is clear e"idence that high)uality S3; prograing can a!e a difference, as indicated directly abo"e,effect si/es fro the ost rigorous e"aluations are sall to oderate, typically in the range of one)fifth to one)half of a

standard de"iation # 3ffects are usually larger for high)ris! students than for uni"ersalpopulations or low) to oderate)ris! students[1E,21]#

=owe"er, e"en sall effects can ha"e eaningful iplications [1E,21]# This ay be especially true for the ost at)ris! students, who appear to need and benefit fro such progras the ost# 5urtherore, short)ter effects for these

students ay translate into long)ter effects for thesel"es and their classates because research on classroocoposition and spillo"er effects suggest that one or a few disrupti"e students can ipact the whole class [1E,21]#

7onetheless, when it coes to targeting beha"ioral and acadeic outcoes, bigger effect si/es are clearly better than

sall ones, and reports in both research and the edia about students beha"ioral and acadeic outcoes highlight theneed for greater ipact[1E,21]#

C%ara!teri$ti!$ o1 E11e!ti'e SEL Pro(ra"$[6,1$,1E,10,$6,$,21] @nter"ention progras are not all created eual+ soe progras are ore effecti"e than others# Research lin!ing

specific S3; progra coponents to outcoes has been rare, but eta)analyses and re"iews ha"e begun to identify aset of iportant issues#

9urla! and colleagues found that the ost effecti"e progras were those that incorporated four eleentsrepresented by the acrony SA53( seuenced acti"ities that led in a coordinated and connected way to s!ills,

acti"e fors of learning, focused on de"eloping one or ore social s!ills, and e'plicit about targeting specifics!ills#

Beyond progra characteristics, ipleentation fidelity and uality are also !ey factors in the effecti"eness of S3;progras# 4easuring ipleentation and e"aluating its ipact on outcoes has been a issing lin! in the literature on

S3; progras and other related pre"ention progras, due in part to easureent challenges and "arying definitions ofipleentation uality@n their eta)analysis, 9urla! and colleagues found that only %G of studies reported any

ipleentation data[6,1$,1E,10,$6,$,21]# @n a re"iew of 2E pre"ention progras with deonstrated positi"e effects, 9oitro"ich and ?reenberg found

that ost included soe easure of ipleentation, but the easures were usually liited and only about onethird ofthe progras e'ained the association between ipleentation and outcoes# Hsing the liited range of studies that

ha"e easured and reported on ipleentation, 9urla! and colleagues found that ipleentation uality waspositi"ely associated with student outcoes, supporting findings fro an earlier re"iew by 9oitro"ich and ?reenberg

[6,1$,1E,10,$6,$,21]#

@n their eta)analysis, 9urla! and colleagues found that only %G of studies reported any ipleentationdata# @n a re"iew of 2E pre"ention progras with deonstrated positi"e effects, 9oitro"ich and ?reenberg

found that ost included soe easure of ipleentation, but the easures were usually liited and only about

onethird of the progras e'ained the association between ipleentation and outcoes[1E]#

To understand the need for a no"el odel, let us first e'aine the current educational odel# The current odel, asshown in 5igure $, begins with *data, which is a collection of answers to uestions that the learner has not yet seen fitto as! or needs to as!# Such data becoes *inforation when it answers a uestion that the learner cares to as!# 5or the

ost part, a teacher, who ust soehow oti"ate the student to care enough to see! the answers found in the data,supplies these uestions#

Studying is li!e *panning for gold where the answers are the *nuggets buried in a ton of otherwise uninterestinggra"el# &nce we ha"e our *nuggets of inforation how do we organi/e the into a *body of !nowledgeI e ay

thin! of *inforation as the pieces of an unassebled Digsaw pu//le, whereas *!nowledge is theassebled Digsaw pu//le# That is, the uestion)answer pairs are organi/ed into a coherent structure, in the logical and

natural order in which new uestions arise as soon as old ones are answered[$,21]# The assebled *Digsaw pu//le of !nowledge re"eals a pre"iously hidden pictureFa *big picture, if you will# &r to

put it another way, the assebled *Digsaw pu//le of !nowledge is a tapestry into which is wo"en any otherwise

hidden and pre"iously unre"ealed stories#


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5ocus of odern day

educational pedagogy

5igure $ J &ld 4odel( Supports Rule)based ;earning

The no"el odel shown below in 5igure 2 goes beyond the current odel shown in 5igure $# The focii of attentionshifts to the construction of *!nowledge and to the e'traction of eaningful *insights fro the *big picture# hen

*!nowledge is coupled with a personal or cultural "alue syste, *wisdo eerges# @n other words, wisdo allows us

to harness the power of !nowledge for beneficial purposes# *isdo affords us the possibility of e'tracting the storieswo"en into the tapestry of !nowledge# So fro *wisdo we craft the bardic arts of story a!ing and story telling# The

ancients crafted yths and legends# These were the prototypical stories of their cultures, which were intended to ipart

*wisdo#[$]# A story is thus an anecdote drawn fro the culture# A wellcrafted anecdote or story has "alue both as an auseent

and as a source of insight into the world fro which it is drawn# And the plural of *anecdote is dataFa collection ofanecdotal stories or e"idence# This obser"ation closes the loop in 5igure 2[$]#

5igure 2 [$]7ew 4odel( Supports 4odel)based Reasoning

5igure 2 suggests a no"el odel that, on a fundaental le"el, supports an ipro"ed educational pedagogy# This will

ser"e as a foundation for the ne't part of our odelFhow a learners affecti"e state should be incorporated into the

o"erall odel[$]#

Re$u#t$


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5igure E [$%]

3'aples are the huan genoe proDect, the e'plosi"e changes ta!ing place in inforation technology, the growth ofnanotechnology, and biotechnology, which has the potential to transfor areas as different as faring and coputer

technology [+?]#

/5BAC2GROUND


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parents pay tutors to ipro"e their childrenQs chances of success on high sta!es entrance e'as # PBut why is thisI One reason is that teachers often teach the wa the were taught! @f

you were taught atheatical procedures siply by rote without e"er learning why they wor! it is li!ely that this ishow you will teach# @f you were taught in a way that de"elops conceptual understanding of atheatics, you will ore

li!ely teach better# Since Singaporean and .apanese educators were taught in this type of educational syste, it is oreli!ely they will teach conceptually# But this only contributes a sall aount to their KCO[$8]#

@f you tal! to uni"ersity educators in .apan and Singapore they will tell you that their students often do not understandatheatical procedures conceptually and any are ath)phobic# They do not assue that teaching candidates are

prepared to e'plain atheatics to children in ways that they will understand the underlying rationale behind theprocedures# Therefore great care is ta!en to help teaching candidates to o"ercoe their fear of atheatics, build

confidence in their own atheatical capabilities, and understand the intersection of curriculu, content, and pedagogydeeply# @f we want to ipro"e how atheatics is taught in the H#S# we need to ipro"e the way teachers are trained#

[$8]

P@f we want to ipro"e how atheatics is taught in the H#S# we need to ipro"e the way teachers are trained#P[$8]

&n the scale of "alue where are Roanian students nowI4aybe they thin!(The lin! between design thin!ing and creati"ity is eotional education#

?5 DATA AND METHOD*+@*+*,*,)6

The study was carried out by using the statistical data collected fro the @nstitute of Statistics fro HSA, .apan,Singapore, 3H, and the Reports of orld Ban!, H7, or 3H Coision# e e'ained to underline the aspects

regarding the uality of educational sector fro the studied area, both by outlining the aDor probles and also by

finding adeuate solutions for a long)ter uality ipro"eent of interdependence within another sectors ofacti"ity#e in"ol"ed the iportant role of eotional education to assure best uality for educational

process[$%,$6,$,$8,$0,2:,21]#

The rele"ant final stage for the study was the analysis and the interpretation of the results obtained, which copletedthe general iage o"er the uality assurance of educational syste, as first step to ipro"e the acces of youth to

Roanian ;abour 4ar!et ar!ing the positi"e and negati"e aspects with the probles that deterine a defecti"esyste influenced by factors that are internal and e'ternal to the respecti"e region[[$%,$6,$,$8,$0,2:,21]#

Hsing the statistical data a"ailable, we ha"e indicated the eotional education as a core between Research,@nno"ation, 3ducation, 3nterprises and Hni"ersities#

A11e!ti'e State4 E"otion$ an Learnin( The e'tent to which eotional upsets can interfere with ental life is no news to teachers# Students who are an'ious,angry, or depressed dont learn+ people who are caught in these states do not ta!e in inforation efficiently or deal with

itwell[$E]# @n an attept to install-build-re)engineer the current state of educational pedagogy, educators should first loo! to

e'pert teachers who are adept at recogni/ing the eotional state of learners, and, based upon their obser"ations, ta!esoe action that scaffolds learning in a positi"e anner# But what do these e'pert teachers see and how do they decide

upon a course of actionI =ow do students who ha"e strayed fro learning return to a producti"e path, such as theone that Csi!s/entihalyi [$] refers to as the /one of flowI

This notion that a students affecti"e state ipacts learning and that appropriate inter"ention based upon

that affecti"e state would facilitate learning is the concept that we propose to e'plore in)depth[$]# To pro"e our point, note that s!illed huans can assess eotional signals with "arying degrees of precision# 5or

e'aple, researchers are beginning to a!e progress gi"ing coputers siilar abilities to accurately recogni/e affecti"e

e'pressions [, facial e'pressions, and gestural e'pression [$]# Although coputers only perfor as well as people inhighly restricted doains, we belie"e that(

) accurately identifying a learners cogniti"e)eoti"e state is a critical obser"ation that will enable teachers topro"ide learners with an efficient and pleasurable learning e'perience, and,

) unobtrusi"e highly accurate technology will be de"eloped to accurately assess actions in less restricteddoains [$]#

&ur own preliinary pilot studies with eleentary school children suggest that a huan obser"er can assess theaffecti"e eotional state of a student with reasonable reliability based on obser"ation of facial e'pressions, gross body

language, and the content and tone of speech# @f the huan obser"er is also acting in the role of coach or entor, theseassessents can be confired or refined by direct con"ersation


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5igures a and b interwea"e the eotion a'es shown in 5igure 6 with the cogniti"e dynaics of the learning

process#

@n 5igure , the positi"e "alence eotions are on the right+ the negati"e "alence eotions are on the left# The "ertical a'is is what we call the ;earning A'is, and syboli/es the construction of

!nowledge upward, and the discarding of isconceptions downward[$]#

5igure 6[$] J 3otion sets possibly rele"ant to learning

By using the descripti"e analysis of the data, we presented the distribution of the "alues for the indicators calculated

in relation to the standards or the reference obDecti"es established by the 7ational Syste of @ndicators for 3ducation#@n addition, by processing the statistical data regarding uality of education, we obtained the necessary inforation to

describe the functionality and the le"el of perforance of the educational syste and to e'aine the e"olution in

uality assurance of education in tie and space [$]#

5ig# a[$]

5our Luadrant odel relating phases of learning to eotions

=5 RESULTS AND DISCUSSIONS

@n either case, they are in the top half of the space if their focus is on constructing or testing !nowledge# 4o"eenthappens in this space as learning proceeds# 5or e'aple, when sol"ing a pu//le in The &ncredible 'achine, a student

gets a bright idea how to ipleent a solution and then builds a siulation# @f she runs the siulation and it fails, shesees that her idea has soe part that doesnt wor!Fthat needs to be diagnosed and reconstructed# At this point the she

ay o"e down into the lower half of the diagra into the *dar! teatie of the soul while discardingisconceptions and unproducti"e ideas# As she consolidates her !nowledgeFwhat wor!s and what does notFwith

awareness of a sense of a!ing progress, she ad"ances to Luadrant @# ?etting another fresh idea propels the studentbac! into the upper half of the space # Thus, a typical learning e'perience in"ol"es a range of eotions,

cycling her around the four uadrant cogniti"e)eoti"e space as she learn[$]# @f one "isuali/es a "ersion of 5igure a and 5igure b for each a'is in 5igure 6, then at any gi"en instant, the student

ight be in ultiple Luadrants with respect to different a'es[$]# They ight be in Luadrant @@ with respect to feeling frustrated and siultaneously in Luadrant @ with respect to

interest le"el# @t is iportant to recogni/e that a range of eotions occurs naturally in a real learning process, and it isnot siply the case that the positi"e eotions are the good ones[$]#

e do not foresee trying to !eep the student in Luadrant @, but rather to help hi see that the cyclic nature is natural

in learning science, atheatics, engineering or technology , and that when he lands in the negati"e half, it isan ine"itable part of the cycle# &ur ai is to help students to !eep orbiting the loop, teaching the to propel thesel"es,

especially after a setbac![$]#

A third a'is can be en"isioned as e'tending out of the plane of the pageFthe cuulati"e !nowledge a'is#@f one "isuali/es the abo"e dynaics of o"ing fro Luadrant @ to @@ to @@@ to @ as an orbit, then, when this third

diension is added, one obtains an e'celsior spiral# @n Luadrant @, anticipation and e'pectation are high, as the learnerbuilds ideas and concepts and tries the out# 3otional ood decays o"er tie either fro boredo or fro

disappointent# @n Luadrant @@, the rate of construction of wor!ing !nowledge diinishes, and negati"e eotions

eerge as progress wanes# @n Luadrant @@@, as the negati"e affect runs its course, the learner discards isconceptionsand ideas that didnQt pan out# @n Luadrant @, the learner reco"ers hopefulness and positi"e attitude as the !nowledge setis now cleared of unwor!able and unproducti"e concepts, and the cycle begins anew# @n building a coplete and correct


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ental odel associated with a learning opportunity, the learner ay e'perience ultiple cycles until copletion of the

learning e'ercise# 7ote that the orbit doesnQt close on itself, but gradually spirals around the cuulati"e !nowledge

a'is[$]#

5ig# b[$] ) Circular and helical flow of eotion in 5our Luadrant odel &n the one hand, the scope of this paper is to present low results of uality educational sector, with iplications for

Roanian and Aerican youths atheatiues !nowledge, and to apprehend the way in which the spatial distribution,ainly deficient, of soe general social ser"ices, leads to the occurrence of territorial disparities aied to !eep different

chances of people[$%,$6,$8,$0]# &n the other hand, we present high results of uality educational sector in two educational units where Roanian

students are brilliant# That eans good Dobs for our young people [$%,$6]# 5or e'aple, in both .apan and Singapore uni"ersity teacher training focuses on content and pedagogy in conDunction whereas in the H#S# teaching candidates often learn little atheatical content, and pedagogyis often taught separately,di"orced fro the content that teachers will teach# @n fact this lac! of pedagogical content

!nowledge by H#S# teachers has been shown in study after study# @t has also been shown that teachers inSingapore, China, and .apan ha"e high KCO[$8,$0,2:]#
http://www.tpck.org/tpck/index.php?title=Pedagogical_Content_Knowledge_(PCK)http://www.heartland.org/schoolreform-news.org/Article/11183/Why_the_US_Fails_at_Teaching_Math.htmlhttp://www.heartland.org/schoolreform-news.org/Article/11183/Why_the_US_Fails_at_Teaching_Math.htmlhttp://www.heartland.org/schoolreform-news.org/Article/11183/Why_the_US_Fails_at_Teaching_Math.htmlhttp://www.tpck.org/tpck/index.php?title=Pedagogical_Content_Knowledge_(PCK)http://www.heartland.org/schoolreform-news.org/Article/11183/Why_the_US_Fails_at_Teaching_Math.html


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The liited repertoire of effecti"e teaching s!ills of engineering lecturers a!es their tas! especially challenging in

light of the higher e'pectations in ters of students* learning outcoes[$%,$6]#

Although learning is the e'pected outcoe, teaching is the precursor to learning and thus the iportance of teachingand pedagogical ethods## hat is ore critical the way students are taught has a significant influence on the type of

cogniti"e structures they create and the way they store and structure !nowledge they acuire deterines to a greate'tent how fle'ible they will be when they ust use that !nowledge[ $%,$6]# The instructional cycle is a process that

ost effecti"ely occurs at the departental le"el in the hands of the faculty who understand the practices, con"entions,and ethods that their disciplines con"ey to aDors+[0]# ;earning goals can be written for indi"idual courses or for

acadeic progras# They answer two uestions( ) hat do you want students to no3by the tie they finish a courseor a aDorI This is a uestion about the content of the course or aDor and about the relationships between content

areas# ) hat do you want students to be able to do with what they !nowI e tal! about the s!ills that are iportant tothe course or the aDorFhow students learn and use the content of the discipline to a!e or report eaning#

Course)based and departental learning purposes are interacti"e# There is no one right way to de"elop learningfulfills# The process can be either top)down 5CONCLUSION All ebers of our tea are actors of educational process as teachers, anagers or parents and we try to understand

and to grow up the potential of our touth students and children# This paper is first step but not the last#&ur group ta!es a loo! at ?roup Concept 4apping


10/11

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Charter School# Cabridge, 4A( =ar"ard Hni"ersity##2#Barr, 9#, U 5acing =istory and &ursel"es# # %ontinuing a tradition of research on the foundations of

democratic education: The national professional development and evaluation pro!ect. Broo!line, 4A(5acing =istoryand &ursel"es 7ational 5oundation, @nc#

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#Cappella, 3#, .ac!son, 9#, Bilal, C#, =are, B#, U SoulV, C# # Bridging ental health and education inurban eleentary schools( Karticipatory research to infor inter"ention de"elopent# "chool )sychology Review, /0,

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=ar"ard Center on the 9e"eloping Child#0,Center on the 9e"eloping Child at =ar"ard Hni"ersity# #5uilding the brains 6air traffic control7 system: 8ow

early e3periences shape the development of e3ecutive function # Retrie"ed

fro http(--de"elopingchild#net1:#Cunha, 5#, U =ec!an, .#.# #&nvesting in our young people. ashington, 9C( Aericas Kroise Alliance#

11#9enha, S# A#, Brown, C#, U 9oitro"ich, C# 3# # *Klays nice with others( Social)eotional learning and

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