ACTION RESEARCH ON TEACHERS EMOTIONS : ACTIVATING EVENT

12.11.15

ACTIVATING EVENT

One of my students doesn't pay attention in the classroom and behaves disturbing and disrupting . While I am explaining something she is doing another thing ,arranging (organizing) papers, or cutting things.. or writing the composition she meant to do in the previous hour.

Every time I ask her to answer something she wants me to explain again, although it has been explained in detail some minutes ago.I have been explaining during an entired month on my personal way to make them understand the stuff of “nominalizations” in basque, and giving some tips in order to clasify them regarding the termination of the verb, and the auxiliary verb which is needed in some cases. Besides, we had done many analytic exercises .

We have been repeating it during October in several occasions. When we started today refreshing the stuff, she has refused to answer me and asked me to explain the whole thing again. She also told me that she didn't know the meaning of the “nominalization” because she has learnt basque “by ear”, without paying attention to the structure of the language. This is completely false, as she has studied in an ikastola.

She insisted in not knowing the meaning of “nominalizations”, neither the stuff of the auxiliary verb, nor the stuff of the verb termination, and told me again to give some examples. I have invited the whole class to explain her this grammar topic.

Then she felt a little annoyed and started crying, although in my opinion she shed cocodrile tears.

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Irrational beliefs according to Ellis:

Here are irrational beliefs that Ellis described:

1) The idea that it is a dire necessity for an adult human being to be loved or approved by virtually every significant other person in his community

2) The idea that one should be thoroughly competent, adequate, and achieving in all possible respects if one is to consider oneself worthwhile.

3) The idea that certain people are bad, wicked, or villainous and that they should be severely blamed and punished for their villainy.

4) The idea that it is awful and catastrophic when things are not the way one would very much like them to be.

5) The idea that human unhappiness is externally caused and that people have little or no ability to control their sorrows and disturbances.

6) The idea that if something is or may be dangerous or fearsome one should be terribly concerned about it and should keep dwelling on the possibility of its occurring.

7) The idea that it is easier to avoid than to face certain life difficulties and self-responsabilities.

8) The idea that one should be dependent on others and needs someone stronger than oneself on whom to rely.

9) The idea that one’s past history is an all-importan determiner of one’s present behaviour and that because something once strongly affected one’s life, it should indefinitely have a similar effect.

10) The idea that one should become quite upset over other people’s problems and disturbances.

11) The idea that there is invariably a right, precise, and perfect solution to human problems and that is catastrophic if this perfect solution is not found.

12)The idea that you can give people (including yourself) a global rating as human and that their general worth depends upon the goodness of their performances.

OBJECTIVES GUIDE

WEEK 1 (MARGA'S first case)

When making mistakes, accept that making mistakes it is a normal thing among human beings.
In the same way, understand that people could make mistakes without failing as a person. Change dogmatics preferences into wishes or rational preferences. "I would prefer or I would have prefered but......."
Instead of feeling ashamed when I lose my temper, learn from the experience and find alternative solutions. For instance, if a student demands something out of time, in a bad moment or improperly way, I can put off or turn aside the exigency by explaining to student it will left it for a better moment (and fulfill the promise or not....)
Accept that perfection is not possible, and understand that what I do and get does not define me as a person, and even less that has nothing to do with my value as a person.

WEEK 2 (Naia's first case)

To value my positive sides
Try to analyse the situation better and get clear evidences and proves
Get rid of filtering while thinking
Stop over-generalizing
Not to try to hard to be loved, instead, work on being respected
Think of mistakes as challenges

WEEK 3 (Marga's second case)

Distinguish what I can control, and what it is out of my control
Try to flow and enjoy the experience of being a teacher without expecting to change the mind of anybody.
Put the responsibility of everyone´s outcomes in each person´s efforts, without sending to myself "shoulds", "musts", or unrealistic impositions.
Bear other people´s tantrums without feeling blame. Turn down other people´s awfulizings and I-cant-stand-itis.
Accept that perfection is not possible, and understand that what I do and get does not define me as a person, and even less that has nothing to do with my value as a person. Beside of this, instead of breaking learn how to be flexible.

WEEK 4 (Naia's second case)

To difference every time i get hurt if is me telling myself or is someone else
To leave the past in the past and live the present
To build my confidence and believe more in myself
To be aware of our emotions when interpreting the reality
Try to be able to difference children's personal situations at work

ACTION RESEARCH ON TEACHERS EMOTIONS

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12.11.15

ACTIVATING EVENT

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