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Our chemistry teacher in senior secondary school was a great teacher and as Palmer Parker (2009) posits, every good teacher has a strong sense of personal identity infused in their work. Our chemistry teacher was unique in his approach to his profession. He was present, engaged students in learning activities in and outside the classroom and had outstanding problem-solving skills that made him approachable. His social skills and frequent spontaneous lessons on how we should speak equipped us for life beyond senior secondary school. As a teacher, you can teach who you are to connect with your students.
According to Ashley Snyder (2019), mirror neurons allow people to understand the actions, emotions and intentions of others. Mirror neurons promote an emotional connection between individuals. Emotional intelligence is the capacity to recognize, use and control our emotions and social intelligence helps gauge other people’s interests, distinguish friends and foes and help one feel happy and loved (Segal et al., 2024). Social and emotional intelligence enables a leader to positively influence others and manage relationships with greater efficiency.
Building connections is important for social and emotional development. As a teacher, I would build connections with students in my class by creating a peaceful and conducive learning environment that promotes inclusivity and participation. I would also use appropriate personal stories and experiences to relate with the students.
We quickly forget positive experiences and it is difficult for us to recall these experiences. Therefore, our brains are like a non-stick pan, in this case, Teflon, for pleasant experiences. Negative experiences tend to cling to our brains and can be difficult to remove. Therefore, our brains are like Velcro when it comes to negative thoughts.
I think negativity bias induces anxiety and self-doubt when I am handling a client’s feedback at work. My negativity bias may help in understand other people since everyone has an inbuilt tendency to dwell on the negative. Understanding my negative bias can motivate me to consciously practice positivism by purposefully focusing on and validating my positive experience to improve my relationship and foster a good relationship with others.
REFERENCES
Palmer, P. J. (2009). The Courage to Teach. Jossey-Bass Publishers.
Snyder, A. (2019). MIRROR NEURONS AND SOCIAL-EMOTIONAL LEARNING Mirror Neurons and Their Effect on Social-Emotional Learning. https://medfordccsr.org/wp-content/uploads/2019/02/Mirror-Neurons-SEL-3.pdf
Segal, J., Smith, M., Robinson, L., & Shubin, J. (2024, February 5). Improving Emotional Intelligence (EQ). HelpGuide. https://www.helpguide.org/articles/mental-health/emotional-intelligence-eq.htm
I believe, understanding and addressing negativity bias, as highlighted, can help improve relationships and foster a positive atmosphere, both in the classroom and beyond.
Your reflection on the influence of your senior secondary school chemistry teacher aligns beautifully with Palmer Parker’s assertion that a good teacher’s personal identity enriches their teaching. You highlight how this teacher’s unique approach and emotional intelligence created an engaging and supportive learning environment. Indeed, as a teacher, you recognize the importance of connecting with students by being present, sharing personal stories, and fostering inclusivity. Moreover, acknowledging your own negativity bias, as you navigate feedback at work, shows a profound understanding of how emotional and social intelligence can positively shape relationships and enhance professional growth.
Palmer highlights the importance of teaching with authenticity and integrity. It sounds like your chemistry teacher had those skills to connect with his students. As teachers, it is important to understand the negativity bias so it does not negatively impact our relationships with others. Instead, we should focus on the positive – especially when it comes to finding the positivity in our students 🙂