Classroom Examples: Differences in Affect

Although the students we've met so far in this chapter illustrate issues related primarily to recognition or strategic networks, each also raises an important affective angle. Sophia's love of music and poetry, Jamal's fascination with military tanks and subs, Charlie's deep concentration when playing Nintendo, and Paula's pleasure in riding bikes with other children all provide "hooks" for building engagement and learning. Positive emotion helps to motivate students just as negative emotion impedes progress. The teachers and students in the next two classroom examples illustrate both sides of the coin-how affective issues can sometimes be the root of both learning difficulties and learning solutions.

Meet Mr. O’Connell . . . and Miguel

Mr. O'Connell is a 4th grade teacher in a San Diego suburb. He is juggling a classroom full of diverse students facing all kinds of learning challenges, but he's particularly concerned about Miguel, for whom emotional factors have become a big issue.

Miguel has struggled with reading and math basics throughout his schooling, but with support from his family and adjustments to his assignments, he has progressed well. But recently Miguel's world has been thrown into turmoil by his parents' divorce and a grandparent's illness. Now his attention in class has started to wander, and his performance is on the decline. Mr. O'Connell recognizes that Miguel's academic problems are probably related to the boy's confusion and anxiety caused by events at home.

There is a bit of encouraging news: The art teacher reports that Miguel has started to produce detailed and skillful art projects and seems, in that subject, to be deeply engaged. Bearing this in mind, Mr. O'Connell plans to explore ways of bringing art into other subject areas to capitalize on the one area where Miguel shows interest and enthusiasm.

Meet Ms. Abrams . . . and Kamla

Ms. Abrams, an experienced 6th grade teacher in a mid-sized K-8 school in New York City, describes Kamla as a student who relates well to her peers, respects her teachers, and adores sports. But Kamla's long-term struggle with academics seems to have dampened her enthusiasm and energy for schoolwork. Two years ago, in the 4th grade, Kamla's decoding deficits led to her classification as a "slow reader," although no specific disability was identified.

Now, in Ms. Abrams's classroom, Kamla continues to struggle with reading and writing. When asked to write an essay, she squirms in her chair, holding her pen awkwardly and moving her paper all over the desk. Reading is a similar struggle, although Ms. Abrams has noticed Kamla seems to enjoy articles and books about sports. Ms. Abrams suspects that this is partly because Kamla feels no pressure to complete this kind of reading within a time limit and partly because the sports topics feed Kamla's interests. Otherwise, Kamla's discomfort extends to most classroom assignments, and overall, she appears disengaged from learning.

Kamla's focus on the basketball court contrasts markedly with her lack of engagement in the classroom. She is a talented athlete who practices her sport diligently and enthusiastically. Her commitment in this area testifies to her ability to persist and to work hard in the service of something she loves to do. Ms. Abrams puzzles over how to draw upon this affective strength to build a connection to academic learning. In personalizing instruction for Kamla, Ms. Abrams hopes to overcome the negative associations Kamla has formed with traditional academic tasks. She decides to bridge Kamla's interests in sports to academic tasks in hopes of generating some of the same enthusiasm, interest, and persistence so apparent on the basketball court.

It is evident to Mr. O'Connell and Ms. Abrams that supporting the affective aspects of learning is as important as supporting recognition and strategy. Of course, Miguel's and Kamla's difficulties are not purely affective, but rather result from interactions between all three learning networks. Attention to all three networks is critical for understanding individual needs and strengths and for determining individually appropriate teaching methods and materials.