Self-Study of a Teacher's Practices of and Experience With Emotion Regulation

• In Event: Teacher Research: Connecting the Social, Academic, and Emotional Lives of Students and Teachers

Abstract

This study responds to the question of what a teacher goes through emotionally in her classroom over time. This is an important question to respond to because in order to understand teachers and teaching you must understand their emotions (Sutton & Wheatley, 2003). This study uses the qualitative methodology of self-study as I, the teacher participant, record my feelings as emotional events transpire in my classroom over four months, and I journal reflections each week. I found that I use coping strategies to change my perspectives, adjust to individual students, and find balance in the first term of the school year.

Authors

• Lauren Paravato, Alpine School District

• Melissa A. Newberry, Brigham Young University

• Stefinee E. Pinnegar, Brigham Young University