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Aug 24, 2021 · Mood and tone are offered blurred in the classroom. Confusingly, we use the same terminology to describe both. But as students work towards senior school, it is essential that they understand the difference and know how to identify it within any text that is provided.
That is, tone can be ‘good’ or ‘bad’ and there can be a ‘lot’ or a ‘little’ of it. III. Tone can be both a cause and an effect. That is to say, tone can cause ‘something’ or be caused by something. For example, a lack of confidence can create an uncertain tone while another tone might create a distinct lack of confidence. IV.
Dec 1, 2014 · Thus, in this study, we seek to understand the building of a “classroom mood” by paying particular attention to the socially distributed interactive mechanisms that create and sustain moods and make them an inextricable part of our lived experience.
- Lynda D. Stone, Gregory A. Thompson
- 2014
Nov 8, 2021 · In this article we intentionally consider, articulate, and conceptualize teacher emotions as part of a system that influences and is influenced by student outcomes, including students’ own emotions, cognitions, and behaviors, because teachers and students are jointly embedded in the school environments.
- Anne C. Frenzel, Lia Daniels, Irena Burić
- 2021
Oct 11, 2023 · When a teacher or instructor uses a positive and engaging tone of voice, it can capture students’ attention, create a sense of enthusiasm, and foster a positive learning environment.
Sep 5, 2024 · If a student is anxious or overly-confident or confused, by focusing on the cause and effect of a context, it’s easier to remove the emotion and see what’s going on and why. In that why, ’cause’ and ‘effect’ can create a tone that leads to clinical (and sometimes ‘cold’) analysis.
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Are mood and tone blurred in the classroom?
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Dec 10, 2020 · Taken together, the current study aims to investigate (1) the extent to which teachers are perceived as emotionally authentic in the classroom and how this perceived authenticity converges with teachers’ self-reported emotional authenticity, and (2) how teachers’ emotions and emotional authenticity affect students’ emotions in the classroom.
