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Think Piece

In: Other Topics

Submitted By cxramirez
Words 320
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Reading the article assigned, “No Body, Never Mind Interest, Affect and Classroom Practice”, by Megan Watkins, brings to mind how I am also a firm believer that interest on anything one does is critical. Although this article is based on a student environment, I do believe this can be applied to all in life.
Students' interest can be triggered in the moment by certain environmental factors such as teacher behaviors. Students who experience heightened emotional interest are pulled toward a subject because they are energized, excited, and emotionally engaged by the material. This increase in emotional arousal heightens a student's attention, making it easier to encode more information.
Students who experience cognitive interest are pulled toward a subject because they possess a clear structural understanding of the course content. Teacher clarity behaviors can increase cognitive interest because they make information more organized and/or comprehensible for students. Those behaviors can occur verbally, as teachers talk about course material, and nonverbally, through teachers' use of PowerPoint displays, handouts, and notes on the board.
Students who are emotionally and cognitively interested in a course are more likely to be engaged in the learning process. Much like teacher immediacy and clarity, students' emotional and cognitive interest lead to greater engagement, including silent (such as listening attentively) and oral (such as participating during class) in-class engagement behaviors and out-of-class activities (such as studying for class, talking about the class with friends).
Teachers are communicators, immediately personal symbols of the educational process, and figures that can ignite in students an interest for a particular subject area. Teachers have in their arsenals a repertoire of behaviors that can positively impact students in ways that have

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