Emotions and students goals
Emotions and young people’s goals have been considered secondary for the efficacy of learning and teaching until now. In many cases they were treated as distracters in schools. The expression of emotions was often seen as weakness and vulnerability. It was thought wiser to retain expressing emotions in public, Consequently, the teachers in traditional
schools were taught to leave their emotions before the classroom door, and they asked from students not to cry and to suppress their emotions. Our emotions had been banished in schools for centuries, and emotionality, as a motivational basis, slipped by teachers and schools. When students’ goals are concerned, the situation is unenviable even today. It was not until the end of the 20th century that research showed that consistent structure of students’ goals can be noticed and that it was possible to link teaching and learning with these goals. Students’ goals had waited for several hundred years for researchers to discover their structure and for teacher to let them “enter” the school, like the apple had
been falling down from the tree for thousands of years until Newton calculated the gravitation constant. The game which means a life for a child represents a common and prior goal of younger children at school. Symptomatically, pedagogical demand to base teaching on play appeared in the last decade of the 20th century. Seemingly, early 21st century will be
spend on searching for practical models which will meet these Newton’s demands and will find answers to the issues related to motivation and learning in school.