Emotional Management in Class (the Case of Teachers in Russian School)

In this work, the example of two schools explores the patterns of emotional management among teachers. The theoretical basis of the research is the sociological concept of emotions (as well as the theory of emotional regulation, emotional socialization and emotional management.) During the content analysis of Russian publications and publications related to the place of emotions in education, observation was also conducted at lessons in two secondary schools of the Russian town , as well as interviews with teachers who conducted these lessons. As a result of the research that we found out that primary school teachers perceive emotions as part of the educational process, while teachers working with older classes try to maintain an emotionally neutral atmosphere, while emotions are more useful for some subjects, such as literature, languages, history, art and music, that were associated with either development ‘feelings’ or values (patriotism, aesthetics), or, in the eyes of teachers, were associated with ‘humanistic’ development of students. For other subjects, emotions existed either as an obstacle or as a means of maintaining interest / discipline. The management of teacher emotions is often exercised through controlling your emotional manifestations, usually highlighting the situation of the lesson as requiring emotional performance, or using emotions to "honest" contact with children or the ability to interest them / maintain discipline. In the context of Russian sources, the mention of emotions is contained in the context of the education of such feelings and values as patriotism and aesthetics, or in the field of conflict management between pupils and teachers. In general, we can say that there are two main patterns of managing emotions: "rational", in which exclusion from emotions during the lesson or "emotional", in which emotions are used to achieve learning goals.