How I Implemented My Emotional Regulation Strategies During My Teaching Practicum Program: A Self Reflection Study

Abstract

In an educational context, emotion regulation strategies refer to the methods teachers use to help teachers manage emotions effectively. Teacher’s consistent good feelings associated with flexible and creative teaching strategies can increase student motivation, while teacher consistent negative emotions compromise flexibility and creativity, which can generally affect student learning outcomes (Frenzel et al. 2009). These strategies aim to improve student well-being, academic performance, and social and emotional learning. The study of emotion regulation strategies in the classroom has been on the rise recently, emphasizing identifying effective interventions for different age groups and situationals. Teaching is most effective when integrated. With happy feelings, effective teachers show enthusiasm when instructing and inspiring their students (Hargreaves, 1998). Teachers often face various positive and negative emotional experiences at employment. According to the statement, teachers can feel frustrated and sometimes impatient when students struggle to understand the concepts presented. And also, Teachers can feel happy with their work when they realize their goals. When their students complete assignments, teachers feel happy and satisfied. In this research, I did self-reflective study on how I implemented my emotional regulation strategies. The purpose of this study is to explore the implementation of my emotional regulation strategies during my teaching practicum. I conducted this research at junior high school in Jember, East Java. during my teaching practicum as a preservice English teacher. This research used narrative design that attempted to explore how I implemented my emotional regulation strategies in my teaching practicum program. I generated the data from the reflective journals that I wrote as my reflection. I wrote one reflective journals in each meeting for applied my emotional regulation strategies. There are six reflective journals in total i made. In choosing emotional regulation strategies theory, I adapted the Gross framework xiv (2006) into my teaching practicum program. This is because in my opinion, the framework from Gross (2006) is very effective to be applied to my teaching practicum program, especially in conducting learning in English class. I analyzed the data using Braun and Clarke's (2006) thematic analysis. The analysis revealed three themes. The first theme is situational selection. I identified themes from codes of choosing appropriate teaching strategies, set a time for selfreflection, management communication and interaction, and taking breaks. The second theme is situational modification. I identified themes from the codes for classroom setting and managing learning time. The third theme is attentional deployment. I identified the theme from the code of seeking solutions rather than making a fuss and using fun activities. In this finding, I explained how I apply these strategies to my teaching practicum program in the reflective journal that I wrote. Every strategys I have implemented has shown good results. The more strategies I apply, the more various emotions that arise and can change depending on the situationals and conditions.