{"id":2801,"date":"2024-01-11T11:33:17","date_gmt":"2024-01-11T10:33:17","guid":{"rendered":"https:\/\/figuremergenti.it\/senza-categoria\/the-emotional-teacher-is-an-effective-teacher-transforming-emotions-into-online-english-teaching\/"},"modified":"2026-07-28T08:53:42","modified_gmt":"2026-07-28T07:53:42","slug":"the-emotional-teacher-is-an-effective-teacher-transforming-emotions-into-online-english-teaching","status":"publish","type":"post","link":"https:\/\/figuremergenti.it\/en\/experiences\/the-emotional-teacher-is-an-effective-teacher-transforming-emotions-into-online-english-teaching\/","title":{"rendered":"The Emotional Teacher is an Effective Teacher: Transforming Emotions into Online English Teaching."},"content":{"rendered":"

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Abstract<\/h3>\n

Teaching is both a caring and a relational process. It is therefore a profession in which emotions play a fundamental role. In particular, language teachers, when dealing with communication methods, operate on a plane of continuous interaction and relationship. The communicative approach (Canale & Swain, 1980), one of the most widely used methodologies in English language teaching in recent decades, has highlighted the need to strengthen group work and classroom interaction, calling into question the relational methods and skills of students and teachers (Gkonou & Mercer, 2017). More recently, there has been an increase in burnout among teachers across diverse contexts and geographical areas (Kinman, Ray, & Strange, 2011; Kariou et al., 2021; Ghanizadeh, & Royaei, 2015), in response to common factors such as excessive workload or lack of support in the working environment (MacIntyre et al., 2020; Babic et al., 2022), the devaluation of the teacher figure, or the vision of the teacher as a technician within a learning culture oriented more towards the product than the growth process that learning represents. This article analyzes the author’s Master’s thesis project in English Language Teaching, which explored through a semi-structured interview the emotions experienced by seven English teachers from private and university settings in Italy during online teaching. The project also explored the factors that determined the emotions that emerged and the strategies participants adopted to cope with unpleasant emotions such as anxiety and frustration. The results reveal how these emotions transformed into a sense of relief and pride thanks to the strategies adopted, a process reminiscent of seeking support in the environment, as supported by the Gestalt approach. <\/em><\/p>\n

After explaining the motivations behind the work and outlining the theoretical foundations underlying the study, the project’s findings will be analyzed. It will then be explained how key principles of the Gestalt approach, such as individual-environment interaction, the co-construction of emotional responses, and the interruption of contact as a response to the environment, can provide a useful interpretative framework for the way study participants described their experiences. Finally, the possibilities for field interventions will be discussed, in which the Gestalt approach may prove effective in facilitating the transformation of emotions experienced in teaching into operational resources. <\/em><\/p>\n

Background situation that led to the research work:<\/em><\/p>\n

This work is primarily based on the author’s experience: having taught English privately as a freelancer for over twenty years, motivated by her enthusiasm for the communicative approach (Canale & Swain, 1980) and her interest in the motivational and emotional aspects of language teaching, the author, sensing a progressive decline in enthusiasm for teaching, chose to investigate the causes. Her training in Gestalt counseling provided the author with the tools to explore this decline in enthusiasm, starting with its emotional aspects: realizing that methodological and didactic knowledge was insufficient to communicate effectively with students caused frustration, while taking responsibility for her own emotions in response to the environment helped her connect with students, fostering the teaching-learning exchange. These two aspects can be illustrated with an example: a teacher aims to activate students’ prior knowledge before a sports-themed reading with a “mingling” activity, where students exchange information about their personal sports experiences with others in the class. Some students show disinterest, not participating in the activity. The teacher becomes frustrated because she expects the students to participate, believing the activity is engaging enough for them. In this situation, no exchange occurs: the students don’t learn, nor does the teacher “teach”\u2014that is, facilitate learning. However, when the teacher addresses the disinterest of non-participating students based on her own frustration and discovers that she feels disappointed because they don’t participate, she can communicate this by explaining the purpose of the activity, for example, by saying, “I notice you’re not participating; I’m sorry. We’re doing this activity to make it easier for you to understand the text you’re about to read.” This won’t necessarily increase student motivation, but it will likely change the emotional atmosphere. <\/em><\/p>\n

These assumptions sparked an interest in the role of emotions in promoting teaching effectiveness: investigating the factors that determine emotions, even unpleasant ones, was the starting point for the research project. In a post-pandemic scenario where the use of emergency online teaching has had an emotional impact on teachers, the author chose to focus the study on the emotions of fellow English teachers in the online context. This choice was also influenced by the author’s greater experience in the field, allowing for more accurate data analysis, while also considering the risk of bias. <\/em><\/p>\n

Theoretical foundations<\/h3>\n

Considering language teaching in the current global social, political, and economic context characterized by “technology and mobility” (The Douglas Fir Group, 2016, p. 22), it was deemed useful to adopt a view of language teaching as a relational process co-constructed within specific sociocultural contexts, within a socio-constructivist approach. This perspective was promoted in the literature after considering how approaches that privileged cognitive aspects or were based on the mere transmission of information were inadequate to capture the complexity and uniqueness of learning and teaching processes (Williams & Burden, 1997; Johnson, 2006; The Douglas Fir Group 2016). Two aspects of the socio-constructivist perspective are useful to this work: the focus on the process rather than the product in language learning contexts and the concept of the co-construction of emotions within the process itself. <\/p>\n

Another noteworthy concept is that of emotional labor: initially studied by Hochschild (1983) in the context of flight attendants, and subsequently extended to other care settings such as social health professions and teaching, the construct describes the effort in managing an emotion perceived as inappropriate in a given social context, using two modalities: a superficial one (surface acting), and a more conscious one (deep acting). The first consists of apparently displaying an opposite emotion (for example, forcing a smile while feeling sorry or angry), while the second consists of taking responsibility for the perceived emotion by embracing it (for example, maintaining a serious expression). Recent studies of the phenomenon in language teaching have highlighted the complementary role of emotional labor and the concept of care in teaching, proposing an integrated vision: while in some cases, adjusting one’s emotions to the context can exacerbate the misalignment between perceived and expected emotions and, if repeated, constitute a potential sign of burnout, in other cases, the effort to display emotions different from those perceived or to modify them can be a source of satisfaction for teachers oriented towards supporting students’ improvement (Isenbarger & Zembylas, 2006; Ghanizadeh & Royaei, 2015; Gkonou & Miller, 2019; Kariou et al., 2021). The theoretical concepts outlined above generally deserve further exploration, but they are useful for highlighting two aspects: <\/p>\n

1. The role of the environment in co-creating emotions, which can be experienced as assonant or dissonant by those who perceive them.<\/p>\n

2. The transformative potential of emotional labor associated with the concept of care.<\/p>\n

These aspects were used as prerequisites for conducting the research described below. The perspectives that relate to these processes in Gestalt therapy will then be briefly outlined. <\/p>\n

The study:<\/h3>\n

The study involved seven English teachers in private and university settings in Northern Italy, between April and June 2022, exploring the following research questions:<\/p>\n

1. What emotions emerge during online teaching?<\/p>\n

2. What factors trigger or influence these emotions?<\/p>\n

3. What strategies do teachers use to manage them?<\/p>\n

The data analysis was carried out between July and August 2022.<\/p>\n

The methodology used was qualitative, with a preliminary questionnaire on participant profiles and semi-structured interviews with open-ended questions about experienced emotions and the contextual factors related to those emotions, such as technology use and online interaction. Both tools were used online, via a completed questionnaire form and videoconference meetings for the interviews. The choice of methodology was driven by two key factors: an awareness of the nature of emotions as subjective and constantly changing phenomena (Oxford & Gkonou, 2020; Gregersen et al., 2014), and the desire to foster authenticity by allowing participants to spontaneously share their experiences, even within an interview guided by the questions outlined above. Knowing the risk of emotional involvement within the research process itself, or “researcher’s bias”, where the researchers’ interest in obtaining data can unconsciously influence the exchange during the interviews, active listening was set as the main objective in conducting the interviews, as recommended by the active approach to interviewing in the social sciences (Holstein & Gubrium, 1995; D\u00f6rnyei, 2007). <\/p>\n

Results:<\/h3>\n

In response to the first question, analysis of the interviews showed that the emotions most frequently reported by participants in relation to online teaching were anxiety and frustration, in response to the emerging need to rapidly acquire technological skills in order to continue teaching (Ferroglio, 2022). In the interviews, some participants clearly expressed a concomitant sense of inadequacy, supported by the expectation of having to possess adequate technological skills. This expectation was both internalized and\u2014reportedly\u2014reinforced by employers’ requests or interactions with technical support staff, with comments such as “It’s so easy, just click here” (Ferroglio, 2022, p. 27). <\/p>\n

Regarding the emotions reported, it is interesting to note that participants also reported a sense of relief, satisfaction, and pride in having put themselves to the test and learned the required skills through practice and the support of colleagues and family members or online courses, a strategy that contributed to a greater sense of self-efficacy. The use of technology and support were identified as key factors in the emergence of emotions, in response to the second question. Another factor that contributed to the emotions of frustration and relief was physical distance: in the interviews, participants shared their experiences of missing presence both during and between lessons, where they normally had the opportunity to converse with students on a more personal level or share their impressions with colleagues. Interestingly, the technological aspect played a key role: connection issues that prevented immediate communication increased frustration, while acquiring new skills on how to manage technical issues or address them more consciously, both teachers and students, contributed to feelings of relief and satisfaction, as reported by participant S. (“(…) then suddenly you hear the beep of the microphone that works, so there’s a feeling of relief, but also of “Yes!”, a kind of success”). (Ferroglio, 2022, p. 49. Author’s translation). Regarding the role of physical distance as a contributing factor to the emotions explored, participants also expressed appreciation for the possibilities for connection that online interaction offers, for example with people from other cities or countries, or in allowing non-resident students to stay up to date with university courses. It was then useful to observe how for participants S. and R. the distance was an element that contributed to mitigating anxiety both in terms of greater tranquility in not having to “run here and there […] forget something at home”, which contributed for S. to a sense of greater professionalism, and in terms of a perception of greater security and tranquility having more time to prepare the lesson materials in the case of R. (Ferroglio, 2022, pp. 30, 31). <\/p>\n

Regarding the strategies adopted by participants to manage their emotions (third question), these emerged during the interviews as actions or behaviors in response to problems that arose during online teaching, particularly recalling the early stages of the pandemic and the emergency situation in 2020. Since these behaviors appear to have contributed to modifying the emotions reported, in the study described here they were treated as strategies: practice was found to be the most common behavior that allowed participants to overcome concerns and gain confidence in using technological tools for teaching. <\/p>\n

For example, participants S. and S., one a head teacher and the other a freelance teacher, described how “hours of practice on the weekend” and practicing “several times a day, every day” (Ferroglio, 2022, p. 33, translated by the author) contributed to a greater sense of security and a reduction in anxiety. Two other noteworthy strategies were analyzed: a sense of humor and honesty. The former was used by participants R. and S., the former to alleviate the anxiety he reported feeling while teaching children, and the latter to ease moments of embarrassment due to technical issues that hindered online interaction. <\/p>\n

The aspect of honesty was shared both by participants S. and S., who chose to openly communicate their difficulties in managing technical problems with students and to make up for any lost time in class, thus lowering their levels of anxiety and frustration, and by participant M., who stated: “If you verbalize and open up, […] if you show them that you also feel anxious […], you share their same worries […] they open up” (Ferroglio, 2022, p. 34, author’s translation).<\/p>\n

In short, the participants’ experiences analyzed above stimulate further reflection on how emotions as diverse as frustration, anxiety, relief, and satisfaction are co-constructed by both external factors and the choices of those who experience them. This perspective is inherent to the Gestalt approach to the extent that individuals actively interact with, or “attack” (Perls et al., 1951; Naranjo, 1993) the environment to meet their needs and play an active role in simultaneously transforming their emotional responses and the contextual factors that contributed to their emergence. This aspect will be explored in more detail in the following section. <\/p>\n

Interpretation of the study from a Gestalt perspective:<\/p>\n

Two foundations of the Gestalt therapy approach are useful in interpreting this work: individual-environment interaction and introjection.<\/p>\n

The concept of emotional labor outlined above lends itself to a parallel reflection with the concept of introjection in Gestalt therapy (Perls et al., 1951), insofar as there is a dissonance between the emotion actually felt and the emotion perceived (or introjected) as acceptable based on an idea of \u200b\u200bhow one should feel, or how one should be in a given situation. This idea of \u200b\u200b”how one should feel” can be compared to an introject, in that one does not feel free to take care of one’s authentic emotion, but rather is obliged to display a different, often conflicting one, for example, displaying inauthentic calm in response to an experience of frustration. As a disruption of contact, introjection can both be functional if consciously implemented for limited periods, or it can be an obstacle to the action necessary to satisfy one’s authentic needs (Clarkson, 2004). The expectation of having to possess technological skills described by some participants in the study mentioned above may be reminiscent of the mechanism of introjection. <\/p>\n

Interestingly, however, this experience is described by E. and P., who state: “[…] they tell you ‘Oh, it’s so easy […]?’ and then you get angry with them […] because you feel stupid, and they make you feel stupid” (E.), and “The schools and organizations I worked with implied […] ‘it’s easy, you can do it, you just sit down at the computer and teach'”, as well as “nobody likes to feel stupid” (P.) (Ferroglio, 2022, author’s translation). Both participants, in a reflective phase during the interview, do not declare that they “need to be” able to acquire skills but express their frustration. Considering that the participants themselves interacted with the environment by collaborating with colleagues or by taking action to acquire skills independently, transforming anger and frustration into pride and satisfaction (Ferroglio, 2022, pp. 29, 53), it is plausible to observe this process as an assumption of responsibility for one’s own emotions, transformed through the active search for support in the environment. <\/p>\n

Discussion of areas and methods of intervention.<\/p>\n

The study that inspired this paper focuses on English language teachers in private and university settings, although it addresses common themes across different teaching contexts, such as frustration in managing new modes of interaction and emotional labor. The Gestalt approach, which is based on interacting with and seeking support from the environment, can provide useful tools for developing an awareness that integrates emotional experience as part of teaching, rather than as a phenomenon to be controlled. Designing training interventions aimed at increasing this awareness in teachers\u2014based on a needs analysis in diverse contexts, such as public or university settings\u2014is a good starting point for integrating any challenging emotional dynamics, co-creating an effective teaching-learning dynamic. Work that begins with bodily sensations in Gestalt can indeed prove particularly useful in addressing teachers’ relational dynamics as a lived experience, supporting them in addressing the fear of judgment, internal judgment, and emotional labor itself, as described above. <\/p>\n

Conclusions<\/p>\n

The study reported in this article specifically concerns English language teachers in the private and university sectors in Italy. It is a small sample, but it reflects similar phenomena within different educational contexts. There is a need to create spaces for collaboration by providing teachers with resources with expertise in managing emotions, such as psychotherapists, counselors, and coaches, each within their own area of \u200b\u200bexpertise and in response to the needs of specific contexts. Teachers should feel welcomed in their emotional expertise, and they should develop a culture of emotions as both a personal resource and a professional tool.[\/vc_column_text][vc_zigzag css=”.vc_custom_1704969030014{margin-top: 25px !important;margin-bottom: 25px !important;}”][vc_column_text]<\/p>\n

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