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I have had students picture and imagine something I describe to them to make connections to our class material. I also have students connect to their own memories and that can bring up positive or negative emotions for students depending on the context. If students do not have experiences with what we are learning in class, I try to bring up a notable person's experience or my own experiences (obviously appropriate examples for a middle school classroom) to give context.

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I have a visual memory when recalling events in the classroom or my own personal memories. There are certain smells that help evoke my visual memory because baking and cooking was a vast part of my childhood at my grandparent's house.

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It can be difficult to not let our emotions get the best of us as teachers and not take personal the actions of our students. There may be times where I am more relaxed in the morning but then something happens mid-day with a student that affects my mood and can make me less relaxed in my classroom for the rest of the day. I feel I become even more nit picky with behaviors later in the school day because my 8th period is more chatty than my sleepier 2nd period class. It is important to regulate our own emotions because students will be affected by our attitudes.

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In Pre-K, emotions and learning go hand in hand. I integrate emotional engagement by creating routines that feel joyful, predictable, and connected. We sing songs to remember steps, use calm breathing to reset before transitions, and celebrate effort with smiles and positive words. When children feel happy, safe, and loved, their brains are more open to remembering routines, building self-control, and mastering new skills.

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I remember a classroom art day when my students were painting with music playing softly in the background. I can still picture the bright colors, smell the paint, and hear the laughter as little hands created something beautiful. The mix of sights, sounds, and textures made that moment unforgettable. It reminds me that when learning taps into multiple senses, it becomes more joyful and lasting—for both children and teachers.

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In Pre-K, one of the biggest challenges in building relatedness is helping very young learners navigate big emotions and learn how to connect positively with others. Many children are still developing social skills like sharing, taking turns, and using kind words, so creating a calm and caring classroom climate takes intentional work every day. I use morning meetings, feeling check-ins, and cooperative play to build a sense of belonging and trust. Some days it takes extra patience and modeling, but when students begin to show empathy and include one another, it reminds me that these small moments of connection are the foundation for all learning.

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In Pre-K, emotions are the doorway to learning. I try to build emotional engagement into routines so that students connect feelings with positive learning experiences. For example, we sing cheerful clean-up songs, celebrate small successes with “happy dances,” and use calm breathing before transitions. These emotional moments make routines memorable and help students internalize skills like cooperation, self-control, and following directions. When children feel safe, joyful, and connected, their brains are ready to learn and remember.

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When I think about a strong memory, I realize how much my senses shaped it. I remember a nature walk with my Pre-K class—the sound of crunching leaves, the smell of fresh air, and the feeling of tiny hands holding mine. Those sensory details made the experience come alive and anchored it in my memory. It reminds me how important it is to include sensory experiences in teaching—when children can see, hear, touch, and move, their learning becomes meaningful and lasting.

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As a Pre-K teacher, I’ve realized that my emotions play a big role in how I perceive my students and how I respond to their needs. Engage the Brain reminded me that emotions and learning are deeply interconnected—our feelings influence our focus, motivation, and ability to connect with others. When I begin the day calm, positive, and centered, I’m better able to see each child’s strengths and approach challenges with empathy and patience.

There are also times when my own stress or fatigue can cloud my perception. On busy days, I might misinterpret a child’s behavior as defiance when it’s really frustration or a need for connection. Being aware of this helps me pause, regulate my own emotions, and model calm problem-solving for my students.

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One of my favorite messages from the reading is that " We pay attention to what matters to us." This may be different from person to person. So we may have a completely different perspective of the same exact memory. So in the classroom it is important to use repetition and give students a chance to reflect on what matters to them. This will build skills that they can use for when different options are presented to them.

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This is something that I was teaching in science class in our last unit of vision and light. It is a very interesting topic because we learn how our senses to gather information and then help to create those memories by transferring to our brain for memory. When I think about a single memory one that always comes to mind is a a trip on a cruise when I was 18. I can use visual to see the ocean, and islands. I remember what my stateroom looked like. I can hear the sound of the waves, and the music. I remember touching the rocks and the sand on the beach.

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I feel like I have to reflect on my emotions all day long as a 4th grade teacher. We are switching classes now and it is a very busy day with so many different student, teacher assistant, and teacher aides that are in and out all day long. When I take a moment to reflect on my emotions and reset myself I do a much better job at focusing on what I am teaching and also managing effectively. I do this by just taking mindful breaths, building my self confidence, and resetting throughout the day.

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Use your own life experiences to engage emotions. Have them see the memory in the own mind and ask how do it make you feel. What made you happy l

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When I think about a memory I can see it in my mind. The same as if I read a book. It like a movie in my mind. The smile or frown depending on the memory. I like to describe the details too.

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I believe our emotions affect us even when we think we didn’t show then. When I’m having an off day my students pick up on it. Also when I tell something about myself and show the excitement I experience the students get excited too.

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Connecting stories or real life situations helps the students with retaining and learning better. It draws the emotions in to understanding what the lesson you are planning to present. Storytelling I have seen mentioned in another book study as well stating how important it is for the students and to add it whenever possible.

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We have memories that we deal with daily. Good and bad ones. There is always something that makes us stop and think of either one of these. I find myself thinking of my brother all the time. Going back and remembering us playing outside as kids, what the outside and the inside looked like. Finding myself laughing and smiling of the situations we put ourself in and the silly moments. Moments we never got to share together like going to the ocean, our family cottage. I take the sounds in, the smell, all views not just for both of us but to be reminded how special we have life to be able to have these moments of life.

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Our emotions are a huge influence in the classroom and with the students. It will affect how the information, the decisions, the problem solving will be done by the student while in the classroom. If we let our own emotions effect our classroom daily it will effect our students with their belief of learning and confidence will drop. I need to keep this in mind because we don't think about the how ourself can change the while mood of the class because of what we take on daily.

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I love the idea of asking students to think of a time/place that goes with the lesson I'm teaching. This could really help them log it into their memory banks more. It's not a strategy I often use, but I can see the benefit.

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My favorite memories are at my camp. I always smell campfire and hear the waves when I think of this place. It brings about calm and quiet and the feeling of relaxation.

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My emotions definitely impact my day and the way I work with and see students. Some days I'm ready to conquer the world. I see the best in my students and spread my smile and positivity. Other days I'm tired and more withdrawn. During these times I can be more judgmental and short. It's always good to be aware of my mood so I can use my coping skills to try to bring some life to my work.

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In my classroom we do a lot of "Close your eyes and imagine this". It is interesting when my kiddos on the Autism spectrum report they don't see pictures behind their eyelids! However, I try to evoke emotion to introduce a lot of lessons. Sometimes it is the smell of the beach air, the sounds of the seagulls, and sloshing waves as the water droplets splash up to my knees. Most of the students have been to some type of beach. When we open our minds prior to learning a new strategy - the results tend to speak for themselves.

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I can smell the peanut butter cookies baking in my Nana's oven when I think back to a fond memory from long ago. I used visual input by imagining the way she would press a pronged fork to flatten the cookies and ensure they baked evenly. I used auditory input by humming "Danny Boy" like my Nana used to which came to me as I was constructing the memory. It is hard to make out facial features anymore as its been many years since she passed, but I will always remember the way she sounded and how her house always smelled of sweets.

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Emotions are typically something I need to check myself when interacting with a special education population. A shift in perception due to past trauma, knowledge about socio-economical situations, and entire IEP documents that can seem overwhelming and scary sometimes. If students perceive our emotions they may feel hopelessness, judged, or untrusted in the classroom community which can hinder the relationship between us. I also notice that the days I am more hyper and upbeat, my class rises to meet me energy. The days I am tired or ill in any way the entire energy in the room shifts. I always tell them how I feel and model appropriate actions and responses for my feelings. This helps some students regulate when they are feeling the same way, as it has been modeled to them before. I find the engagement level is higher on energetic days, too!

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Often I will ask the students to think back to when they were younger in math class and ask how they felt in that class. Many have not had the best experience, in my class I want each student to feel that they are welcome, and I am excited to be one of their teachers. I ask how they best learn, how they feel about math what they do not understand. From this practice I feel it makes the kids feel more welcomed. They also feel more conformable about asking questions and letting me know when they do not know something.

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I see a riverbank on a nice cool summer day. I can smell the river with seaweeds moving with the water. I remember the excitement I felt when I first go to the back, I could see the fish jumping. I remember thinking this is going to be a good day of catching fish. I had spent the whole day by the river and caught many fish.

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I feel that emotions play influence in your teaching. For example, growing up I was never that good at math but now that I am older, I really enjoy it. I have a lot of students who come in with the mindset that they are bad at math and will never get it. I tell them about my experience with them and show them the emotions behind it. In my experience this has helped to make them feel more comfortable in my room knowing that are not alone and it is a safe space to talk about emotions either about math or about something that is happening in their life. I am always there for them.

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I try to use real world examples, make connections to my students native culture and language, use hands on activities, and build on memories that we have shared/created in class.

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A memory that comes to mind is camping. Each year as a kid my family, cousins, and grandparents all went camping. I can remember seeing the woods area around us, the picnic table that we played cards at, and ate at. I can hear the sounds of laughter and the fire crackling. I can also smell the breakfast being made at my grandparents campsite in the mornings.

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Our emotion towards our students and towards what we are teaching about influences how our students are feeling about themselves, us, and what they are learning about.

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During my lessons I always try to have students relate the topic to things they have experienced in their own life. I usually give an example from my experiences to get them thinking. At the start of my lesson each student completes an emotion check in and then we do a quick circle with a given topic. I feel like this helps students set aside whatever was going on previously and get ready for the lesson. Sometimes we do a guided meditation that relates to the topic.

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I'm doing my work next to an old drop down desk that belonged to my grandparents. When I think back I can remember exactly where it was placed in my grandparents house near the kitchen. I can recall family game nights sitting around the kitchen table and laughing. When I open the desk it reminds me of the smell of their house and instantly brings back other memories.

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I always try to be mindful of my emotions before working with students. I find that if I am in a good mood then I am more easy going and notice all of the positive things going on. My lessons go much smoother and I am more flexible. When I am upset or stressed out I find that I am quick to notice the not so positive things and get easily overwhelmed. Some of my classes are more challenging than others so I really need to focus on my mood going into them.

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Usually during my lessons, I try to connect with students through storytelling, and asking them to find ways to connect to the lessons with their own thinking. Other times I usually give them prompts to help pull memories as well.

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I'm thinking back to when I went with my best friend to see one of our favorite singers in concert. It was in NYC at Madison Square Garden, so I was a little nervous as I had never been to MSG before. Visually, it was an amazing show-the lights, the dancing, the visuals on the screens- I wanted to take it all in! For auditory, well, I was listening to the music! It was loud, so naturally after the show my ears were ringing! Sensory-wise wise I was a bit overwhelmed, but I remember being happy my best friend was with me and that made me feel calm.

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Latley, I find that my emotions throughout the day go up and down, based on how my students are acting. I currently have a difficult student this year that is behaviroal, and that is new for me. Each day I find, I often need to step back and take time for myself and let one of my TAs handle her. Each day I am trying to get better at this.

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I try to connect new information to a positive emotion. I will sometimes make up a song about material that my students need to remember and link new information to real life experiences. This makes the material more significant and easier to remember.

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The memory that comes to mind is the beach. Every year my family and I go on vacation to warmer weather. The beach is our happy place. I think of the sand, sun, ocean, and everyone laughing around us. No stress and wonderful food!

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I really try to show positive emotions with my first graders. This makes them feel supported and engaged. This also makes their attitude toward learning a more positive experience. It is my job to be approachable and to build a student-teacher relationship with all of my students.

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For primary students I think using rituals like a daily greeting choice at the door or hands on activities to keep them engaged in the learning would work best. Reading a story about pumpkins and then doing a hands on activity with one, will help the students see what the story was saying and feel wha the inside/outside of the pumpkins feel like.

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I remember during my teenage years in the summer, going to my grandma's house everyday, lathering myself in sun lotion and swimming for hours, I can feel the sun hitting my body when I would lay in a floaty, or the water splashing my face when my siblings would jump in. I remember going inside everyday for lunch and then taking a long nap on her outdoor porch and listening to the sounds in nature.

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The way we show our emotions for students, is what they will feel from us. For example, if we show positive emotions, we will more likely get better engagement, where as if we are negative, the students may have the same reaction back.

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I try to link the things I am teaching with stories that I tell them or stories they have told me. I want to use things they are interested in to connect with the things we are learning.

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I remember playing games in the pool with my sister and cousins when we were younger. I remember how it felt to be in the water on a warm day and the adrenaline boost I would get when I needed to swim fast so I wouldn't get caught by someone. I can hear my cousins and sisters yelling out random colors to guess whatever color the people in the water were thinking of and I remember the sound of them jumping off the diving board when they needed to chase someone.

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I have noticed that my emotions play a role in how patient I am with my students. If I am having a good day and my students are too than I may go the whole session without needing to correct any behaviors. However, on days where I am on not as positive than I am not as tolerant of behaviors.

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I always like to think about the beach and all my memories there as it is my happy place. However, not every memory is a positive. That is life. When I think about the beach, I like to think about the smell of the ocean, the rain, the sounds of the waves, the way the sunrise looks over the water, and everything that I enjoy there. This also includes the not so enjoyable items like how the sand (hot or not) feels on my feet and how sore my feet are by the end of the week.

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With my kiddos, I really like to relate the topic at hand to their own experiences. If we are reading about something, I will ask if they have ever been there or heard of it before. Then I allow time for them to share their experience before we read. Sometimes this happens after too, because kiddos realize they do know what it is after reading.

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Our emotions definitely influence the way we perceive our students. I typically have a lot of patience and I have been through things myself, therefore I tend to be a little more understanding than coworkers. I generally will "put up with" more than others, but also will have conversations with kiddos that some may not be comfortable with. I also have found that this year, I am more drained than normal due to the class dynamics and personal life things, therefore I do not have as much patience as I should and struggle more to "deal with" the constant behaviors in my classorom.

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You can integrate emotional engagement strategies with students to enhance memory and make connections so that students see what they are learning as relevant. I just did this when I began The Crucible with them. I asked them if there was ever a time when they had been falsely accused of something and how that felt. Most students had and that allows them to see how many of the character in the play feel as the story progresses.

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I remember the first time I rode my horse. I used all the imagery I could to bring me back to that moment. The visual of me being taller than I have ever been, the snow on the ground, the smell of the crips air, the feel of her muscles moving beneath me, the reigns in my hand, that and my legs being the only motivation and management system for an 1100 lb animal...

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Emotions emitted by the teacher usually can have a domino or ripple effect. That is great if you are excited and energetic, but can be disastrous if negative. I feel that my excitement and energy level when delivery lessons plays a lot into the way students accept the learning. I have the luxury of choosing my curriculum, and those choices make me excited and I love when students see what I see when we discuss topics through literature. Sometimes I am so excited that they cannot help but be excited themselves.

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In a sense I use story telling or real life experiences with math. When they are subtracting a negative number from another negative number they rarely get it correct. When I say if you lost 3 dollars and lost 6 more, how much money did you lose. Immediately they get 9 dollars and know the answer is -9.

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Thinking back to a camping trip as a kid, I used my visual and auditory memory but also my sense of smell and taste. I remember dinner being cooked over the campfire and the smell and slime of trying raw oysters. So gross!

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I am typically very positive, patient, and empathetic. I have a hectic class second period, with some behaviors. By the time they leave I often feel like a chicken with its head cut off. I need to remind myself to reset for the next period.

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When I teach media literacy skills to 8th grade and ask them to be digital detectives, I focus emotional triggers. We discuss how the media intentionally tries to elicit emotions in their readers so they will react by commenting, liking or sharing.

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Yesterday I taught a lesson to fifth grade about creating more device free moments in their lives. Each student was asked to visualize their favorite memory and how they felt, where they were, what they smelled, and heard. I then asked them how they would feel if they added a device to that moment.

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Integrating emotional intelligence boosts memory recall. So when teaching, if you link emotions to what you are learning the students have a better chance of recalling the information.

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I have a 7th-grade rotation class that is always heightened, emotionally charged, and not academically focused. It is exhausting, and I don't always feel at my best when I am instructing because I have to be quite stern. Plus, it isn't fair to those students who are engaged and not bringing their drama into the instructional time. My emotions make me not want to teach such a drama filled class of students.

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I remember tubing on the river with my cousins when we were younger. I can feel the sun, remember the laughter and the sore hands from hanging on so tight, and the chill of the river cooling off our skin from the hot sun.

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How you look at the day is going to reflect your reactions and experiences with your students. If you go in wide eyed and positive you will be more open minded with your students. If you begin your day closed minded and negative that will reflect your experience with your students.

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With SEL, its all about each student and how they handle and understand their emotions. I have them tap into their own lives to relate to a specific topic we are discussing. Using real examples and "what would you do if you could do it again", type of things. The students really get into it. I also give them examples from my life, when I was their age and what I would do then and now. Its beneficial for them to see the growth.

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One of my favorite memories is from 4th grade. My teacher would read us books after lunch, 1-2 chapters and at the end of the book we would have a theme party. One book in particular was Peppermints in the Parlor by Barbara Brooks Wallace. I remember how the story just grabbed me from the beginning. I couldn't wait until after lunch everyday to hear more of it. I would fall deeply into the book and place myself in it. After each chapter we would get a peppermint. To this day the smell of peppermint brings me back there. Its one of my favorite books to this day.

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When the lesson is effortless and the kids are really into it, I find I have a lot more patience. When the kids are checked out, feeling lazy and don't want to do the work, my patience is pretty much gone. I find that I am a pretty patient person too. Its just some days I am either tired or have a lot on my mind, so the tiniest interruption can drive me nuts. The students see it on my face, I don't have a poker face lol Its all in how I deal with it though. I am very blunt and tell the kids when my patience is low, they typically will regroup and do what I am asking of them. I am K-8, so that middle school level sometimes is tough.

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I often have students imagine scenarios that they are familiar with. For example, we learned that everyone in one class went to an apple orchard at some point in their lives. I took them through guided imagery to help them recall key events and memories.

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I remember getting a puppy when I was younger. I can imagine how she moved, felt, and can recreate the excitement I felt when she was around. I can recall how she sounded, how she jumped around, and how cute she looked.

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When I have a clear mind, I am able to focus on positives. For example, while it is distracting when students talk out of turn or call out, there is a part of me that feels good that they feel so safe in the classroom. I feel good that these students aren't afraid to be seen or heard.

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I can use storytelling and real world examples to help integrate emotional engagement with students.

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A memory that automatically popped in my head was when I was young and riding my four-wheeler around my back yard. I used my visual and auditory memory to bring me back to these fun times seeing the trees, tire tracks and hearing the birds and four-wheeler noise.

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I find that my emotions can have a huge correlation with what I will tolerate on a given day. If I am in a good mood, my responses are much different than if I am in a bad mood. I need to be better at this.

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I use emotional engagement to boost memory and procedural skills by connecting lessons to real-world examples, using hands-on labs, storytelling, and curiosity hooks. Engaging students’ emotions and attention helps them practice actively, retain knowledge, and feel confident applying skills.

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I remember taking a college course that involved traveling the west coast of Florida and canoeing to Cape Sable in Everglades National Park. I used visual input by noticing the beaches, marshes, and wildlife, auditory input by listening to instructors and the sounds of nature, and kinesthetic input by paddling and exploring. Engaging all these senses helped me fully experience and remember the trip, making it an unforgettable learning adventure.

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My emotions influence how I see students. When I feel positive, I notice their strengths and stay patient. When stressed or tired, I might focus on behavior more. Being aware helps me respond fairly and support each student’s learning.

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Emotions are tied to memories. So if you have a student and have had their sibling or a family member you may perceive or judge the student based on what you know about their previous family member. Most of us are connected to our content that we teach we went into teaching because we were inspired by a previous teacher, I hope for everyone that they are teaching their favorite subject and your memories of when you were in that class inspire your teaching of the student you have now!

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Having students think of a memory or a time in their lives that relates to the material before presenting it can evoke emotions and help make those connections to long term memory. "Think about the last fight you had with a friend" (in the book the author then talks about the civil war, neighbors fighting...).

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I can see my grandma's kitchen, smell her cooking, hear voices talking and remember the old vinyl kitchen chairs and how they felt. I have not been to her house in more than 25 years but I can remember the place like it was yesterday a core memory for me is her farm on Black Lake.