International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
possible to change this and achieve the dominance of positive emotions. Students are more successful in learning
process where they feel joy and comfort rather than boredom and emotionally more attractive content is more
easily remembered and stays in the memory longer time while students address such content with more attention
and dedication. Buckley and Sarni (according to Macklem, 2008) point out that the attitudes closely related to
emotional experiances are indicative of academic success, where the student with more negative emotions
towards school also have weaker academic results. Thus all those included in the making of the teaching process
share responsibility of creating an atmosphere which encourages positive emotions.
The dinamics of teaching process and students' emotional responses
The teaching process is complex and there is a connection between its dinamics and the students' emotional
reactions (Kolak, 2010) The dinamics of the teaching process is explained as "didactic-methodical solution of
the methodological scheme of the movement of the objective reality" (Poljak 1967:17) The representatives of the
new school pointed out that the teaching has to be active and dinamic. Herbart also pointed out the problem of
dinamics in the teaching process and he gives the methodological basis of the quadriple structure of articulation :
clarity, association, system and method. Some authors point out that education is never static but rather always
dinamic and that this should be reflected in the teaching process (Kerschensteiner, according to Zaninovic,1988)
while others pay special attention to distribution and exchange of activities to avoid boredom (Ferriere, 1935)
Analysis of the dinamics of the teaching process will easily show its close relation to the students' activities in
the teaching process. Competent lesson planning significantly contributes to the dinamics of the teaching process
and provides a solution to the demanding complexity of its task. In order to achieve this it is necessary to use
different methods and tools, different media in the clasroom, create a positive learning atmosphere in the
classroom as well as use different sociological forms in the teaching process. Some didactics scholars direct to
the development of skills that will improve the dinamics of the teaching process (Kyriacou, 2001; Jones, 2007)
Human brain remembers information aquired through positive emotions and it surpresses and forgets the
information aquired through negative emotions. This mechanism is especially obvious in the teaching process
because the students remember longer the contents introdused in the pleasent teaching climate. (Suzic,2008).
Research has shown that those students who took part in an interactive learning process after six months show
statistically significantly better results although the inital results of the experimental and control group were
similar (Suzic, 1981). Other researches also show the importance of students' emotional response in the teaching
process (Crossman, 2007) The dinamics of the teaching process is closely related to the emotion of boredom
during the teaching process.Some researches show that boredom is one of the most common students' responses
during the teaching process. We can easily conclude that in this case the demand for the dinamic teaching
process hasn't been met since it is hard to cause boredom in a dinamic environment. In a wide research
conducted for the purpose of evaluation of the experimental introduction of some elements into the croatian
educational standard (Sakic, 2006) students were asked about boredom during the teaching process. It is
encouraging to see that the avarage results were found below the neutral range of the scale towards the values
that indicate rare occurance of boredom. The results show the difference between younger and older students
where the older studens are significantly less represented in the responses that indicate they are never bored.
Oppinions also differ with regard to the beginning or the end of the school year, one third is never bored at the
beginning while at the end it is only one fourth that is not bored during lesson. The feeling of boredom is a kind
of frustration experienced by the subject ( student) in those situations that he or she interprets as without
satisfaction for any of his or her desires (Milivojevic, 2007)
Boredom is physiologicaly related to certain changes in the nervous system causing disbalance between basic
nervous processes – stimulation and control. Feeling of boredom is related to control of the nervous system since
the monotonous activities stimulate always the same areas of the brain which causes saturation in them and is
manifested through increase of breaking and control (Poljak, 1967) There are two types of boredom that may
appear in the teaching process: situational and structural. Structural boredom is less interesting from the didactic
point of view. It represents subjective manifestation due to the students individual disorder in the structure of
desires. In this group belong those students that are hard to engage in spite of the diverse didactic solutions.
Hense this type of boredom would belong to the domain of the school pedagog. Situational boredom is more
significant for the teaching process. In this case the student is aware of his or her needs and desires but for some
reason cannot get out of the situation they are in. Reasons for that can be both intrinsic and external. Though the
external reasons are usually considered to be situational, eg. hospitals, prisons, sometimes the school has the
same effect on the student due to the dinamics of the teaching process. When the student is considering leaving
class because he or she is bored but at the same time is aware that this would lead to certain sanctions, we are
talking about intrinsic reasons. Usually students stay in class inspite of the feeling of boredom, but there is
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