Resonant Teaching: Prolonging the Half-Life of the Learning Process

By Jose A. Fadul.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

One sign of resonant teaching is a group of students who vibrate with the teacher’s upbeat and enthusiastic energy. Resonance amplifies and prolongs the emotional impact of teaching. The more resonant people are with each other, the less static are their interactions; resonance minimizes the noise in the system. The glue that holds the class together that commits them to the school, is the emotions they feel. How well teachers manage and direct those feelings to help a class meet its goals depends on their level of emotional intelligence. Resonance comes naturally to emotionally intelligent teachers. Their passion and enthusiastic energy resounds throughout the class. Even so, such teachers might sometimes project a more serious mood, when appropriate, using empathy to attune to the emotional register of the students they teach. For example, if something has happened that everyone feels angry about (such as the cancellation of a much-awaited field trip) or sad about (such as a serous illness in a much-loved classmate) the emotionally intelligent teacher not only empathizes with these emotions, but also expresses them for the class. That kind of resonance reinforces synchrony just as much as enthusiasm does, because it leaves students feeling understood and cared for.

Keywords: Emotional Intelligence, Open-Loop, Limbic System, Resonant Teaching

The International Journal of Learning, Volume 14, Issue 1, pp.27-32. Article: Print (Spiral Bound). Article: Electronic (PDF File; 500.728KB).

Dr. Jose A. Fadul

Full Professor, Social Science Area, School of Multidiciplinary Studies, De La Salle-College of Saint Benilde, Manila, Philippines

Dr. Jose Fadul received his Ph.D. in Educational Psychology from the University of the Philippines in 1999, and is currently Full Professor of the De La Salle-College of Saint Benilde. He teaches Natural Science and Social Science subjects, and is a volunteer faculty tutor in Algebra and General Psychology. Dr. Fadul has authored a number of books for the Rizal Course employing Gardner's Multiple Intelligences Theory, learner- and learning-centered pedagogy, and cooperative learning.


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