Creating a favorable emotional climate in the classroom

Abstract The focus of this paper is the creation of a favorable affective climate in the classroom which facilitates learning and improves students' performance. The proper emotional climate is a complex phenomenon which should involve the right balance of emotions in terms of their valence, intensity, sequence, congruence etc. Adaptation of emotional responses to different situations requires application of contingency approach in creating an optimal emotional climate in the classroom. Invoking Hersey and Blanchard's seminal model of Situational Leadership, this paper provides theoretical background for using certain emotional responses in different situations. Using the contingency paradigm allows for reaching an apt level of theoretical generalization, avoiding one best-way approach on the one hand and addressing emotions on a case-by-case basis on the other. Practical steps for increasing/reducing emotional arousal in class are discussed.