ABSTRACT
This chapter considers the notion of the affective teacher and the affective dimensions of learning. It highlights the importance of emotions in the thinking process and draws attention to the signifi cance of the pupil-teacher relationship in developing a positive emotional climate for learning. A new approach to supporting children’s behaviour called ‘emotion coaching’ is explained, drawing on recent evidence from a research project undertaken at Bath Spa University. The integral nature of emotions in learning is analysed briefl y within the broader context of social justice and citizenship and it is argued that educators should put well-being on an equal footing with academic knowledge and skills.
