ABSTRACT
Teaching involves making a significant number of problem-solving decisions that emerge before, during, and after classroom activities. The process involves regulating their own and their students’ learning, motivation, and emotion, while transacting in particular social-historical contexts. One aspect of reflective thinking that researchers have been interested in is skills and strategies related to accurately predicting, anticipating, and/or calibrating proficiency for the target task or activity. Researchers interested in emotional labor suggest that, in addition to naturally experienced emotions, there are at least some general ways in which teachers perform and experience emotional display rules. Emotional episodes have the potential to play critical roles in the broader processes involved in regulating as a teacher. Researchers and teacher educators in mathematics and science have utilized these ideas to develop a framework for facilitating effective classroom discussions – arguably one of the most difficult teaching practices to orchestrate.
