We often think emotions can affect our efficiency in the workplace. However, because they are such an intrinsic part of who we are and how we react to any situation, there is a need to understand, monitor and manage emotions effectively. In this paper, I will examine two particular emotions faced by most of us—anxiety and fear. Although anxiety and fear often go hand in hand, they are in fact very different emotions, as shown in Table 1 below.

Table 1. Comparison between anxiety and fear.

In a single event, a person’s emotion may turn from fear to anxiety if it is perceived that there is no possibility of escaping from or avoiding a dreaded situation or person. In the context of teaching and learning, teachers may experience a mixture of fear and anxiety, characterised by distress and uneasiness when we are faced with certain situations such as teaching evaluations. In particular, if the outcome of the evaluations can either make or break a teacher’s career, the possibility of failure constitutes a significant factor in the development of anxiety.

Interestingly, studies ¹ have observed that learning is unlikely to take place without anxiety. For instance, if the anxiety a teacher feels can be contained and managed effectively, it may generate an added motivation the teacher needs in order to succeed. However, anxiety may also undermine the positive outcome if the teacher lowers his/her expectations of, resists, avoids or abandons the learning experience because they are unable to manage the uncertainty or fear taking risks. This will undoubtedly hamper the potential for learning and positive change.

Anxiety, therefore, has a strategic dimension in either supporting or inhibiting learning and change. Emotions, such as fear and anxiety, that underpin the experience of teaching and learning, create both the possibilities for making the most of these strategic classroom moments and the capacity for ignoring them. Thus, teachers face unique learning situations created from emotional responses to experiences in the classroom setting.

The emotional aspect of learning can often be difficult for teachers to acknowledge and work with. Learning is possible if a particular strategy of ensuring success (e.g. an appropriate choice of activities, pace of instruction or level of task difficulties) is employed during classroom instruction. Additionally, teachers can learn to accept mistakes, receive constructive feedback from colleagues and students alike. This provides them with the opportunities for learning: formulating expectancies, examining reasons for success and failure, or sharing concerns regarding future teaching evaluations. Furthermore, teachers can gain useful insights when denials, defensiveness and avoidance strategies are utilised as knowledge for learning.

In conclusion, the extent to which teachers and organisations address these emotions and learning behaviours can make a difference to learning. In an environment where these emotions are acknowledged and dealt with positively, in-depth understanding and the development of learning and positive change are then possible.

Endnotes

1. The following works support the claim that learning is not likely without anxiety:
   Vince, R. & Martin, L. (1993). ‘Inside Action Learning: the Politics and the Psychology of the Action Learning Model’, Management Education and Development. Vol. 24, No. 3, pp. 205–215.
   
   Kofman, F. & Senge, P.M. (1993). ‘Communities of Commitment: the Heart of Learning Organizations’, Organizational Dynamics. Vol. 22, No. 2, pp. 5–23.
   
   Schein, E.H. (1993) ‘On Dialogue, Culture, and Organizational Learning’, Organizational Dynamics, Vol. 22, No. 2, pp. 40–51.

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