The English Education Program, Faculty of Teacher Training and Education, University of Mataram, held a guest lecture on Wednesday, 22 April 2026, featuring Dr. Subhashni Appanna. The lecture, titled “Emotionally-Responsive Teaching Practice: Recognising and Responding to Student Emotions in Learning,” focused on the importance of emotional awareness in teaching and how educators can respond effectively to students’ emotions in the classroom.
During the session, Dr. Appanna explained that in the era of Generative AI, teachers are distinguished by their ability to understand students emotionally.
She emphasized that emotions such as confusion, frustration, and anxiety should not be seen as negative, but rather as important signals that indicate barriers to learning. When teachers recognize and respond to these emotions, students are more likely to develop resilience, regain confidence, and improve their academic performance.
She introduced the concept of Emotionally-Responsive Teaching Practice (ERTP), a model she developed in 2022. ERTP encourages teachers to view students’ emotional experiences as valuable pedagogical evidence. Instead of ignoring emotional responses, teachers are encouraged to ask what students are feeling, when those feelings occur, what causes them, and how students interpret those emotions. This model is based on reflective teaching practices and helps educators make more responsive decisions in the classroom.
To make ERTP practical, Dr. Appanna shared three classroom strategies: Emotion Diaries, Cogenerative Dialogue (Cogen), and Emotion Exit Tickets using Padlet. Emotion Diaries allow students to reflect briefly on their feelings after class, while Cogenerative Dialogue creates structured discussions between teachers and students to interpret emotional experiences together. Emotion Exit Tickets provide quick digital emotional check-ins at the end of lessons. These strategies help teachers identify learning difficulties and adjust teaching methods accordingly.
Several practical examples were also presented, including the use of video tutorials to reduce confusion in data graphing, small-group discussions to improve understanding of scientific report writing, and differentiated writing strategies to reduce student anxiety. These approaches demonstrate how emotional feedback can directly improve classroom instruction.
In the question-and-answer session, participants discussed how ERTP could be applied to different educational levels. For younger learners, Dr. Appanna suggested using simple emoticons and short reflections to help children express their feelings. She also explained that ERTP can be implemented in both traditional teacher-centered and student-centered classrooms because it is a flexible approach rather than a rigid method.
Dr. Appanna also highlighted the importance of emotional resilience and emotional contagion in learning environments. She noted that emotions spread easily in social settings, and when students feel unsupported, they are more likely to disengage. Teachers, therefore, play a crucial role in modeling emotional regulation and creating a supportive classroom atmosphere. She reminded participants that teaching is fundamentally about working with people, and emotional care is a professional responsibility.
The lecture concluded with a strong message from Dr. Appanna: “No one should fail in my class.” She encouraged educators to reflect on their teaching practices, continuously improve, and genuinely listen to students’ voices. According to her, emotionally responsive teaching is not only about academic success but also about helping students feel seen, supported, and valued in their learning journey.
