www.ascd.org/ascd_express/vol3/320_immordino-yang.aspx
This article explains the intertwined nature of emotion and cognition and suggests ways to attend to the emotional aspects of learning in designing lessons. It addresses why, for example, focusing on test preparation without regard for students’ emotions and relationships is misguided. The author makes the case that teachers who pay attention to students’ emotional learning needs can help improve their academic performance.