From emotional outbursts to character learning: teachers' pedagogical responses to temper tantrums in elementary education

Kireida Rona Islam; Rahmat  Rahmat; Dadang Sundawa

doi:10.12928/fundadikdas.v9i1.15940

Authors

Kireida Rona Islam Universitas Pendidikan Indonesia, Bandung, Indonesia
Rahmat Rahmat Universitas Pendidikan Indonesia, Bandung, Indonesia
Dadang Sundawa Universitas Pendidikan Indonesia, Bandung, Indonesia

DOI:

https://doi.org/10.12928/fundadikdas.v9i1.15940

Keywords:

Temper Tantrums, Pedagogical Strategies, Emotional Co-regulation, Character Education

Abstract

Students' emotional outbursts present pedagogical challenges that extend beyond classroom discipline to emotional regulation and character-related learning. This study examines teachers' pedagogical strategies for addressing temper tantrums and explores how these practices provide opportunities for strengthening character education in elementary schools. A qualitative descriptive design was employed, involving 30 participants comprising 10 elementary school teachers, 10 students, and 10 parents. Data were collected through semi-structured interviews, classroom observations, and documentation to explore emotional experiences, pedagogical responses, and perceptions of character-related learning. The findings identified academic frustration, peer conflict, and perceived unfairness as prominent circumstances associated with emotional outbursts. Teachers described strategies involving preventive instructional adjustments, calm and empathetic communication, emotional support, and reflective dialogue following emotional stabilization. Students emphasized the importance of being heard and treated respectfully, while parents highlighted the significance of consistent communication between home and school. The findings suggest that these practices may create opportunities to develop emotional awareness, practise self-control, and experience responsibility, empathy, and mutual respect. The study contributes a process-oriented interpretation of tantrum management by connecting preventive classroom support, responsive emotional co-regulation, and reflective reintegration with character-related learning opportunities. These findings offer practical implications for emotionally responsive pedagogy without establishing long-term causal effects on character development.

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