This paper aims to examine the Emotional Ambience (EA) in classroom interactions between teachers and students. During a Swedish lesson, students aged 13-14 work individually on writing assignments. The teacher attends to students who raise their hands and ask for assistance, leading to one-to-one interactions, also known as dyadic interactions, which are the focus of the analyses. Two video-documented interaction situations of different character are studied. The analysis focuses on the emotional coordination of various communication elements between student and teacher, including gestures, facial expressions, tone of voice, and tempo of speech.

In a recently published article, I introduce the concept of Emotional Ambience along with a three-dimensional model for examining collective emotions created in social situations (Droppe, 2023). The model outlines 1) the valence of collective emotions - ranging from pleasant to unpleasant, 2) their level of arousal - from low to high, and 3) the level of emotional entrainment or coordination - from weak to strong - among the actor’s emotional expressions in interactions. In this paper, I intend to apply the model of Emotional Ambience to empirical data.

The concept of Emotional Ambience complements Randall Collins' theory of Interaction Ritual Chains and his concept of Emotional Energy (Collins, 2004). Collins' theory elucidates the manner in which interwoven rituals of daily existence wield influence over social life. It outlines how collective actions and shared cognitive and affective orientations within a group can evolve into sentiments of solidarity and reverence for the group's symbols. Successful interaction rituals engender Emotional Energy (EE), marked by increased levels of confidence, enthusiasm, and proactivity. Conversely, unsuccessful interaction rituals deplete EE, prompting individuals to seek to reproduce interactions that enhance EE while avoiding those that diminish it (ibid.).

Emotional Energy resides within the individual as the enduring emotional outcome resulting from the interaction ritual. It extends beyond the immediate interaction and shapes subsequent interactions, thus forming interaction ritual chains. In contrast, Emotional Ambience is collective, arising from the emotions exchanged among actors during an interaction ritual. It dissipates once the interaction concludes.

This implies that there exists an intriguing dynamic between EE and EA as they mutually influence each other. However, it is not a simple linear relationship where a positive atmosphere yields emotional energy. For instance, during a funeral, where the emotional ambience is characterized by sorrow and sadness, emotional energy may arise as a consequence of mourners coming together and sharing their feelings during the ritual.

Collins' theory in combination with the EA-model underscores the importance of conjoined actions and shared focus in creating a sense of belongingness (Collins, 2004; Droppe, 2023). Applying this perspective to educational contexts offers insights into classroom dynamics between teachers and students. Emotional coordination drives social cohesion and is observable through participants' verbal and non-verbal language and expressions. This model enhances our understanding of collective emotions and their role in shaping social relations, especially in educational environments. In this context, this study contributes to the expanding body of research focusing on the importance of social relationships in educational settings. By shedding light on the social dynamics between teachers and students the study aims to enhance our understanding of how these relationships shape educational experiences.

The concept of Emotional Ambience explores how language reflects varying levels of well-being and arousal. Words like "peace" and "euphoria" denote pleasant emotions, while "melancholy" and "rage" signify unpleasant ones, with each also expressing different levels of arousal. Models in psychological research often categorize emotions along two-dimensional scales, such as arousal and valence (see for example Russell 1980; Watson and Tellegen 1985; Larsen and Diener 1992; Thayer 1996; Yik 1999). However, while these models focus on individual “inner” emotions, the Emotional Ambience model examines collective emotions created between people in social situations. Observing and analyzing emotional ambience involves assessing the consistency of emotions expressed by participants. The strength of emotional coordination among individuals determines the intensity of the emotional ambience. For instance, high strength indicates strong emotional coordination, while low strength suggests less consistency. The absence of emotional coordination results in an indeterminate EA. Understanding EA involves considering arousal, pleasure/displeasure, and strength. Studying the emotional ambiance in a situation involves identifying expressed emotions and observing if actors synchronize in their emotional expressions through microanalyses. Various models, such as Paul Ekman's Facial Action Coding System, decode facial expressions' emotional nature (Ekman & Friesen, 1978). Video footage aids in detailed facial expression analysis. Analyzing emotional ambiance through facial expressions focuses on emotional coordination levels among actors. Voice aspects like intonation and tempo indicate emotional coordination. Paralinguistic signs, such as mumbling or pauses, reveal emotions like shame (Scheff & Retzinger, 2000). Emotional contagion (Collins, 2004; Durkheim, 1915) and mirroring behaviors (Chartrand & Bargh, 1999) contribute to emotional ambiance. Multiple factors, including gestures, facial expressions, and paralinguistic markers, must be considered in analyzing emotional ambiance during interaction rituals. Relational processes in an 8th-grade Swedish class (students aged 14-15) in a major Swedish city are studied through filmed lessons. The micro-analysis focuses on teacher-student interactions as students work individually on writing tasks and the teacher circulates to assist those who raise hands. Using two video cameras and audio equipment, a 48-minute lesson was recorded. Two episodes, each demonstrating unique interaction rituals, are analyzed, highlighting typical interaction patterns and the method's applicability in diverse emotional contexts. This analysis evaluates emotional coordination strength and character, emphasizing the emotional ambiance.

The analysis highlights several microsociological indicators of the development of a solidary connection between the teacher and student. The EA, initially low on the arousal scale, sees some elevation during the exchange, with coordinated expressions of sympathy and liking. The episodes reveal a blend of confrontation and sympathy, laughter and frustration, although yet illustrating typical features of successful interaction rituals. The interaction is centered around a shared intellectual and emotional focus, characterized by exclusivity in verbal and non-verbal expressions. The interactions showcases the nuanced sensitivity to tone shifts and facial expressions, driving coordinated behavior. Emotional energy generated in these rituals fosters confidence, satisfaction, and motivation, drawing individuals to seek future similar experiences. When the interaction ends, the emotional ambience dissipates. What remains thereafter are the emotions that individuals carry as a result of the interaction ritual, in the form of emotional energy. Engaging in emotionally coordinated interaction rituals fosters harmony, social bonds, and group solidarity, prompting individuals to replicate successful rituals. Understanding these commonplace interactions is crucial, as they may subtly impact teacher-student relations, despite their routine nature. The microscopic analysis delves into the dynamics of teacher-student relationships in school settings. It explores how routine interactions shape emotional connections and influence engagement. Through interaction rituals, where actions are collectively performed, a shared experience is created, fostering social integration and identity formation. Emotional energy generated in these rituals fuels engagement and satisfaction. Understanding emotional coordination, ambience, and energy is vital for fostering supportive learning environments. Analyzing subtle cues like facial expressions and intonation helps decipher emotional dynamics. This awareness is crucial in teacher education, where educators learn to build constructive relationships and engage students effectively.

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