Teaching in the affective domain, or "domain of emotional response," challenges teachers to focus objectives on their students' attitudes and feelings (Woolfolk 2003). Affective domain teaching occurs simultaneously with teaching in the cognitive domain, never in lieu of it. In this essay, the acronym CRIER (complaining, responding, initiating, embedding, and recruiting) is used to encapsulate the progression of successful teaching in the affective domain. Suggestions are offered for constructing lessons that will evoke an emotional response from students and challenge them to reconsider their attitudes toward certain topics, issues, and people.