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  1. 1. "All learning has an emotional base." Plato
  2. 2. The 21st century has brought a new view of the more diverse reality of human functioning, and we are slowing but surely becoming aware of the need for families to address the education of emotional and social aspects, and for schools and society to explicity do so as well. People not only desire material consumption, but they also are looking for a new values hierarchy and a new way to relate to objects and time, to ourselves and to other persons, in order to find individual happiness. Exist a very painful paradox for the individual to live in an opulent society which covers one`s physical and material needs but does not make one happy.
  3. 3. Emotional intelligence (EI) refers to the ability to perceive, control and evaluate emotions. Some researchers suggest that emotional intelligence can be learned and strengthened, while others claim it is an inborn characteristic. What is Emotional Intelligence?
  4. 4. Since 1990, Peter Salovey and John D. Mayer have been the leading researchers on emotional intelligence. They defined it as, ―The subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions" (1990). Emotional Intelligence
  5. 5. The Four Branches of Emotional Intelligence Salovey and Mayer proposed a model that identified four different factors of emotional intelligence: the perception of emotion, the ability reason using emotions, the ability to understand emotion and the ability to manage emotions.
  6. 6. The Four Branches of Emotional Intelligence 1.- Perceiving Emotions: The first step in understanding emotions is to accurately perceive them. In many cases, this might involve understanding nonverbal signals such as body language and facial expressions.
  7. 7. The Four Branches of Emotional Intelligence 2. Reasoning With Emotions: The next step involves using emotions to promote thinking and cognitive activity. Emotions help prioritize what we pay attention and react to; we respond emotionally to things that garner our attention.
  8. 8. The Four Branches of Emotional Intelligence 3. Understanding Emotions: The emotions that we perceive can carry a wide variety of meanings. If someone is expressing angry emotions, the observer must interpret the cause of their anger and what it might mean.
  9. 9. The Four Branches of Emotional Intelligence 4. Managing Emotions: The ability to manage emotions effectively is a key part of emotional intelligence. Regulating emotions, responding appropriately and responding to the emotions of others are all important aspect of emotional management.
  10. 10. It is an experience that includes a subjective feeling, a cognitive interpretation, a physical reaction, and a behavioral expression. . Emotion
  11. 11. Human emotions consist of four components: 1. Cognitive reactions - perception, thinking and memory are involved in emotional expression; what happened 2. Affect all emotions are affective - involving a positive or negative state; joy, anger, fear, etc. 3. Physiological reaction hormones attribute to our emotional state. These can increase heart rate and blood pressure. Other changes that can occur are metabolism change and change levels of neurotransmitters in brain. 4. Behavioral Responses emotions motivate us to actively express our feelings; overt behaviors. These may include crying, screaming, facial expressions, or body language.
  12. 12. What role do they serve? Our emotions can be short-lived, such as a flash of annoyance at a co-worker, or long-lasting, such as enduring sadness over the loss of a relationship. But why exactly do we experience emotions? . Emotions can motivate us to take action Emotions can help us make decisions. Emotions help us survive, thrive, and avoid danger. Emotions allow other people to understand us. Emotions allow us to understand others.
  13. 13. Benefits of improving EI There are four basic areas where a lack of EI provokes or facilitates the appearence of behavior problems in students:  Emotional intelligence and interpersonal relationships. Once of the most important objectives for any person is to maintain the best possible relations with the people around him or her.  Emotional intelligence and psychological well-being. University students with higher EI report fewer physical symptoms, less social anxiety and depression, greater use of active coping strategies for problem solving, and less rumination*.  Emotional intelligence and academic perfomance The ability to pay attention to their emotions, to be able to recover from negative states of mind will be a decisive influence on student’s mental health. EI may act as moderator of the effects of cognitive skills on academic perfomance.  Emotional intelligence and the apprearance of disruptive behaviors. People with lower EI are more involved in self-destructive behaviors such as tobacco, alcohol and illegal drugs. * Rumination is defined as the compulsively focused attention on the symptoms of one's distress, and on its possible causes and consequences, as opposed to its solutions.
  14. 14. Developing emotional intelligence through five key skills: Emotional intelligence (EI) consists of five key skills, each building on the last: • The ability to quickly reduce stress The best way to reduce stress quickly is by engaging one or more of your senses: sight, sound, smell, taste, and touch. • The ability to recognize and manage your emotions Being able to connect to your emotions—having a moment-to-moment awareness of your emotions and how they influence your thoughts and actions—is the key to understanding yourself and others. Unfortunately, without emotional awareness, we are unable to fully understand our own motivations and needs, or to communicate effectively with others.
  15. 15. HOW TO TEACH EMOTIONAL INTELLIGENCE? Emotional Intelligence departs from traditional conceptions from intelligence in two ways. It values two different ways to be bright. It asserts that understand someone else`s intelligence point of view or knowing how to deal with stress, are forms of intelligence, just useful – indeed, quite possibly more so- than being able to solve logical brainteasers fast under pressure. The second difference is IQ theory focus in its fixed, even inherited, character, EI focuses on the extent to which emotional competence can be developed.
  16. 16. How to teach Emotional Intelligence They are some selections of classroom techniques to promote emotional health and well-being: 1.- Circle Team: in which young people are able to share emotionally charged issues that concern them, and are coached in positive ways of listening and responding to each other. 2.- Setting quizzes that encourage emotional reflection and self- knowledge. (How optimistic are you?) 3.- Students or pupils ‘checking in’ in the morning, during the taking of the register, for example, by responding with a number or a color that corresponds to their level of alertness or their mood.
  17. 17. Developing emotional intelligence through five key skills: • The ability to use humor and play to deal with challenges Humor, laughter, and play are natural antidotes to life’s difficulties; they lighten your burdens and help you keep things in perspective. A good hearty laugh reduces stress, elevates mood, and brings your nervous system back into balance. • The ability to resolve conflicts positively and with confidence Conflict and disagreements are inevitable in relationships. Two people can’t possibly have the same needs, opinions, and expectations at all times. However, that not need be a bad thing. Resolving conflict in healthy, constructive ways can strengthen trust between people. When conflict isn’t perceived as threatening or punishing, it fosters freedom, creativity, and safety in relationships. • The ability to connect with others using nonverbal communication Being a good communicator requires more than just verbal skills. Your nonverbal messages can produce a sense of interest, trust, excitement, and desire for connection—or they can generate fear, confusion, distrust, and disinterest.
  18. 18. WEBGRAPHY http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm http://faculty.txwes.edu/mskerr/files/3304_ch2.htm http://psychology.about.com/od/emotion/tp/purpose-of-emotions.htm Emotional Intelligence in Education. Pablo Fernández-Berrocal, Desiree Ruiz. School of Psychology, University of Málaga. Spain. Dr. Pablo Fernández Berrocal, An intelligent look at Emotional Intelligence publication commissioned by the Association of Teachers and Lecturers from Guy Claxton, Professor of the Learning Sciences, University of Bristol. To do test about EI http://psychology.about.com/library/quiz/bl_eq_quiz_results.htm?c