Combine EI and IQ Goleman’s studies in the workplace show that those who are highly successful (in equally difficult positions) tend to have high EI as well as IQ or ability.EI determines our ability to learning practical skills based on the five elements
Self-awareness: EA: knowing what we are feeling in the moment and using that to guide decision-making; how our emotions affect othersSelf assess: having a realistic assessment of our abilities; strengths and limitationsSelf-conf: well grounded confidence; not meek when have the abilitySelf-regulation: Self-control: handling emotions so they facilitate a task and not interfere; composure under pressure; recover well from emotional distress; delay gratification to pursue goalsTrust: Maintaining ethical standards, honesty, integrity, reliabilityConscientiousness; meet commitments; be organizedAdapt: Flexibility in handling change; shift prioritiesInnov: Being comfortable with novel ideas and new info; comfort with ambiguity and remain calmMotivation: Drive: use prefs to move toward goals; results orientation; learn to improveComm: Purpose in larger mission; align goals with groupInit: Readiness to act on opportunities; mobilize othersOpt: Persistence in pursuing goals despite obstacles and setbacks; hope of success and not fear of failure
Empathy:Under: sensing what people are feeling; take others concerns seriouslyDeveloping others and bolstering abilitiesService: Anticipating, recognizing, and meeting customers needsDiversity: Cultivating opportunities for different kinds of people; respect and relate to; challenge intolerancePA: cultivating rapport and attunement with broad group of people; power relationshipsSocial skills: Influence: Wielding tactics for persuasion; presentations appeal to groups and win them overComm: Listening openly and sending convincing messages; emotional cuesCM: Negotiating and handling disagreementsLead: Inspiring and guiding individualsChange: Initiating or managing changeTeam orientedBonds: nurturing relationships to mutual benefitCollab: working with others to shared goalsTeam: creating group synergy to pursue collective goalsHow develop team stuff in students
I SECOND THAT Teaching with emotional EMOTION intelligence
What comes to mind when you hear the term “emotional intelligence”?
THE QUALITIES OF AN EMOTIONALLY INTELLIGENT TEACHER 1. Think of a good teacher you’ve had in your life. 2. What words/phrases capture what was good about them? Write them on your post-it notes.Activity adapted from Alan Mortiboys’ Teaching with Emotional Intelligence.
THE QUALITIES OF AN EMOTIONALLY INTELLIGENT TEACHER Column 1 Column 2 Column 3 • Expert • Organized • Approachable • Knowledgeable • Manages time well • Positive • Authoritative • Gives useful feedback • Good listener • Resourceful • Prepared • Empathetic • Experienced • Clear speaking • Responsive • Up-to-date • Clear directions • Attentive • Can answer any • Relevant, engaging, • Non-threatening question on the topic and challenging • Open activities • Respectful • Makes good use of • Recognizes learners good materials • Avoids assumptions Which of the above words/phrases do you think people would use to describe you as a teacher?Activity and chart adapted from Alan Mortiboys’ Teaching with Emotional Intelligence
THE PERFECT TEACHER Teaching and learning methods Emotional Subject intelligence expertise (Mortiboys 2012, p. 3)
WHAT IS EMOTIONAL INTELLIGENCE EI is “the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships (Goleman, 1998, 317).” Emotional intelligence is based on five competencies Self-Awareness Self-Regulation Motivation Empathy Social Skills
EMOTIONAL COMPETENCE FRAMEWORK Personal Competence (how we manage ourselves) Self-Awareness Adaptability Emotional awareness Innovation Accurate self-assessment Motivation Self-confidence Achievement drive Self-Regulation Commitment Self-Control Initiative Trustworthiness Optimism Conscientiousness Adapted from Daniel Goleman’s Working with Emotional Intelligence
EMOTIONAL COMPETENCE FRAMEWORK Social Competence (how we handle relationships) Empathy Social Skills Understanding others Influence Developing others Communication Service orientation Conflict management Leveraging diversity Leadership Political awareness Change catalyst Building bonds Collaboration & cooperation Team capabilities Adapted from Daniel Goleman’s Working with Emotional Intelligence
EMOTIONALLY INTELLIGENT TEACHINGBased on what we’ve discussed so far, why do you think emotional intelligence is important for teachers?
RELATING TO LEARNERSMortiboys (2012, p. 17) provides the following metaphors for relationships between teachers and students: Law enforcer to potential criminal Carer to the vulnerable Salesperson to customer Sheepdog to sheep Guru to followersWhat would your metaphor be?
PLANNING WITH EMOTIONAL INTELLIGENCE How do you divide your planning energy? Imagine the energy that you put into planning a class session as a whole pie. How much of the pie do you devote to: Planning content? Planning methods and materials? Planning to use emotional intelligence?Activity adapted from Alan Mortiboys’ Teaching with Emotional Intelligence, p. 29
SETTING THE TONE Listen to our three sample session openings. After each sample, think of a few words you might use to describe it. Which one do you like best? Which is most like you? Think of a session you’ve taught recently. How did you introduce it? How could you have done it differently?Activity adapted from Alan Mortiboys’ Teaching with Emotional Intelligence, p. 30-31
PHYSICAL EXPERIENCE OF LEARNERS Know the limitations and advantages of the learning space Integrating movement Get students into groups by asking them to move to a different space or work with someone new “Promenade” – ask students to “walk and talk with each other while carrying out a brief activity in pairs” (Mortiboys 2012, p. 47) “line-up” – ask students to stand in a line, arranged by where they stand on a certain topic or question (Mortiboys 2012, p. 47)
TEACHING WITH EMPATHY Anticipating and responding to learner expectations Set ground rules Explain your expectations and ask students to share theirs Active listening skills Acknowledging individual learners (Mortiboys 2012, p. 61) Make eye contact Use learners’ names Refer to previous class contributions Understanding your audience
TEACHING WITH SELF -AWARENESSKnowing your stylePlaying to your strengthsKnowing your drivers (“unconscious response[s] to messages we picked up in early childhood” [Mortiboys 2012, p. 100])Being aware of verbal and non-verbal communication
DEVELOPING YOUR EMOTIONALLY INTELLIGENT TEACHING PRACTICEPersonal reflection Self-check after a session Set goals and assess your progress Reflective journalsLearner feedbackReflection with colleagues Circular response technique
REFERENCES Berman, J. (2004). Empathic teaching: Education for life . Amherst: University of Massachusetts Press. Goleman, D. (1995). Emotional intelligence . New York: Bantam Books. Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books. Jha, A., & Singh, I. (2012). Teacher Effectiveness in Relation to Emotional Intelligence Among Medical and Engineering Faculty Members. Europes Journal Of Psychology , 8(4), 667-685. doi:10.5964/ejop.v8i4.483 Mortiboys, A. (2012). Teaching with emotional intelligence: A step-by -step guide for higher and fur ther education professionals. London: Routledge. Wall, B. (2007). Coaching for emotional intelligence: The secret to developing the star potential in your empl oyees. New York: Amacom.