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eTwinning online seminar: The importance of emotional intelligence in school.

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In this Seminar we aim at making teachers aware of the educational implications of emotional intelligence in the classroom and how they can consciously develop these skills in their students through eTwinning projects. Collaborative work is vital in eTwinning and eTwinning projects are the best way to develop emotional skills. Teachers will reflect on this and how they can work together on this topic.

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eTwinning online seminar: The importance of emotional intelligence in school.

  1. 1. The importance of emotional intelligence in school. Fran Balsera @fjbalsera #eTwin_EQ
  2. 2. Summary 1.- Introduction 2.- A brief history and definition of Emotional intelligence. 3.- The essential components of EQ and eTwinning projects. 4.- Final consideration.
  3. 3. What makes someone intelligent?
  4. 4. Emotions have a huge influence in our lives.
  5. 5. Students may have different problems: • Lack of motivation. • Low self-esteem. • Low concentration. • Poor self-awareness. • Inability to express emotions.
  6. 6. It is necessary to educate not just the mind, but the whole person.
  7. 7. A brief history of emotional intelligence • Peter Salovey and John Mayer. “A form 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 action".
  8. 8. Emotional qualities • Empathy • Expressing and understanding feelings. • Controlling one’s temper. • Independence. • Adaptability. • Being well-linked. • Interpersonal problem solving. • Persistence. • Friendliness. • Kindness. • Respect.
  9. 9. Daniel Goleman
  10. 10. Howard Gardner
  11. 11. The seven wonders of the world
  12. 12. The following received the most votes…
  13. 13. There are so many wonders in the world…
  14. 14. Which of the two options is better?
  15. 15. Definition of emotional intelligence Emotional intelligence is the ability to recognize, understand and manage our own emotions and the emotions of others. It also reflects abilities to join intelligence, empathy and emotions to enhance thought and understanding of interpersonal dynamics.
  16. 16. Core areas of emotional intelligence Self-awareness Self-Regulation Social skills
  17. 17. Emotions and the brain
  18. 18. Emotional awareness
  19. 19. My emotions Think about some of the emotions you have experienced today. Write in the chat your ideas. How many different emotions can you recognize?
  20. 20. The importance of body language
  21. 21. Can you read facial expressions?
  22. 22. Self-awareness in education and eTwinning • Self-awareness is the main component of emotional intelligence. It is the starting point for other emotional skills. • Teachers must know their own strengths and weaknesses and they should recognize their own emotions. Self-awareness needs emotional literacy
  23. 23. Strategies to increase Self-awareness (Singh Gill) • Recognize your strengths and limitations. • Set appropriate targets that are measurable and achievable. • Replace negative thoughts with positive thoughts and feelings. • Write an emotional journal. • Practice your lessons in advance.
  24. 24. What are the qualities of an emotionally intelligent teacher?
  25. 25. Expert up-to-date Resourceful Well organized challenging activities clear speaking empathy good listener positive
  26. 26. Self-awareness eTwinning activities
  27. 27. Self-regulation The ability to control our emotions. We need to teach the ability to regulate emotions.
  28. 28. The two monks
  29. 29. Changing negative thoughts: cognitive restructuring • We use cognitive restructuring to overcome negative thinking. • Dr. Albert Ellis. Our unrealistic thoughts cause our negative emotions which affect our behaviour negatively.
  30. 30. Cognitive restructuring: steps • Situation • Thoughts • Feelings • Evidence that supports the thought • Evidence that doesn’t support the thought • Alternative thought • Outcome
  31. 31. Stress management: Progressive relaxation • Stress is good for the body but too much stress can lead to mental and physical issues that can spiral out of control. • The Progressive relaxation is a method originated by Jacobson. • In progressive muscle relaxation, you tense a group of muscles and relax them in a certain order.
  32. 32. Video for children: https://www.youtube.com/watch?v=_mZbzDOpylA Stress management: Belly breathing
  33. 33. Self-regulation: eTwinning activities
  34. 34. Self-motivation • A motive is an impulse that causes a person to act. Self-motivated people have the desire and will to face obstacles and overcome them. • One cause of lack of motivation is “learned helplessness”
  35. 35. Our goals must be… Specific Realistic Achievable Measurable Timed
  36. 36. Flow “The best moments in our lives are not the passive, receptive, relaxing times… The best moments usually occur if a person’s body or mind is stretched to its limits in a voluntary effort to accomplish something difficult and worthwhile.”
  37. 37. 8 elements of flow • Concentration on the task. • Clarity of goals. • Balance between skills and challenge. • Feeling of control. • Effortlessness. • Transformation of time. • The experience is intrinsically rewarding. • Lose self-conscious rumination.
  38. 38. How can you increase your students’ motivation quickly?
  39. 39. Encourage interaction among students Make your classes relevant Be expressive and smile Encourage students to share their ideas Use different instructional strategies Be sure students know what they are expected to learn Bryant, D; Bryant, B.; Smith, D.
  40. 40. Constructive criticism • Be accurate. • Explain problems in realistic terms. Teachers should be more optimistic in the ways that they relate to their students.
  41. 41. Motivation: eTwinning activities
  42. 42. Empathy and social skills Empathy: The ability to share another person’s feelings and emotions as if they were your own (Collins dictionary)
  43. 43. Pygmalion • Teacher expectations influence student performance. • “When we expect certain behaviors of others, we are likely to act in ways that make the expected behavior more likely to occur.” (Rosenthal)
  44. 44. Social development means… •Improving interaction skills. •Respect for diversity. •Encouraging pro-social behaviour. S. Wiggins
  45. 45. Social skills: eTwinning activities
  46. 46. Final consideration • Ask your students how they feel and create a positive environment for learning. • Increase your students’ emotional vocabulary. • Give specific feedback and constructive criticism. • Integrate activities to develop social skills. • Challenge students to solve problems and develop and atmosphere of problem solving in the classroom. • Expecting more from our students makes them expect more of themselves. • AND… (Wiggins)
  47. 47. Bibliography • Bloom, A. (2016): Teaching emotional intelligence. New York: Skyhorse. • Mortiboys, A. (2011): Teaching with emotional intelligence. New York: Routledge. • Shapiro, L. (2003): How to raise a child with a high EQ: a parent’s guide to emotional intelligence. New York: Harper. • Singh Gill, G. (2015): Surviving in education through Emotional Intelligence and positive mindset. Breat Britain: Amazon. • Stein, S.; Howard, E. (2011): Emotional intelligence and your success. Mississauga (Ontario): John Wiley and Sons. • Wiggins, S. (2013): Emotional intelligence for kids. Poland: Amazon.
  48. 48. @fjbalsera www.abriendomiaulaalmundo.com

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