Classes presentation

1. PRELUDE VIDEO
Click the to watch

2. Prelude Video (offline)

3. Guessing game
Why…

4. .

5. Emotional Intelligence in
Education
NTIC 2022-2023 Annual Teachers’ Conference
August 2023

6. Emotional Intelligence in Education

7. Teachers’ ability mentioned in the video

8. Benefits of EQ from the Video
1. Decrease occupational
stress
2. Improved decision making
3. Increased leadership
ability
4. Improved team
performance
5. heart-mind balance
2 key ideas to help students
Make learners
enjoy the lesson
Get them
involved

9. Highlight of Presentation
1. Warm up
2. Introduction
3. Explanation
4. Benefits
5. Misconception
6. Exercise
7. References

10. 1. Warm up 1. CONFIDENT 2. PROUD 3. DISTRACTED
4. ANGRY 5. PATIENT 6. CONFUSED
7. HAPPY 8. PENSIVE 9. SMART

11. 2. Introduction
• Though the term was first used in the
doctoral thesis of Wayne Payne, “A Study
of Emotion: Developing Emotional
Intelligence”, but popularized by Goleman
(1995).
• Emotional intelligence (EI), after the
publication of Daniel Goleman‟s first book
on the topic in 1995
• the capacity to be aware of, control, and
express one's emotions, and to handle
interpersonal relationships judiciously and
empathetically.
• "emotional intelligence is the key to both
personal and professional success“

12. Aspects of Emotional Intelligence
Emotional intelligence;
• inspired applied research in every
field be it management, academics,
life sciences or psychology.
• another type of intelligence that
isn't related to the standard
cognitive intelligence.
• involves a combination of
competencies.
• allows a person to be aware of,
to understand, and to be in
control of their own emotions,
• to recognize and understand the
emotions of others,
• and to use this knowledge to
foster their success and the
success of others. (Averill &Nunley,
1992; Goleman, 1995).
• Other scholars:Peter Salovey and
John Mayer (1990), , Mayer and
Salovey (1997), Raeven Bar-On
(1997), etc

14. 3. Explanation/Nature of EI • Emotional intelligence is
increasingly applied to assess a
person's well-being in real life and
entire life.
• It can be nurtured from childhood
experience and strengthened
throughout adulthood with
immediate benefit to our
education, health, relationship
and work

15. • To Goleman, emotional intelligence
does not;
• always mean „being nice‟ or giving
free rein to feelings, rather, it
means managing feelings so that
they are
• expressed appropriately and
affectively, enabling people to work
together smoothly toward their
common goal
• (Goleman 1998, p 7).
• It is the ability to understand
others‟ emotions including groups,
an individual and closed one.
• It is a process of knowing what
feels good, what feels bad, and
how to get from bad to good.
• It is as powerful, and at times more
powerful than IQ.
• While IQ contributes only about
20% of success in life, the other
forces contribute the rest.
• It may be the best predictor of
success in life than IQ.
• It (unlike intelligence) is liable to
developed or damaged as a result
of one's life experiences.

16. Overview of three characteristics of emotional expression
SPEECH EXPRESSION
Third, it is possible to decode emotions by observing speech.
People use hundreds, if not thousands, of semantic terms to express a wide variety of emotional
states (Russell, 1991; Sabini & Silver, 2005). Aside from the verbal information in speech,
emotions are also expressed by the non-verbal qualities of speech, such as pitch, loudness and
rate of speech (for reviews see Scherer 1977, 1981). In this tool, participants practice reading
other people’s emotions by exploring each of these three ways of decoding emotions.
BODILY EXPRESSION
Second, one can attempt to “read” body language.
There is evidence to suggest that numerous emotions, including pride, shame, anger, fear, and
disgust (e.g., de Gelder & van den Stock, 2011; Keltner, 1995; Tracy, Robins, & Schriber, 2009) can
be accurately deciphered from nonverbal bodily displays (see Witkower & Tracy, 2018 for a
review).
FACIAL EXPRESSION
Past research has provided strong evidence for the universal facial expressions of seven emotions
– anger, contempt, disgust, fear, joy, sadness, and surprise.
a study by Friesen (1972) found that the same facial expressions of emotions were produced
spontaneously by members of very different cultures in reaction to emotion-eliciting films.

17. Faces and feelings

18. Developing emotional intelligence
among students are as follows:
• 1. Identify
• 2. Listen
• 3. Empathy
• 4. Helping Students to Become Problem
Solvers
• 5. Teachers Should Communicate Their
Own Emotions
• * Emotional Intelligence in children
Aspects the Teachers Can Work On
• 1. Be Open for Improvements
• 2. Convey Your Emotions
• 3. Decisive
• 4. Be Logical
• 5. Spread Compassion
• 6. Develop a Motive
• 7. Positive Perspective
• * Emotional Intelligence in teachers

19. 6. Activity 1. Decoding Emotions by Analyzing
Speech, Body, and Face. (10-40
mins)
2. Identifying False Beliefs about
Emotions (15 mins)
3. Can you guess my emotion?
Which emotion am I? (10 mins)

20. Activity 1: Decoding
emotion by analyzing
speech, body, and face
Instructions.
1. The speaker: Speak for 5 minutes about your
experience eliciting one of the given emotions in
your pack.
2. The Face Decoder: Guess the emotional state of
the speaker through his/her facial expression.
Details are provided in your pack.
3. Body decoder: Attempt to guess the emotional
state of the speaker through his/her body
posture. Details are provided in your pack.
4. Speech decoder: Try deciphering the speaker’s
emotional state through his/her diction,
intonation, voice pitch, etc. Details are provided
in your pack.
5. Note these to guess right: angry, happy embarrassed excited nervous annoy

21. 4. Benefits • Do you recognize the emotion you
are feeling?
• Can you manage those feelings
without allowing them to swamp
you?
• Can you motivate yourself to get jobs
done? Do you sense the emotions of
others and respond effectively?

22. Students’
• It can be used for Interpersonal
Relationship:
• It can be used for Psychological
Well-being of the individual and
the society
• It can improve the quality of
Leadership
• It can improve motivation and
creativity of the person:
• Its triggers self reliance,
responsibility, and accountability
• It is responsible for Academic
achievement of the learner:
Teachers’
• Teamwork
• Problem solving
• Empathy
• Mutual respect
• Professionalism
• Productivity

23. 7 Emotional Intelligence Test Questions
1. Do you take time to get to know yourself?
 Understanding how emotions affect your behaviour is the first step to managing your feelings effectively.
2. Do you think before you speak?
 Emotional intelligent people take a moment to think before giving responses.
3. Do you dwell on negative thoughts?
 People with high EQ work hard to replace unwanted thoughts with positive ones.
4. Do you learn from negative feedbacks?
 Accepting criticisms can be difficult. Emotionally intelligent people listen to their critics and ask “what can I learn from this?’’
5. Do you recognize your strengths and weaknesses?
 Emotionally intelligent people have a balanced view of themselves. That is why they can accept criticism without taking it personally.
6. Do you show empathy?
 Instead of judging or labelling the thoughts and motivation of others, emotionally intelligent people strive to understand them.
7. Do you practice self-care?
 People with high EQ take time out of their day to focus on themselves. They know they perform better when they’ve had time to rest and
recharge.

24. Emotional Quotient (EQ) Test 2
1. Which of the following best describes you?
A. Accept myself with my
strengths and weaknesses.
B. Focus on my strengths; not
interested in my weaknesses.
C. Cant identify my strengths and
weaknesses.
D. Don’t prefer to categorise
strengths from weaknesses.
2. The world is full of sadness and
disappointment. When you see worried people
around you, what would you prefer to do?
A. Ask them what the problem is
and try to solve it.
B. Listen to what they are
worried about.
C. Everyone has some problems
D. They don’t get my attention.

25. Emotional Quotient (EQ) Test 2
3. You and your partner started to argue, and you know
that you’re definitely right. Aggressiveness is getting
bigger time by time. What would you do?
A. Want to move away
B. Keep silent not to be offensive
C. Wan to end it, even though I
think I'm right.
D. Try to prove my rightfulness
4. Your colleague just lost someone they cared about,
what would you do on the day of work and the ongoing
week?
A. Ask him or her if they need
help or not.
B. Say that you're sorry for his or
her loss.
C. Don’t like to talk about
peoples’ sadness.
D. Find it unnecessary in a
professional business

26. Emotional Quotient (EQ) Test 2
5. Your colleague is suffering from work
place mobbing and needs your help. What
would you do?
A. Try to help each one
understands the other’s point
of view.
B. Warn the person who does
this.
C. Watch them from a distance
until it is over.
D. Have more important things to
do.
6. If someone criticizes me about my
expertise, what would you do?
A. Listen and try to understand;
knowledge is endless.
B. Listen to them, but ignore the
critics.
C. Start by being defensive.
D. Get nervous and angry.

27. Emotional Quotient (EQ) Test 2
7. If you get a lot of compliments from
your colleagues, how would you react.
A. Be happy about the
compliments
B. Do not need such
compliments
C. Thank you for your
compliments, but im not very
interested.
D. He's definitely about to ask for
a favour.
8. What is your first thought when you
wake up early in the morning.
A. What a lovely day today!
B. Lets get some breakfast.
C. Lots of work to do.
D. I don’t wanna leave my bed.

28. Emotional Quotient (EQ) Test 2
9. When a person tells you about his or
her problems, what would you do?
A. Put yourself in their shoes and
try to find a solution.
B. Tell them you’re sorry, then
move on.
C. Pretend to be listening, but show
no care.
D. Don’t like listening to peoples
problems.
10. You will lead a group of people who
don’t know each other before. What
would you do first?
A. Organize a meeting out of
business to get to know each
other better.
B. Make two groups and give a
topic to each group to review.
C. Encourage each member to
freely comment on the subject.
D. Give individual task to each
member.

29. Scores and points
analysis
Scoring Rubrics options
A. = 15 points
B. =10 points
C. =5 points
D. =1 point
Scores > 90 Points
What a great genius! You really have a very
high emotional intelligence and we know
that it would make you successful in every
area of your life.
You have identified you areas of
weaknesses and strengths and are aware of
how to develop them.
Its self awareness. You trust your self, face
difficulties yourself and also motivated for
success.
With your amazing empathy and
communication skills, you get along well
with everyone and help them with their
problems.
Researchers say that emotionally
intelligent people often have great
leadership potential. Realize this potential
and be great of all time (GOAT)

30. Score: > 70 points
 That’s not bad, but need to
improve.
Maybe something waiting to be
discovered about yourself.
You probably have good
relationship with your friends and
some colleagues, but you can
develop your perspectives to get
along well with others, and help
them with their problems.
 focus on people around you and
their problems; there is always
someone in need of help.
Review your dreams and what you
are doing to achieve them, and try
to motivate yourself.
Score< 70 Points
 Need to focus on EQ more. The first step
is always getting to know yourself better.
Describe yourself; review your goal; and
look at people around you.
You must be motivated to handle
difficulties and keep yourself calm.
You can learn how t o communicate more
effectively, and practice every day.
Don’t be afraid of difficulties; you have no
reason not to solve them.
Being problem solver is also an advantage
in your relationships. Empathize more
with people and also try to help find
solutions to their problems.
And finally, criticism is an opportunity to
see yourself in different perspective. You
can criticize the situations and people
too, just ensure it helps you to realize
your potetials

31. 5. Misconception
• Misconception #1: High IQ is the same as a high EQ
• Misconception #2: There are gender and generational
biases in EQ
• Misconception #3: Being charismatic means you have
a high EQ
• Misconception #4: Improving EQ is all about "getting in
touch with your feelings“
• Misconception #5: Emotional people have high EQ
• Misconception #6: Only really unhealthy/toxic people
need to develop their EQ
• Misconception #7: There is a low ROI on EQ training

32. Activity 3:
Mood Guess
Can you guess my mood?

35. 7. References Davies, M., Stankov, L., & Roberts, R. D. (1998). Emotional
intelligence: In search of an
elusive construct. Journal of Personality and Social Psychology,
75, 989-1015.
De Gelder, B., van den Stock, J., Meeren, H. K. M., Sinke, C. B.
A., Kret, M. E., & Tamietto, M.
(2010). Standing up for the body. Recent progress in uncovering
the networks involved in
the perception of bodies and bodily expressions. Neuroscience
and Biobehavioral Reviews,
34, 513–527.
Friesen, W. V. (1972). Cultural differences in facial expression in
a social situation: An
experimental test of the concept of display rules. Unpublished
doctoral dissertation.
University of California San Francisco.

36. •The end
•Thanks
•for your patience and time.