This document discusses a study on the relationship between emotional intelligence and classroom management abilities of student teachers. It begins by introducing emotional intelligence and its importance for teachers. It then defines key terms like emotional intelligence and classroom management. The literature review shows that teacher emotional intelligence impacts teaching satisfaction and ability to manage emotions. The main sections describe components of emotional intelligence like self-awareness, self-management, empathy, and social skills that are important for teachers to develop for effective classroom management. It concludes that developing these emotional intelligence skills during teacher training will help improve student teachers' abilities to manage their classrooms.

1. EMOTIONAL INTELLIGENCE OF STUDENT
TEACHERS IN RELATION TO THEIR
CLASS ROOM MANAGEMENT

2. AUTHORS
 Mrs.S.Jerslin, Research
Scholar, Gandhigram Rural Institute-Deemed
University.
 Dr. N.Devaki, Assistant
Professor, Gandhigram Rural Institute-Deemed
University.

3. INTRODUCTION
 Studying the relationship between cognition and
emotion led to the development of a novel
concept, Emotional Intelligence.
 Emotional Intelligence is considered to be the
most important determinant of success in
professional and personal life among human
beings.
 Emotional Intelligence includes components like
self-awareness, ability to manage moods,
motivation, empathy and social skills such as co-
operation and leadership (Daniel Goleman).

4.  Role of teachers acquires significance in
shaping the society and bringing
revolutionary changes in the development
of a country.
 The student teachers are the future
teachers, they should posses Emotional
Intelligence to bring revolutionary changes
in the society.

5. DEFINITION OF KEY TERMS
 Emotional Intelligence
 Emotional Intelligence is defined as the
ability to manage ones own emotion as well
as other persons emotions.
 Classroom management
 It implies the prevention of disruptive
behavior.

6. REVIEW OF RELATED LITERATURES
 Scholars have argued that high quality teaching
and learning depend on a teachers’ knowledge
of students’ emotions (Hargreaves 1998; Mc
Caughtry 2004’Owens and Ennis 2005’ Poulou
2007).
 It is found that Emotional Intelligence has a
significant impact on teaching satisfaction and
their use of two emotional labour. They are
deep acting and expression of naturally felt
emotion significantly influences teaching
satisfaction (Hong-biao Yin,Yu-le,Jin,John-chi-
kin Lee,2013).

7.  SELF AWARENESS
 Try to help yourself and the youngsters
develop the ability to correctly perceive
feelings both in ourselves and others.
 In all situations, self awareness of the
feelings and emotions are most important. It
is very important before classroom
management.

8. SELF MANAGEMENT
 Try to learn integration of thoughts and
emotions, heart and mind for the appropriate
behaviour(teaching/learning ) at the right time.

9. EMPATHY
People who have high E.Q.(Emotional Quotient)
also have high score on empathy and empathy
comes through good listening

10. SOCIAL SKILLS
As teachers are the best communicators, the
student teachers should develop this skill which is
very essential for classroom management.

11.  Try to develop not only cognitive
skills but also affective skills for the
development of Emotional Intelligence.
 Last but not the least, the teacher
should develop themselves as an
Emotionally Intelligent individual.

12. CONCLUSION
 The student teachers should develop
these kinds of self efficacy and social skills
through emotional intelligence during their
course. This will definitely help to improve
the classroom management of student
teachers. There is no doubt in it.