These qualities are all related to emotional intelligence. We will introduce this concept and then tie to teaching.
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-check after a session Set goals and assess your progress Reflective journals
Circular response technique
Emotionally Intelligent Library Instruction
LIBRARY INSTRUCTION, OR: HOW
WE LEARNEDTO STOP WORRYING
AND LOVE OUR FEELS
Jenny Dale and Lynda Kellam
UNC Greensboro Libraries
1. Think of a good teacher you’ve had in
2. What words/phrases capture what was
good about them?Write them on your
Activity adapted from Alan Mortiboys’ Teaching with Emotional Intelligence.
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).”
Adapted from Daniel Goleman’s Working with Emotional Intelligence
The qualities of an emotionally
Column 1 Column 2 Column 3
• Can answer any question on
• Manages time well
• Gives useful feedback
• Clear speaking
• Clear directions
• Relevant, engaging, and
• Makes good use of good
• Good listener
• Recognizes learners
• Avoids assumptions
Activity and chart adapted from Alan Mortiboys’ Teaching with Emotional Intelligence
Complete the Qualities of an emotionally intelligent teacher
activity on your handout!
The perfect teacher
(Mortiboys 2012, p. 3)
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
Activity adapted from Alan Mortiboys’ Teaching with Emotional Intelligence, p. 30-31
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.
•How do you acknowledge individual learners in your
Teaching with Self-Awareness
•Playing to your strengths
•Being aware of verbal and non-verbal
•How would you describe your teaching style?
Developing your emotionally
intelligent teaching practice
•Reflection with colleagues
•How do you reflect on your teaching (either
individually or with colleagues)?
•Write down one or two personal goals for
incorporating EI into your teaching in the fall
• Berman, J. (2004). Empathic teaching: Education for life.Amherst: University
of Massachusetts Press.
• Goleman, D. (1995). Emotional intelligence. NewYork: Bantam Books.
• Goleman, D. (1998). Working with emotional intelligence. NewYork: Bantam
• Jha,A., & Singh, I. (2012).Teacher Effectiveness in Relation to Emotional
IntelligenceAmong Medical and Engineering Faculty Members. Europe's
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 further education professionals. London: Routledge.
• Wall, B. (2007). Coaching for emotional intelligence:The secret to developing
the star potential in your employees. NewYork: Amacom.