Integration of Emotional Intelligence in School Curriculum


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EE definition
EE Competencies
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Integration of Emotional Intelligence in School Curriculum

  1. 1. Samar Bouzeineddine In-Service Teacher Training Program Haigazian University
  2. 2. It refers to 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.
  3. 3. Self -control Empathy Self- awareness Relationships Personal Motivation
  4. 4. Although there is a slight correlation between IQ and some aspects of EQ, they are independent entities. IQ and EQ are not opposing competencies, but they complement each other.  Academic intelligence has little to do with emotional life.  According to Daniel Goleman, IQ contributes about 20% to the factors that determine life success. 
  5. 5.   Cognitive Intelligence Cognitive intelligence refers to the ability to concentrate and plan, to organize material, to solve problems, to use words and to understand, assimilate and interpret facts.   Emotional Intelligence Emotional intelligence is the set of socioemotional skills that enable the intellect to turn into action and accomplishment.
  6. 6. Academic learning  Improvement in behaviour (leading to inclusion)  Health  Relationships 
  7. 7. What      Recognizing our own emotions Understanding the causes and impact of our feelings and actions on us and on others Recognizing our strengths and weaknesses Being responsible Building on our selfimage How      Investigate self-image Expand emotional vocabulary Validate feelings Determine the causes and effects of their emotions Model self-awareness
  8. 8. What     Goal orientation Achievement drive initiative Optimism How     Goal setting Delaying gratification Making choices Encouraging positive self-belief
  9. 9. What Managing disruptive emotions and impulses  Delaying gratification  Choosing appropriate responses based on understanding the situations and or the circumstances we are in  Self-control and applying appropriate expressions for our emotions  Expressing anger without fighting : anger management  How Identify the angry feelings  Validate feelings through open discussion  Investigate triggers for angry emotions  Share strategies for anger management used by the learners  Investigate novel angermanagement strategies  Model anger management  Involve parents 
  10. 10. What     Recognizing feelings in self and others Taking the perspective of others Listening carefully to others Appreciating diversity How      Focus on learners themselves Create a community of learners Practice imagining/ perceiving another’s perspective Exposure to emotionally arousing stimuli Model empathetic
  11. 11. What     Effective communication Cooperative learning Assertiveness Conflict resolution How     Provide opportunities for communicating with each other as a group Allow group roles Allow opportunities to develop the skills of assertiveness Use problem-based scenario regularly
  12. 12. Environment for learning 2) Language of emotions 3) Establishing relationships 4) Validating feelings 5) Active engagement 6) Thinking skills 7) Empower through feedback 1)
  13. 13. E Establish a set of class rules  Create a community of learners  Nurture their self-belief through positive affirmation  Have high expectation  Use praise effectively  Understand the importance of humor  Use mistakes as a springboard for learning 
  14. 14. L Set times or opportunities to talk about the feelings in the classroom  Create a class list of ‘feeling words’  Use Circle Time routinely to determine the feelings in the classroom (Verbal Check-in) 
  15. 15. E Getting to know the learners and developing authentic relationships with them  Enabling learners to know about each other  Modelling caring relationship 
  16. 16. V Accept the learner’s feelings  Verbal forms of acceptance  Non-verbal forms of acceptance 
  17. 17. A Learning must engage the senses  Be flexible in the organization of the learning activities  Role of questions in active engagement  Role of problem-based learning 
  18. 18. T  1. 2. 3. 4. 5. Five thinking skills: Information-processing skills Enquiry skills Creative-thinking skills Creative-thinking and reasoning skills Evaluative skills
  19. 19. E Pointers for feedback  Peer-review  Self-assessment 
  20. 20.  Why emotional intelligence is important for teachers: › I felt emotional intelligence in me when……….. › I have felt emotional stress when……………………  How did you feel in both situations. Can anyone volunteer to share their experiences of positive and negative classroom situations.