The document discusses the importance of emotional intelligence and its role in education. It defines emotional intelligence as the ability to perceive, control, and evaluate emotions. The four branches of emotional intelligence are perceiving emotions, reasoning with emotions, understanding emotions, and managing emotions. Developing emotional intelligence provides benefits such as improved interpersonal relationships, psychological well-being, academic performance, and reduced disruptive behaviors. Techniques for teaching emotional intelligence in classrooms include circle teams, self-reflection quizzes, and morning check-ins. Overall, the document emphasizes that emotional intelligence is a learnable skill that should be explicitly addressed in schools.

1. "All learning has an emotional base."
Plato

2. The 21st century has brought a new view of the more diverse reality of human
functioning, and we are slowing but surely becoming aware of the need for
families to address the education of emotional and social aspects, and for
schools and society to explicity do so as well. People not only desire material
consumption, but they also are looking for a new values hierarchy and a new
way to relate to objects and time, to ourselves and to other persons, in order to
find individual happiness.
Exist a very painful paradox for the individual to live in an opulent society
which covers one`s physical and material needs but does not make one happy.

3. Emotional intelligence (EI) refers to the ability to
perceive, control and evaluate emotions. Some
researchers suggest that emotional intelligence can be
learned and strengthened, while others claim it is an
inborn characteristic.
What is Emotional Intelligence?

4. Since 1990, Peter Salovey and John D. Mayer have been
the leading researchers on emotional intelligence. They
defined it as, ―The subset 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
actions" (1990).
Emotional Intelligence

5. The Four Branches of Emotional
Intelligence
Salovey and Mayer proposed a model that identified four
different factors of emotional intelligence: the perception
of emotion, the ability reason using emotions, the ability
to understand emotion and the ability to manage
emotions.

6. The Four Branches of Emotional
Intelligence
1.- Perceiving Emotions: The first step in
understanding emotions is to accurately
perceive them. In many cases, this might
involve understanding nonverbal signals such
as body language and facial expressions.

7. The Four Branches of Emotional
Intelligence
2. Reasoning With Emotions: The next
step involves using emotions to promote
thinking and cognitive activity. Emotions
help prioritize what we pay attention and
react to; we respond emotionally to things
that garner our attention.

8. The Four Branches of Emotional
Intelligence
3. Understanding Emotions: The emotions that we
perceive can carry a wide variety of meanings. If
someone is expressing angry emotions, the observer
must interpret the cause of their anger and what it
might mean.

9. The Four Branches of Emotional
Intelligence
4. Managing Emotions: The ability to manage
emotions effectively is a key part of emotional
intelligence. Regulating emotions, responding
appropriately and responding to the emotions of
others are all important aspect of emotional
management.

10. It is an experience that includes a
subjective feeling, a cognitive
interpretation, a physical reaction, and a
behavioral expression.
.
Emotion

11. Human emotions consist of four components:
1. Cognitive reactions
- perception, thinking
and memory are
involved in emotional
expression; what
happened
2. Affect
all emotions are
affective - involving a
positive or negative
state; joy, anger, fear,
etc.
3. Physiological
reaction
hormones attribute to
our emotional state.
These can increase
heart rate and blood
pressure. Other
changes that can occur
are metabolism change
and change levels of
neurotransmitters in
brain.
4. Behavioral
Responses
emotions motivate us
to actively express our
feelings; overt
behaviors. These may
include crying,
screaming, facial
expressions, or body
language.

12. What role do they serve?
Our emotions can be short-lived, such as a flash of annoyance at a co-worker, or
long-lasting, such as enduring sadness over the loss of a relationship. But why exactly
do we experience emotions?
.
Emotions can motivate us to take action
Emotions can help us make decisions.
Emotions help us survive, thrive, and avoid
danger.
Emotions allow other people to understand us.
Emotions allow us to understand others.

13. Benefits of improving EI
There are four basic areas where a lack of EI provokes or facilitates the appearence
of behavior problems in students:
 Emotional intelligence and interpersonal relationships.
Once of the most important objectives for any person is to maintain the best
possible relations with the people around him or her.
 Emotional intelligence and psychological well-being.
University students with higher EI report fewer physical symptoms, less social
anxiety and depression, greater use of active coping strategies for problem solving,
and less rumination*.
 Emotional intelligence and academic perfomance
The ability to pay attention to their emotions, to be able to recover from negative
states of mind will be a decisive influence on student’s mental health. EI may act as
moderator of the effects of cognitive skills on academic perfomance.
 Emotional intelligence and the apprearance of disruptive behaviors.
People with lower EI are more involved in self-destructive behaviors such as
tobacco, alcohol and illegal drugs.
* Rumination is defined as the compulsively focused attention on the symptoms of one's distress, and on its possible causes and consequences, as opposed to
its solutions.

14. Developing emotional intelligence
through five key skills:
Emotional intelligence (EI) consists of five key skills, each building on the last:
• The ability to quickly reduce stress
The best way to reduce stress quickly is by engaging one or more of your senses: sight, sound,
smell, taste, and touch.
• The ability to recognize and manage your emotions
Being able to connect to your emotions—having a moment-to-moment awareness of your
emotions and how they influence your thoughts and actions—is the key to understanding
yourself and others.
Unfortunately, without emotional awareness, we are unable to fully understand our own
motivations and needs, or to communicate effectively with others.

15. HOW TO TEACH EMOTIONAL
INTELLIGENCE?
Emotional Intelligence departs from traditional conceptions
from intelligence in two ways.
It values two different ways to be bright. It asserts that
understand someone else`s intelligence point of view or
knowing how to deal with stress, are forms of intelligence, just
useful – indeed, quite possibly more so- than being able to
solve logical brainteasers fast under pressure.
The second difference is IQ theory focus in its fixed, even
inherited, character, EI focuses on the extent to which emotional
competence can be developed.

16. How to teach Emotional Intelligence
They are some selections of classroom techniques to promote
emotional health and well-being:
1.- Circle Team: in which young people are able to share emotionally
charged issues that concern them, and are coached in positive ways of
listening and responding to each other.
2.- Setting quizzes that encourage emotional reflection and self-
knowledge. (How optimistic are you?)
3.- Students or pupils ‘checking in’ in the morning, during the taking
of the register, for example, by responding with a number or a color
that corresponds to their level of alertness or their mood.

17. Developing emotional intelligence
through five key skills:
• The ability to use humor and play to deal with challenges
Humor, laughter, and play are natural antidotes to life’s difficulties; they lighten your
burdens and help you keep things in perspective. A good hearty laugh reduces stress,
elevates mood, and brings your nervous system back into balance.
• The ability to resolve conflicts positively and with confidence
Conflict and disagreements are inevitable in relationships. Two people can’t possibly have
the same needs, opinions, and expectations at all times. However, that not need be a bad
thing. Resolving conflict in healthy, constructive ways can strengthen trust between
people. When conflict isn’t perceived as threatening or punishing, it fosters freedom,
creativity, and safety in relationships.
• The ability to connect with others using nonverbal communication
Being a good communicator requires more than just verbal skills.
Your nonverbal messages can produce a sense of interest, trust, excitement, and desire for
connection—or they can generate fear, confusion, distrust, and disinterest.

18. WEBGRAPHY
http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm
http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm
http://faculty.txwes.edu/mskerr/files/3304_ch2.htm
http://psychology.about.com/od/emotion/tp/purpose-of-emotions.htm
Emotional Intelligence in Education. Pablo Fernández-Berrocal, Desiree Ruiz.
School of Psychology, University of Málaga. Spain. Dr. Pablo Fernández Berrocal,
An intelligent look at Emotional Intelligence publication commissioned by the
Association of Teachers and Lecturers from Guy Claxton, Professor of the
Learning Sciences, University of Bristol.
To do test about EI
http://psychology.about.com/library/quiz/bl_eq_quiz_results.htm?c