APPROACHES AND PARADIGMS OF EDUCATION

1. Emotional intelligences
Emotional intelligences came in to existence in the 1990s
In part as a response to IQ wich measured performance and achievement
On the basis of general intelligences .

2. This may be due to the fact there are many different intelligence
Test, wich do not seem to all measure the same thing.
The emphasis of the definition ranges from ability to engagin in abstract
Thinking.
General capacity for independence , originality and productiviness in thinking
Apprehension of relevant relationship; ability to judge, to understand and to reason
; deduction or relationship.

3. There are five characteristics
•Self- awareness
•Managin emotions
•Self motivation
•Emphaty
•Handling relationships

4. Methods
The idea of corporating drama in to the existing sillabus with a view of developing
EQ is based on our sistematic classroom observation over two years span.
Were observed not to have socialized withing a very limited circle of familiar
friends
This problem was heavity felt when we put them in a pairs and group

5. Analysis questionaire
The question was based on a liker – type rating escale , rangling for strongly dissagree
To strongly agree , due to space contraints , a holistic interpretation strategy was chosen
In reporting the findings,

6. Conclusions
The finding revealed that icorporating drama into the curriculum enable
The students substantially develop their personal, social and emotional
intelligence
Over analyssis showed by the drama project fostered and nurtured the domains
of
Emotional intelligence and enabled the students to.

7. • Recognized and monitor they own emotions for self-awareness
• Manage their own emotions for positive changes
• Motivate themselves and exercise self-control for productivity
• Recognize emotions in and emphatize with others
• Display social competence in interpersonal relationships