Emotional Intelligence - Handout - TILC 2015
•Download as DOCX, PDF•
0 likes•30 views
This document discusses strategies for emotionally intelligent library instruction. It introduces Daniel Goleman's model of emotional competence, which includes personal competence, social competence, self-awareness, self-regulation, motivation, empathy, and social skills. The document then provides questions to help teachers reflect on how to set the right tone, teach with empathy and self-awareness, develop an emotionally intelligent teaching practice through reflection, and set goals to improve in these areas.
Report
Share
Report
Share
Recommended
Emotionally Intelligent Library Instruction
This document discusses incorporating emotional intelligence into library instruction. It defines emotional intelligence as having self-awareness, self-regulation, motivation, empathy, and social skills. An emotionally intelligent teacher is an expert in their subject, approaches teaching in a positive way, and is aware of learners' needs. The document provides strategies for teaching with empathy, self-awareness, and setting a positive tone. It encourages reflection on teaching style and incorporating emotional intelligence goals.
Emotional intelligence
Emotional intelligence involves the ability to perceive, understand, and manage one's own emotions and those of others. It is based on Gardner's theory of multiple intelligences, specifically intrapersonal and interpersonal intelligences. Daniel Goleman identified five domains of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skill. Teachers play an important role in developing students' emotional intelligence through attachment, reassurance, bonding, induction, training, and taking a holistic approach. Communicative language teaching and confidence building activities can help foster emotional intelligence in a positive learning environment.
Emotional intelligence
Emotional intelligence refers to the ability to perceive, understand, and manage one's own emotions and those of others. It is a form of social intelligence based on Gardner's theory of multiple intelligences, specifically intrapersonal and interpersonal intelligences. Goleman identified five domains of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skill. The document discusses how teachers can develop students' emotional intelligence through communicative language teaching methods like warm-up activities, group work, and feedback to create a positive learning environment without negative feelings.
NLP and Emotional Mastery
Having checked the definitions from all those dictionaries and references, so what is Emotional Mastery exactly? And what is the connecting link between NLP and Emotional Mastery?
Visit us: http://www.nlppowertraining.com.au
Emotional intelligence
Emotional intelligence involves the ability to perceive, understand, and manage one's own emotions and those of others. It is based on Gardner's theory of multiple intelligences and involves personal intelligences like intrapersonal and interpersonal skills. Daniel Goleman identified five domains of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skill. Teachers play a role in students' emotional development through attachment, reassurance, bonding, induction, and training students in a holistic way. Communicative language teaching and high emotional intelligence go hand-in-hand by creating a positive learning atmosphere without negative feelings through personalized exercises.
Teaching Reading - Metacognition
Metacognition refers to one's awareness and understanding of their own thought processes. The document discusses several aspects of metacognition, including visualizing while reading. Visualizing involves creating mental images of the characters, events, settings, and other elements described in the text. The document outlines why visualizing is important for comprehension, some challenges in teaching visualizing strategies, how readers visualize using different components, and how visualizing relates to the metacognitive teaching framework.
Module 1: Metacognition
This document discusses metacognition and its importance in learning. Metacognition refers to thinking about one's own thinking processes. It involves metacognitive knowledge, such as knowledge about oneself as a learner, tasks, and strategies, as well as metacognitive experiences like monitoring comprehension. The goal of education should be teaching students how to learn on their own. Teachers can develop students' metacognition by monitoring them, teaching study strategies, having students make predictions and develop questions, and helping transfer knowledge to new contexts.
Remark management
An inappropriate remark during a lesson can undermine an otherwise outstanding lesson. When responding, focus on using Socratic questioning to challenge opinions through questions rather than expressing your own views. Your role is to manage the discussion fairly without taking sides, allowing learners to decide for themselves rather than teaching them what to think.
Recommended
Emotionally Intelligent Library Instruction
This document discusses incorporating emotional intelligence into library instruction. It defines emotional intelligence as having self-awareness, self-regulation, motivation, empathy, and social skills. An emotionally intelligent teacher is an expert in their subject, approaches teaching in a positive way, and is aware of learners' needs. The document provides strategies for teaching with empathy, self-awareness, and setting a positive tone. It encourages reflection on teaching style and incorporating emotional intelligence goals.
Emotional intelligence
Emotional intelligence involves the ability to perceive, understand, and manage one's own emotions and those of others. It is based on Gardner's theory of multiple intelligences, specifically intrapersonal and interpersonal intelligences. Daniel Goleman identified five domains of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skill. Teachers play an important role in developing students' emotional intelligence through attachment, reassurance, bonding, induction, training, and taking a holistic approach. Communicative language teaching and confidence building activities can help foster emotional intelligence in a positive learning environment.
Emotional intelligence
Emotional intelligence refers to the ability to perceive, understand, and manage one's own emotions and those of others. It is a form of social intelligence based on Gardner's theory of multiple intelligences, specifically intrapersonal and interpersonal intelligences. Goleman identified five domains of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skill. The document discusses how teachers can develop students' emotional intelligence through communicative language teaching methods like warm-up activities, group work, and feedback to create a positive learning environment without negative feelings.
NLP and Emotional Mastery
Having checked the definitions from all those dictionaries and references, so what is Emotional Mastery exactly? And what is the connecting link between NLP and Emotional Mastery?
Visit us: http://www.nlppowertraining.com.au
Emotional intelligence
Emotional intelligence involves the ability to perceive, understand, and manage one's own emotions and those of others. It is based on Gardner's theory of multiple intelligences and involves personal intelligences like intrapersonal and interpersonal skills. Daniel Goleman identified five domains of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skill. Teachers play a role in students' emotional development through attachment, reassurance, bonding, induction, and training students in a holistic way. Communicative language teaching and high emotional intelligence go hand-in-hand by creating a positive learning atmosphere without negative feelings through personalized exercises.
Teaching Reading - Metacognition
Metacognition refers to one's awareness and understanding of their own thought processes. The document discusses several aspects of metacognition, including visualizing while reading. Visualizing involves creating mental images of the characters, events, settings, and other elements described in the text. The document outlines why visualizing is important for comprehension, some challenges in teaching visualizing strategies, how readers visualize using different components, and how visualizing relates to the metacognitive teaching framework.
Module 1: Metacognition
This document discusses metacognition and its importance in learning. Metacognition refers to thinking about one's own thinking processes. It involves metacognitive knowledge, such as knowledge about oneself as a learner, tasks, and strategies, as well as metacognitive experiences like monitoring comprehension. The goal of education should be teaching students how to learn on their own. Teachers can develop students' metacognition by monitoring them, teaching study strategies, having students make predictions and develop questions, and helping transfer knowledge to new contexts.
Remark management
An inappropriate remark during a lesson can undermine an otherwise outstanding lesson. When responding, focus on using Socratic questioning to challenge opinions through questions rather than expressing your own views. Your role is to manage the discussion fairly without taking sides, allowing learners to decide for themselves rather than teaching them what to think.
Emotional Intelligence - TILC 2015
This document discusses incorporating emotional intelligence into library instruction. It defines emotional intelligence as having self-awareness, self-regulation, motivation, empathy, and social skills. An emotionally intelligent teacher is an expert in their subject, approaches teaching in a positive way, and is aware of learners' needs. The document provides strategies for teaching with empathy, self-awareness, and setting a positive tone. It encourages reflection on teaching style and incorporating emotional intelligence goals.
EmotionalIntelligencePowerPoint.ppt
This document discusses building emotional intelligence in massage therapy students. It begins by defining emotional intelligence and identifying its key characteristics. It then describes characteristics of Generation Y students and argues that massage therapists need high emotional intelligence. The document proposes teaching students skills like self-awareness, communication, and conflict resolution. It presents two sample activities, "Are We Progressing?" and "Mood Check," to develop these skills. It concludes by encouraging incorporating emotional intelligence content and activities into massage therapy education.
Differentiated instruction (2011)
The document discusses the need to differentiate instruction to meet the varied needs of students in modern classrooms. It notes that students learn at different rates, in different ways, and have different interests. Effective differentiation requires teachers to thoughtfully examine curriculum, instruction, and assessment and provide flexibility and options that engage all learners.
Social Emotional Wellbeing Ppt.pptx
Social-emotional learning (SEL) involves developing skills in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These skills allow students to understand and manage emotions, develop caring relationships with others, and make responsible decisions. The document provides strategies and activities to teach each of the five core SEL competencies to students.
Emotional Intelligence - January 2015 Inset
The term "Emotional Intelligence" was first explained by Peter Salovey and John Mayer in 1990, and was popularized by Daniel Goleman's 1995 book titled "Emotional Intelligence: Why it can matter more than IQ". Emotional Intelligence refers to one's ability to understand and manage emotions in oneself and in relationships with others. It is comprised of personal competence, including self-awareness and self-management skills, and social competence, which involves social awareness and relationship management abilities.
Models of Co-teaching Part B
The document discusses co-teaching models and provides activities to help co-teachers work together effectively. It includes 6 common co-teaching models: one teach one observe, one teach one assist, parallel teaching, station teaching, alternative teaching, and team teaching. It suggests co-teachers discuss their classroom priorities and philosophies to understand each other. An activity prompts writing one's teaching philosophy and considering a co-teacher's perspective. The document concludes with an activity for co-teachers to choose 2 areas to improve and make an action plan.
I Second that Emotion: Teaching with Emotional Intelligence
This document discusses the importance of emotional intelligence for teachers. It provides an overview of key concepts in emotional intelligence, such as self-awareness, self-regulation, empathy, and social skills. Good teachers demonstrate qualities like being approachable, positive, and empathetic. The document also offers strategies for incorporating emotional intelligence into teaching, such as anticipating learner expectations, active listening, and personal reflection.
Self confidence
This document discusses several topics related to promoting self-confidence in language learners. It begins by explaining how teachers can create a learning environment that increases self-confidence using tools like neuro-linguistic programming. It then discusses the importance of designing lesson plans that start with easy activities and gradually increase in difficulty to avoid frustrating students. The document also examines several popular affective education programs that aim to enhance self-esteem and sensitivity to others. Finally, it discusses theories of self-esteem, the connection between language and culture, and the process of acculturation that students experience when learning a new language and culture.
Self confidence
This document discusses several topics related to promoting self-confidence in language learners. It begins by explaining how teachers can create a learning environment that increases self-confidence using tools like neuro-linguistic programming. It then discusses the importance of designing lesson plans that start with easy activities and gradually increase in difficulty to avoid frustrating students. The document also examines several popular affective education programs that aim to enhance self-esteem and sensitivity to others. Finally, it discusses theories of self-esteem, the connection between language and culture, and the process of acculturation that students experience when learning a new language and culture.
Onestopenglish Methodology Teaching Mixed Ability Classes
The document provides suggestions for teaching a mixed-ability English language class with students at various proficiency levels. It outlines three strategies: 1) adapting tasks by creating more or less challenging versions of the same activity; 2) extending tasks to keep higher-level students engaged if they finish early; and 3) encouraging cooperation and peer questioning through group tasks that require participation from all students. Sample activities are provided for each strategy, such as a listening gap fill with choices or a group quiz creation task. The strategies aim to involve students at all levels without boring some or confusing others.
Guided Questions for Reflective Journal #1The purpose of the.docx
Guided Questions for Reflective Journal #1
The purpose of the reflective journals in this course is to build your reflective thinking which will lead to increased emotional intelligence (Riley, 2020). The first reflective journal will focus on self-awareness, one of the EI domains. Please be sure to complete all readings and surveys prior to answering guided questions. Responses should be substantive and not just a few sentences. This is about students having a better understanding of what makes an effective communicator. As this is a reflective journal, you are not required to provide references, but if you do use any citations, you will need to provide a reference list.
Instructions: Using this Word document,
type your responses in a different color
and upload to drop box by Sunday @ 11:30 pm. Please keep this document as this information will also be compiled into your midterm Self-Awareness paper. Work smarter, not harder.
Emotional Intelligence Domain: Self-Awareness (Level 2 or 3 heading for paper)
Ø Define self-awareness as an emotional intelligence domain and what influence this has on becoming an effective communicator.
Ø Describe how reflective thinking increases emotional intelligence.
Ø Know your story and how it affects you. What were the findings of your EI survey? How can you continue to build your EI intelligence as a student, nurse, and human being?
Ø Make peace with your past and practice forgiveness. This is a tough one. Describe a scenario, again leaving out names and other details that would implicate another person. We need to respect one another’s privacy. Speak in hypothetical terms. Sometimes we need to forgive ourselves. Know that whatever you state in your journal, stays between you and me.
Ø Share your beliefs, your emotions, and your behavior patterns. As a student in an accelerated or second degree nursing program, how do you respond to the stressors from school, from home, from work? Do you believe your responses or behaviors are equitable to the situation or are they exaggerated or understated?
Ø Identify your individual feelings and emotions (anger, sadness, fear, and joy) that you experience in various situations. Think about the past semester again as a student, nurse and human being during a pandemic situation. How did the pandemic alter your way of learning or how you were working or having privileges such as going to a movie? How do you feel about wearing a mask when out in public? Is it too soon to return to normal life and remove social distancing?
...
How students learn
The document discusses how students learn best. It notes that students do not all learn in the same way, as Howard Gardner's theory of multiple intelligences outlines. It also discusses Kolb's learning styles and how different students are better suited to different styles, such as concrete experience or abstract conceptualization. The key takeaway is that as teachers, it is important to understand how individual students learn best and design activities that align with their strengths, as this will lead to more meaningful and effective learning. Knowing students well is essential to achieving this.
GT Social and Emotional Needs
This document discusses the social and emotional needs of gifted and talented (GT) students. It outlines learning outcomes related to providing a rationale for affective education and identifying the social and emotional characteristics and needs of underachieving and at-risk gifted learners. The document also contains sections on norms, pedagogy, types of gifted learners, and case studies.
EDUCARNIVAL 2014 at IIT Delhi- Becoming an emotionally intelligent teacher by...
The presentation by LATA DAYARAM at EDU-CARNIVAL 2014 - the 6th International conference for school leaders, IIT DELHI.
Fall 2021 tutor training implicit bias
This document outlines an agenda for a tutor training session on implicit bias. It includes:
- An introduction activity where tutors introduce themselves
- A review of preparation material on implicit bias and its definitions
- An activity to illustrate implicit bias
- A discussion on how implicit bias can impact tutoring and how tutors can practice objectivity
- A brief review of equity and inclusivity
- The goals are to support students effectively and respect different perspectives in an open-minded discussion.
Rim jerslin
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.
Emotional awareness--What it is and how it can help people take charge of the...
Module 3 (of 6) of the Learning to Get Along course for teachers and school staff. This module focuses on the 'E' of SEL, and on the role of teachers in building students' ability to understand and regulate their emotions.
Engage motivation2012
1) The document discusses principles of student motivation and engagement in reading. It outlines five key principles: meaning is motivating, learning is social, self-efficacy, interest/relevance, and control and choice.
2) Each principle is explained and examples are given of instructional practices that can help apply each principle, such as collaborative learning activities, choice in assignments, and connecting lessons to students' interests.
3) The importance of student motivation and reading engagement for achievement is discussed. Strategies are presented to help shift students from a performance to a mastery orientation in their learning.
METACOGNITION_ED-105.pptx
This document discusses metacognition, which refers to thinking about one's own thinking. It defines metacognition and explains its two components: metacognitive knowledge and metacognitive regulation. Metacognitive knowledge involves knowledge about cognitive processes, while metacognitive regulation refers to using strategies to monitor and regulate one's cognition. The document outlines three categories of metacognitive knowledge according to Flavell: person variables, task variables, and strategy variables. It provides examples to illustrate each variable and discusses the differences between novice and expert learners, with experts employing more metacognitive strategies.
MOTIVATION
This document presents an outline for a presentation on motivation. It discusses definitions of motivation, orientations of motivation such as instrumental and integrative, aspects of learning motivation including intrinsic and extrinsic motivation, and ways to maintain motivation in the classroom such as using pair work, seating arrangements, and realia. The presentation aims to provide attendees with an understanding of motivation and different strategies for motivating language learners.
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
More Related Content
Similar to Emotional Intelligence - Handout - TILC 2015
Emotional Intelligence - TILC 2015
This document discusses incorporating emotional intelligence into library instruction. It defines emotional intelligence as having self-awareness, self-regulation, motivation, empathy, and social skills. An emotionally intelligent teacher is an expert in their subject, approaches teaching in a positive way, and is aware of learners' needs. The document provides strategies for teaching with empathy, self-awareness, and setting a positive tone. It encourages reflection on teaching style and incorporating emotional intelligence goals.
EmotionalIntelligencePowerPoint.ppt
This document discusses building emotional intelligence in massage therapy students. It begins by defining emotional intelligence and identifying its key characteristics. It then describes characteristics of Generation Y students and argues that massage therapists need high emotional intelligence. The document proposes teaching students skills like self-awareness, communication, and conflict resolution. It presents two sample activities, "Are We Progressing?" and "Mood Check," to develop these skills. It concludes by encouraging incorporating emotional intelligence content and activities into massage therapy education.
Differentiated instruction (2011)
The document discusses the need to differentiate instruction to meet the varied needs of students in modern classrooms. It notes that students learn at different rates, in different ways, and have different interests. Effective differentiation requires teachers to thoughtfully examine curriculum, instruction, and assessment and provide flexibility and options that engage all learners.
Social Emotional Wellbeing Ppt.pptx
Social-emotional learning (SEL) involves developing skills in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These skills allow students to understand and manage emotions, develop caring relationships with others, and make responsible decisions. The document provides strategies and activities to teach each of the five core SEL competencies to students.
Emotional Intelligence - January 2015 Inset
The term "Emotional Intelligence" was first explained by Peter Salovey and John Mayer in 1990, and was popularized by Daniel Goleman's 1995 book titled "Emotional Intelligence: Why it can matter more than IQ". Emotional Intelligence refers to one's ability to understand and manage emotions in oneself and in relationships with others. It is comprised of personal competence, including self-awareness and self-management skills, and social competence, which involves social awareness and relationship management abilities.
Models of Co-teaching Part B
The document discusses co-teaching models and provides activities to help co-teachers work together effectively. It includes 6 common co-teaching models: one teach one observe, one teach one assist, parallel teaching, station teaching, alternative teaching, and team teaching. It suggests co-teachers discuss their classroom priorities and philosophies to understand each other. An activity prompts writing one's teaching philosophy and considering a co-teacher's perspective. The document concludes with an activity for co-teachers to choose 2 areas to improve and make an action plan.
I Second that Emotion: Teaching with Emotional Intelligence
This document discusses the importance of emotional intelligence for teachers. It provides an overview of key concepts in emotional intelligence, such as self-awareness, self-regulation, empathy, and social skills. Good teachers demonstrate qualities like being approachable, positive, and empathetic. The document also offers strategies for incorporating emotional intelligence into teaching, such as anticipating learner expectations, active listening, and personal reflection.
Self confidence
This document discusses several topics related to promoting self-confidence in language learners. It begins by explaining how teachers can create a learning environment that increases self-confidence using tools like neuro-linguistic programming. It then discusses the importance of designing lesson plans that start with easy activities and gradually increase in difficulty to avoid frustrating students. The document also examines several popular affective education programs that aim to enhance self-esteem and sensitivity to others. Finally, it discusses theories of self-esteem, the connection between language and culture, and the process of acculturation that students experience when learning a new language and culture.
Self confidence
This document discusses several topics related to promoting self-confidence in language learners. It begins by explaining how teachers can create a learning environment that increases self-confidence using tools like neuro-linguistic programming. It then discusses the importance of designing lesson plans that start with easy activities and gradually increase in difficulty to avoid frustrating students. The document also examines several popular affective education programs that aim to enhance self-esteem and sensitivity to others. Finally, it discusses theories of self-esteem, the connection between language and culture, and the process of acculturation that students experience when learning a new language and culture.
Onestopenglish Methodology Teaching Mixed Ability Classes
The document provides suggestions for teaching a mixed-ability English language class with students at various proficiency levels. It outlines three strategies: 1) adapting tasks by creating more or less challenging versions of the same activity; 2) extending tasks to keep higher-level students engaged if they finish early; and 3) encouraging cooperation and peer questioning through group tasks that require participation from all students. Sample activities are provided for each strategy, such as a listening gap fill with choices or a group quiz creation task. The strategies aim to involve students at all levels without boring some or confusing others.
Guided Questions for Reflective Journal #1The purpose of the.docx
Guided Questions for Reflective Journal #1
The purpose of the reflective journals in this course is to build your reflective thinking which will lead to increased emotional intelligence (Riley, 2020). The first reflective journal will focus on self-awareness, one of the EI domains. Please be sure to complete all readings and surveys prior to answering guided questions. Responses should be substantive and not just a few sentences. This is about students having a better understanding of what makes an effective communicator. As this is a reflective journal, you are not required to provide references, but if you do use any citations, you will need to provide a reference list.
Instructions: Using this Word document,
type your responses in a different color
and upload to drop box by Sunday @ 11:30 pm. Please keep this document as this information will also be compiled into your midterm Self-Awareness paper. Work smarter, not harder.
Emotional Intelligence Domain: Self-Awareness (Level 2 or 3 heading for paper)
Ø Define self-awareness as an emotional intelligence domain and what influence this has on becoming an effective communicator.
Ø Describe how reflective thinking increases emotional intelligence.
Ø Know your story and how it affects you. What were the findings of your EI survey? How can you continue to build your EI intelligence as a student, nurse, and human being?
Ø Make peace with your past and practice forgiveness. This is a tough one. Describe a scenario, again leaving out names and other details that would implicate another person. We need to respect one another’s privacy. Speak in hypothetical terms. Sometimes we need to forgive ourselves. Know that whatever you state in your journal, stays between you and me.
Ø Share your beliefs, your emotions, and your behavior patterns. As a student in an accelerated or second degree nursing program, how do you respond to the stressors from school, from home, from work? Do you believe your responses or behaviors are equitable to the situation or are they exaggerated or understated?
Ø Identify your individual feelings and emotions (anger, sadness, fear, and joy) that you experience in various situations. Think about the past semester again as a student, nurse and human being during a pandemic situation. How did the pandemic alter your way of learning or how you were working or having privileges such as going to a movie? How do you feel about wearing a mask when out in public? Is it too soon to return to normal life and remove social distancing?
...
How students learn
The document discusses how students learn best. It notes that students do not all learn in the same way, as Howard Gardner's theory of multiple intelligences outlines. It also discusses Kolb's learning styles and how different students are better suited to different styles, such as concrete experience or abstract conceptualization. The key takeaway is that as teachers, it is important to understand how individual students learn best and design activities that align with their strengths, as this will lead to more meaningful and effective learning. Knowing students well is essential to achieving this.
GT Social and Emotional Needs
This document discusses the social and emotional needs of gifted and talented (GT) students. It outlines learning outcomes related to providing a rationale for affective education and identifying the social and emotional characteristics and needs of underachieving and at-risk gifted learners. The document also contains sections on norms, pedagogy, types of gifted learners, and case studies.
EDUCARNIVAL 2014 at IIT Delhi- Becoming an emotionally intelligent teacher by...
The presentation by LATA DAYARAM at EDU-CARNIVAL 2014 - the 6th International conference for school leaders, IIT DELHI.
Fall 2021 tutor training implicit bias
This document outlines an agenda for a tutor training session on implicit bias. It includes:
- An introduction activity where tutors introduce themselves
- A review of preparation material on implicit bias and its definitions
- An activity to illustrate implicit bias
- A discussion on how implicit bias can impact tutoring and how tutors can practice objectivity
- A brief review of equity and inclusivity
- The goals are to support students effectively and respect different perspectives in an open-minded discussion.
Rim jerslin
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.
Emotional awareness--What it is and how it can help people take charge of the...
Module 3 (of 6) of the Learning to Get Along course for teachers and school staff. This module focuses on the 'E' of SEL, and on the role of teachers in building students' ability to understand and regulate their emotions.
Engage motivation2012
1) The document discusses principles of student motivation and engagement in reading. It outlines five key principles: meaning is motivating, learning is social, self-efficacy, interest/relevance, and control and choice.
2) Each principle is explained and examples are given of instructional practices that can help apply each principle, such as collaborative learning activities, choice in assignments, and connecting lessons to students' interests.
3) The importance of student motivation and reading engagement for achievement is discussed. Strategies are presented to help shift students from a performance to a mastery orientation in their learning.
METACOGNITION_ED-105.pptx
This document discusses metacognition, which refers to thinking about one's own thinking. It defines metacognition and explains its two components: metacognitive knowledge and metacognitive regulation. Metacognitive knowledge involves knowledge about cognitive processes, while metacognitive regulation refers to using strategies to monitor and regulate one's cognition. The document outlines three categories of metacognitive knowledge according to Flavell: person variables, task variables, and strategy variables. It provides examples to illustrate each variable and discusses the differences between novice and expert learners, with experts employing more metacognitive strategies.
MOTIVATION
This document presents an outline for a presentation on motivation. It discusses definitions of motivation, orientations of motivation such as instrumental and integrative, aspects of learning motivation including intrinsic and extrinsic motivation, and ways to maintain motivation in the classroom such as using pair work, seating arrangements, and realia. The presentation aims to provide attendees with an understanding of motivation and different strategies for motivating language learners.
Similar to Emotional Intelligence - Handout - TILC 2015 (20)
I Second that Emotion: Teaching with Emotional Intelligence
I Second that Emotion: Teaching with Emotional Intelligence
Onestopenglish Methodology Teaching Mixed Ability Classes
Onestopenglish Methodology Teaching Mixed Ability Classes
Guided Questions for Reflective Journal #1The purpose of the.docx
Guided Questions for Reflective Journal #1The purpose of the.docx
EDUCARNIVAL 2014 at IIT Delhi- Becoming an emotionally intelligent teacher by...
EDUCARNIVAL 2014 at IIT Delhi- Becoming an emotionally intelligent teacher by...
Emotional awareness--What it is and how it can help people take charge of the...
Emotional awareness--What it is and how it can help people take charge of the...
Recently uploaded
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...Nguyen Thanh Tu Collection
https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpJemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdanePhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Recently uploaded (20)
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
Emotional Intelligence - Handout - TILC 2015
- 1. Emotionally Intelligent Library Instruction, Or: How We Learned to Stop Worrying and Love our Feels JennyDale (jedale2@uncg.edu) andLyndaKellam (lmkellam@uncg.edu) UNC GreensboroUniversity Libraries Goleman’sEmotionalCompetence Framework Personal Competence Social Competence Self-awareness Self-regulation Motivation Empathy Social Skills Qualitiesofan emotionally intelligent teacheractivity Whichof the words/phrasesonthe slide do youthink people woulduse to describe you as a teacher? Whichcolumn(if any) do youthink is the most important, andwhy?
- 2. Strategies Settingthe tone Think of a session you’vetaught recently. How did youintroduce it? How couldyou have doneit differently? Teachingwithempathy How do youacknowledgeindividual learners in yourteaching? Teachingwithself-awareness How wouldyoudescribe your teachingstyle? Developingyour emotionally intelligentteachingpractice How do youreflect on yourteaching (either individually orwith colleagues)? Goal-setting Goal 1: How will youknow whenyou’ve met this goal? Goal 2: How will youknow whenyou’ve met this goal?