learning as emotional base

1. INTELLIGEEMOTIONAL NCE
All learning has an emotional base.
--Plato
HERMINIA N. FALSARIO
Associate Professor IV

2. Introduction
Carl Gustav Jung, a psychologist,
emphasizes the essence of human
touch in teaching in this quote: “One
looks back with appreciation to the
brilliant teachers, but with gratitude to
those who touched our human
feelings. The curriculum is so much
necessary raw material, but warmth is
the vital element for the growing plant
and for the soul of the child.”

3. At present, a simple and major problem for
schools and colleges is to provide a safe environment
that is emotionally healthy and academically
challenging. Healthy learning environments are
critical to the development of constructive thinking as
well as problem solving, goal setting, achievement,
and leadership behaviors. A healthy learning
environment is characterized by trust, respect, and
engaging dialogue in the classroom. The creation of a
healthy learning environment focused on personal,
academic, and career excellence requires an
understanding and emphasis on affective as well as
cognitive skills.

4. The emotional intelligence skills of assertion, time
management, goal achievement (drive strength),
commitment ethic, stress management, and positive
change are particularly important to academic achievement
and college success. With a focus on emotional intelligence
skills, learning becomes an active, engaging, and student-
centered process. In a time of increased accountability for
achievement and personal responsibility, teachers must
learn and apply new skills to reduce the effects of negative
stress, to establish and build positive and supportive
relationships, and develop emotional intelligence. Healthy
classroom environments minimize negative stress and
contribute to more effective student learning (Nelson, et al.,
The Emotionally Intelligent Teacher: A Transformative Learning
Model)

5. The conventional teaching just impart knowledge or
fill students' brains with facts, but today’s educators
having a broader role of shaping students skills to
manage their emotions, resolve conflict nonviolently,
and make responsible decisions. In brief they develop
subject intelligence as well as emotional intelligence of
students. A good teacher makes student to learn; a
great teacher ignite the spark to kindle a fire of thinking
that burns forever. Teachers must possess the vital
skills, personality characteristics and behaviors that
students perceive to impact their motivation to learn. In
such circumstances teachers working under higher
educational institutions (HEI) need to familiarize and
practice Emotional Intelligence in their job setting (Dr.
Mohamed Abdul Madhar)

7. “Emotional
Intelligence is a
master aptitude,
a capacity that
profoundly affects
all other abilities,
either facilitating
or interfering with
them–Daniel Goleman,
Emotional Intelligence)

8. It includes the abilities
to accurately perceive
emotions, to access
and generate emotions
so as to assist thought,
to understand
emotions and
emotional knowledge,
and to reflectively
regulate emotions so
as to promote
emotional and
intellectual growth.

9. Emotional intelligence is the ability
to identify, use, understand, and
manage your emotions in positive and
constructive ways. It's about recognizing
your own emotional state and the
emotional states of others. Emotional
intelligence is also about engaging with
others in ways that draw people to you.

11. David Caruso: “It is very
important to understand
that emotional intelligence
is not the opposite of
intelligence, it is not the
triumph of heart over head -
- it is the unique intersection
of both.”
--From (“Emotional What?”)

13. Intelligence is a way of recognizing,
understanding, and choosing how we
think, feel, and act. It shapes our
interactions with others and our
understanding of ourselves. It defines
how and what we learn; it allows us to
set priorities; it determines the
majority of our daily actions. Research
suggests it is responsible for as much
as 80% of the "success" in our lives."
--From Handle With Care: Emotional Intelligence Activity Book

15. Salovey & Mayer: “We define emotional
intelligence 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.”
--From “Emotional Intelligence,” 1990

17. Mayer & Cobb: “The ability to
process emotional
information, particularly as it
involves the perception,
assimilation, understanding,
and management of emotion."
-From "Educational policy on emotional intelligence:
Does it make sense?", 2000

18. Components of Emotional
Intelligence
1. Self-awareness
-- knowing your emotions,
recognizing feelings as they
occur,
and discriminating between them -
- being aware of the relationship
between thoughts, feelings and
actions
“The virtue of all achievement is
victory over oneself. Those who
know this can never know defeat.”
(AJ Cronin)

19. 2. Mood management
- handling feelings so
they’re relevant to the current
situation
- reacting appropriately
- being able to channel
emotions to a positive end

20. 3. Self-motivation
- “gathering up” your feelings
and directing yourself
towards a goal, despite self-
doubt, inertia, and
impulsiveness

21. 4. Empathy
- recognizing feelings in
others and turning into
their verbal and nonverbal
cues
- getting the measure of
a situation
- being able to listen to
others without being
carried away by personal
emotions

22. 5. Managing relationships
- handling interpersonal
interaction, conflict
resolution and negotiations

23. 6. Communicating
-Developing quality
relationships,
- conveying positive
feelings like enthusiasm and
optimism.
-Expressing personal
concerns without anger or
passivity.
“Communication is the life blood
of human relationship.”
“Enthusiasm is the thing that
makes the world go round.”

25. 7. Cooperation
- Knowing how and when to
take the lead and when to follow.
-Helping people work together
on common goals.
- Recognizing the value of the
contribution of others
- Taking responsibilities
Cooperation is not a
sentiment—it is an economic
necessity. (Charles
Steinmetz)

26. Emotional intelligence consists of four core abilities:
Self-awareness – The ability to recognize your own emotions
and how they affect your thoughts and behavior, know your
strengths and weaknesses, and have self-confidence.
Self-management – The ability to control impulsive feelings
and behaviors, manage your emotions in healthy ways, take
initiative, follow through on commitments, and adapt to
changing circumstances.
Social awareness – The ability to understand the emotions,
needs, and concerns of other people, pick up on emotional
cues, feel comfortable socially, and recognize the power
dynamics in a group or organization.
Relationship management – The ability to develop and
maintain good relationships, communicate clearly, inspire and
influence others, work well in a team, and manage conflict.

28. John Gottman: "In the last decade or so,
science has discovered a tremendous
amount about the role emotions play in
our lives. Researchers have found that
even more than IQ, your emotional
awareness and abilities to handle
feelings will determine your success and
happiness in all walks of life, including
family relationships."
--From Raising an Emotionally Intelligent Child

29. McCown et al: "Experiencing one's
self in a conscious manner--
that is, gaining self-
knowledge--is an integral part
of learning."
--From Self-Science: The Emotional Intelligence
Curriculum

30. Salovey, Mayer, Goldman,
Turvey, and Palfai: "People
in good moods are
better at inductive
reasoning and
creative problem
solving."
--From Emotion, Disclosure, and
Health, 1995

31. John D. Mayer: "An emotion
occurs when there
are certain biological,
certain experiential,
and certain cognitive
states which all occur
simultaneously."
--From EQ Today, Spring 1999

32. Mayer & Salovey: "People
high in emotional
intelligence are expected
to progress more quickly
through the abilities
designated and to master
more of them."
--From “What is Emotional
Intelligence” in Emotional
Development and Emotional
Intelligence: Educational
Implications, by Peter Salovey
and David Sluyter. 1997

33. Ten Steps for Promoting
Your Emotional Intelligence
1. Know yourself well through the use of
assessment tools to understand your strengths
and vulnerabilities.
2. Work with a mentor or personal coach to
improve your EQ.
3. Identify the causes of feelings: become aware of
split-second, preconscious thoughts and their
possible distortions.
4. Become aware of your emotional style. What
do you do to avoid discomfort?

34. 5. Learn to differentiate between emotion and the
subsequent need to take action.
A. The need to promote action in response to
avoidance, withdrawal, and sadness.
B. The need to inhibit action in response to anger
and hostility.
6. Acquire the skills of “learned optimism”: What is
your personal explanatory style? How do you explain
events to your self, both good and bad? Increase your
optimism when appropriate and beneficial.
“When hurting times come, rise in divine strength,
smile.”(Ivy Duffy Doherty)
Everything succeeds with people of sweet and cheerful
disposition.” (Voltaire)

35. 7.Listen for the “lessons” of feelings: turn
mistakes into energy.
8. Use “somatic markers” in decision-
making: trust your gut and use it.
How do you feel? Use physical
circumstances like headache, stomach
ache, and other bodily discomforts as basis
of decisions.

36. 9. Develop listening skills and ask open-ended
questions.
“Listening is the best way to get your point across.”
“The mark of effective listening is an appropriate
response.”
“A good listener is not only popular everywhere, but after
a while he gets to know something.” (Wilson Mizner)
“The art of listening is something we all must learn if we
want to improve our perception of events and issues
happening around us every day.” (Harriet Hall)

37. “Listening is a magnetic and
strange thing, a creative force.
The friends who listen to us are
the ones we move toward, and
we want to sit in their radius.
When we are listened to, it
creates us, makes us unfold and
expand.”

38. 10. Increase positive feedback to yourself, to
others. Learn to reframe negatives. Increase
your appreciation of yourself and others.
“When you’re drinking the water, don’t
forget who dug the well.”
“The deepest principle in human nature is
the craving to be appreciated.” (William
James)

39. Five Key Skills for Raising Your
Emotional Intelligence
1: Rapidly reduce stress
When we’re under high levels of stress, rational thinking and
decision making go out the window. Runaway stress
overwhelms the mind and body, getting in the way of our ability
to accurately “read” a situation, hear what someone else is
saying, be aware of our own feelings and needs, and
communicate clearly.
The first key skill of emotional intelligence is the ability to quickly
calm yourself down when you’re feeling overwhelmed. Being
able to manage stress in the moment is the key to resilience.
This emotional intelligence skill helps you stay balanced,
focused, and in control–no matter what challenges you face.

40. Stress busting: functioning well in the heat of the moment
Develop your stress busting skills by working through the
following three steps:
Realize when you’re stressed – The first step to reducing
stress is recognizing what stress feels like. Many of us spend
so much time in an unbalanced state that we’ve forgotten what
it feels like to be calm and relaxed.
Identify your stress response – Everyone reacts differently to
stress. Do you tend to space out and get depressed? Become
angry and agitated? Freeze with anxiety? The best way to
quickly calm yourself depends on your specific stress
response.
Discover the stress busting techniques that work for you –
The best way to reduce stress quickly is through the senses:
through sight, sound, smell, taste, and touch. But each person
responds differently to sensory input, so you need to find things
that are soothing to you.

41. 2: Connect to your emotions
The second key skill of emotional intelligence is
having a moment-to-moment awareness of your
emotions and how they influence your thoughts and
actions. Emotional awareness is the key to
understanding yourself and others.
Many people are disconnected from their emotions–
especially strong core emotions such as anger,
sadness, fear, and joy. But although we can distort,
deny, or numb our feelings, we can’t eliminate them.
They’re still there, whether we’re aware of them or not.
Unfortunately, without emotional awareness, we are
unable to fully understand our own motivations and
needs, or to communicate effectively with others.

42. What kind of a relationship do you have with your
emotions?
Do you experience feelings that flow, encountering
one emotion after another as your experiences change
from moment to moment?
Are your emotions accompanied by physical
sensations that you experience in places like your
stomach or chest?
Do you experience discrete feelings and emotions,
such as anger, sadness, fear, joy, each of which is
evident in subtle facial expressions?

43. Can you experience intense feelings that are
strong enough to capture both your attention
and that of others?
Do you pay attention to your emotions? Do
they factor into your decision making?
If any of these experiences are unfamiliar,
your emotions may be turned down or turned
off. In order to be emotionally healthy and
emotionally intelligent, you must reconnect
to your core emotions, accept them, and
become comfortable with them.

44. 3: Nonverbal communication
Being a good communicator requires more than just
verbal skills. Oftentimes, what we say is less important
than how we say it or the other nonverbal signals we send
out. In order to hold the attention of others and build
connection and trust, we need to be aware of and in
control of our nonverbal cues. We also need to be able to
accurately read and respond to the nonverbal cues that
other people send us. Nonverbal communication is the
third skill of emotional intelligence. This wordless form of
communication is emotionally driven. It asks the
questions: “Are you listening?” and “Do you understand
and care?” Answers to these questions are expressed in
the way we listen, look, move, and react. Our nonverbal
messages will produce a sense of interest, trust,
excitement, and desire for connection–or they will
generate fear, confusion, distrust, and disinterest.

45. Part of improving nonverbal
communication involves paying
attention to:
Eye contact
Facial expression
Tone of voice
Posture and gesture
Touch
Timing and pace

46. 4: Use humor and play to deal with challenges
Humor, laughter, and play are natural antidotes to life’s
difficulties. They lighten our burdens and help us keep
things in perspective. A good hearty laugh reduces
stress, elevates mood, and brings our nervous system
back into balance.
The ability to deal with challenges using humor and play
is the fourth skill of emotional intelligence. Playful
communication broadens our emotional intelligence and
helps us:
Take hardships in stride. By allowing us to view our
frustrations and disappointments from new perspectives,
laughter and play enable us to survive annoyances,
hard times, and setbacks.

47. Smooth over differences. Using gentle humor
often helps us say things that might be otherwise
difficult to express without creating a flap.
Simultaneously relax and energize ourselves.
Playful communication relieves fatigue and
relaxes our bodies, which allows us to recharge
and accomplish more.
Become more creative. When we loosen up, we
free ourselves of rigid ways of thinking and being,
allowing us to get creative and see things in new
ways.

48. 5: Resolve conflict positively
Conflict and disagreements are inevitable in relationships.
Two people can’t possibly have the same needs, opinions,
and expectations at all times. However, that needn’t 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 manage conflicts in a positive, trust-building
way is the fifth key skill of emotional intelligence.
Successfully resolving differences is supported by the
previous four skills of emotional intelligence. Once you know
how to manage stress, stay emotionally present and aware,
communicate nonverbally, and use humor and play, you’ll be
better equipped to handle emotionally-charged situations
and catch and defuse many issues before they escalate.

49. Stay focused in the present. When we are not holding
on to old hurts and resentments, we can recognize the
reality of a current situation and view it as a new
opportunity for resolving old feelings about conflicts.
Choose your arguments. Arguments take time and
energy, especially if you want to resolve them in a positive
way. Consider what is worth arguing about and what is
not.
Forgive. If you continue to be hurt or mistreated, protect
yourself. But someone else’s hurtful behavior is in the
past, remember that conflict resolution involves giving up
the urge to punish.
End conflicts that can't be resolved. It takes two
people to keep an argument going. You can choose to
disengage from a conflict, even if you still disagree.

50. The emotionally intelligent
person can capitalize fully
upon his or her changing
moods in order to best fit the
task at hand.

51. The emotionally intelligent
person can harness
emotions, even negative
ones, and manage them to
achieve intended goals.

52. Importance of Emotional Intelligence
in the Workplace
More than ever, one’s competency at work
will be determined and evaluated on
emotional intelligence. In today’s world of
diminishing job security, one’s personal
growth and development must include
strengthening of emotional capacities to
survive.

53. In meetings and in group settings where
people come together to collaborate, there is
a strong sense of a group IQ. The most
important element in a group’s intelligence is
not the average or the highest IQ, but
emotional intelligence. A single participant
who is low in EQ can lower the collective IQ of
the entire group.

54. Teaming, in order to be effective, requires
people to have a high degree of both IQ and
EQ. People need to handle their own and
other’s emotions to trust and team up for
problem-solving and decision-making.

55. LIVE SUCCESSFULLY;
LIVE HAPPILY;
BE MENTALLY HEALTHY;
BE INTELLIGENT EMOTIONALLY!
Thank You and God Bless Us All!

56. References:
http://helpguide.org/mental
/eq5_raising_emotional_intelligence.htm9/20
/11
http://psychology.about.com/od/personalitydev
elopment/a/emotionalintell.htm 9/20/11