This document discusses emotional intelligence and its importance for teachers. Emotional intelligence includes self-awareness, self-regulation, motivation, empathy, and social skills. It notes that emotional intelligence contributes more to life success than IQ. The document provides strategies for teachers to develop emotional intelligence in students, including establishing classroom rules, validating feelings, developing relationships, and providing feedback.

1. Samar Bouzeineddine
In-Service Teacher
Training Program
Haigazian University

3. 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.

4. Self -control
Empathy
Self- awareness
Relationships
Personal Motivation

5. 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.


6. 

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.

8. Academic learning
 Improvement in behaviour (leading to
inclusion)
 Health
 Relationships


9. 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

10. What




Goal orientation
Achievement drive
initiative
Optimism
How




Goal setting
Delaying gratification
Making choices
Encouraging positive
self-belief

11. 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


12. 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

13. 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

16. Environment for learning
2) Language of emotions
3) Establishing relationships
4) Validating feelings
5) Active engagement
6) Thinking skills
7) Empower through feedback
1)

17. 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


18. 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)


19. E
Getting to know the learners and developing
authentic relationships with them
 Enabling learners to know about each other
 Modelling caring relationship


20. V
Accept the learner’s feelings
 Verbal forms of acceptance
 Non-verbal forms of acceptance


21. 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


46. T

1.
2.
3.
4.
5.
Five thinking skills:
Information-processing skills
Enquiry skills
Creative-thinking skills
Creative-thinking and reasoning skills
Evaluative skills

47. E
Pointers for feedback
 Peer-review
 Self-assessment


50. 
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.