The theory of emotional intelligence originated in the 1990s in response to IQ testing. Psychologists Mayer and Salovey introduced the concept in the early 1990s, defining it as the ability to monitor and discriminate between emotions, and use this information to guide thinking and actions. There are five main components: self-awareness, managing emotions, self-motivation, empathy, and handling relationships. The document discusses implications for education, including the importance of communication, understanding, and negotiation skills within and outside the classroom.

1. The origin of this theory
Came into existence in the 1990s in part as a
response to IQ which measured performance
and achievement on the basis of general
intelligence.

2. Its main exponents
Psychologistis, Mayer and Salovey
(1993), introduced the concept of
emotional intelligence in the early
1990s, and considered this as “a
type of social intelligence that
involves the ability to monitor
one`s own and others`emotions, to
discriminate among them, and to
use the information to guide one`s
thinking and actions”.

3. Main models and concepts
•Self – awareness: Knowing your emotions, recognizing
fellings as they occur, using your fellings to make good
decision, observing yourself.
•Mananing emotions: handling fellings in appropriate
manners and acting and reacting appropriately to a current
situation and you react finding way to handle fears, anxieties,
anger, and sadness.
• Self- motivation: coordinating and channeling your feelings
and directing yourself towards a goal, concentrating one`s
emotions on the achievement of the goals, despite self-doubt,
inertia and impulsiveness.
•Empathy, recognizing and being sensible to the concerns
and feelings of others and taking their perspectives,
appreciating the differences in the way they take the things.
•Handling relationships: handling interpersonal interaction,
social competence, conflict resolution, and negotiations,
being adept at managing the emotions and their interactions
with others, being in harmony with people.

4. Implicatons and Applications in Education
Communication within and outside the
classroom.Introduction. "Speaking as a teacher." -
Activity: explanation. "Talk Apprentice '. Conditions
for" negotiation. "Understanding. - The complexity of
understanding. - Understanding and foreign language
development. Summary. - Suggestions to read more. -
The simplicity and accessibility. - Activity:
More beyond the text. resources for understanding.
non-linguistic simplification. Context -. - background
knowledge. activity -. Simple = accessible. simplifying
texts. explanation. affordable compared with
noticeable.