1. Emotional Intelligence

2. Emotional Intelligence
W HAT ?
W HAT IS E MOTIONAL I NTELLIGENCE
W HY ?
UNDERSTANDING THE NEED FOR EI
T HEN W HAT ?
A PPLICATION IN THE CLASSROOM

3. Emotional Intelligence
W HAT ?
W HAT IS E MOTIONAL I NTELLIGENCE
W HY ?
UNDERSTANDING THE NEED FOR EI
T HEN W HAT ?
A PPLICATION IN THE CLASSROOM

4. Emotional Intelligence
•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.
Daniel Goleman, scientist and author

5. Daniel Goleman says
“Emotional intelligence consists
of four core abilities…”
1 . SELF-AWARENESS
2 . SELF-MANAGEMENT
3 . SOCIAL AWARENESS
4 . RELATIONSHIP
MANAGEMENT

6. 1.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 and self esteem.

7. 2.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.

8. 3.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.

9. 4.Relationship management
The ability to develop and maintain
good relationships, communicate
clearly, inspire and influence
others, work well in a team, and
manage conflict.

10. Emotional Intelligence
ACTIVITY
Self-awareness

11. Reflect and write personality aspects
(strengths and weaknesses) that best
describe you

12. PLUTCHIK WHEEL

13. Emotional Literacy
Emotional literacy is defined as:
The ability to express feelings with specific feeling
words, in 3 word sentences.
For example, “I feel rejected.”
 Mayer and Salovey have also written that the "ability to
label emotions“ is integral to emotional intelligence.
 If you are interested in working on your emotional
literacy, the first step is to start using simple, three word
sentences such as these:
 I feel sad. I feel motivated. I feel offended. I feel
appreciated. I feel hurt. I feel disrespected.

14. Build your Feeling Words
Vocabulary
Alienated Delighted Zippy Baffled Frightened
Barren Ebullient Adoring Befuddled Horrified
Beaten Ecstatic Ardent Chaotic Intimidated
Bleak Elated Cherishing Confounded Panicky
Bleeding Energetic Compassionate Confused Paralyzed
Dejected Enthusiastic Crazy about Dizzy Petrified
Depressed Euphoric Devoted Flustered Shocked
Desolate Excited Doting Rattled Terrified
Despondent Exhilarated Fervent Reeling Terror-stricken
Dismal Overjoyed Idolizing Shocked Wrecked
Empty Thrilled Infatuated Shook up
Gloomy Tickled pink Passionate Speechless
Grieved Vibrant Wild about Startled
Grim Worshipful Stumped
Hopeless Stunned
Mocked

15. Emotional Literacy
 I messages vs. You Messages
"You make me so jealous" we are sending a "you message". These "you messages"
typically put the other person on the defensive, which hurts communication and
relationships rather than helping.
 Expressing the Intensity Of The Feeling
I feel: annoyed... angry ... incensed...ballistic.
Accurately capturing the intensity of an emotion is critical to judging the message
our feelings are sending. If we either exaggerate or minimize the feeling, we are
distorting reality and undermining the effectiveness of our communication.
 Indirect Communication
I Feel Like ....
Using sentences for example, I feel like: ... strangling him ... shooting him ...
wringing his neck ... telling her off ... teaching him a lesson ... ... quitting ... giving up
... jumping off of a cliff be the most common form of communicating our feelings.
The literal result is that we often feel like labels, thoughts, and behaviors, as we can
see below:

16. Emotional Intelligence
ACTIVITY
Relationship Management

17. Emotional Intelligence in the
Classroom

18. Basic Steps to establishing EQ in the
classroom
 Recognize and respond
 Encourage an emotional state in learners that is
conducive to learning
 Listen, hear your learners out.
 Strive to increase your own EQ

19. EI in the classroom
"I am feeling impatient", rather than
Label your feelings "You are such a slowpoke.“
rather than your "I am confused about why you aren't
students doing your work," rather than "You
are just being lazy."

20. EI in the classroom
Express your emotions I am afraid you will hurt yourself
doing that.
rather than issue
commands I am afraid your tapping might
distract the others.
I feel bad when I see you take
things from others without
asking. And I am afraid you might
lose their friendship.
I feel uncomfortable with .....

21. EI in the classroom
Learn to take Say, "I am feeling
overwhelmed and out of
responsibility for your control" rather "You are
own feelings rather driving me crazy.“
than blame them on
"I felt embarrassed when the
your students. principal was here," rather
than "You embarrassed me in
front of the principal."

22. EI in the classroom
Remember that The students are
respect is earned, not
not there to meet
demanded
OUR emotional
needs

23. EI in the classroom
Apologize when you I feel bad for....
feel regret for
something, I am sorry I ....
Be honest if you I am afraid I made a mistake….
don’t know an
answer or have It was an error on my part…….
made a mistake
I don’t know,let me get back to
you on that one……..

24. EI in the classroom
Encourage students Frequently ask how students
feel using emotional
to express their literacy guidelines of 3 word
feelings with feeling sentences.
words.
Help them find the most
accurate, most precise
feeling words.

25. EI in the classroom
Seek voluntary "Would you help me out by
keeping your voice down?"
cooperation rather
than issuing
commands.

26. EI in the classroom
"It looks like you are feeling a
First validate the
little restless today.“
student' s feeling
before addressing "It looks like you are feeling
frustrated with this topic”
their behavior.

27. Conclusion
 clear use of language
 Rescue EI
 More deliberate

28. References
Daniel Goleman (1995): Emotional Intelligence, why it can
matter more than IQ.
Coetze and Jansen: Emotional Intelligence in the classroom:
the secret of happy teachers
Carson, B. H. (1996) ‘Thirty years of stories: the professor’s
place in student memories
Claxton, G. (1999) Wise up: the challenge of lifelong
learning, London: Bloomsbury