This document discusses the importance of teaching emotional intelligence in schools. It provides a brief history of the concept and defines emotional intelligence as the ability to recognize, understand, and manage one's own emotions and the emotions of others. The document outlines the core components of emotional intelligence, including self-awareness, self-regulation, empathy, and social skills. It suggests various strategies and activities teachers can use to help develop students' emotional intelligence, such as teaching self-awareness, stress management, and empathy. The overall message is that educating the whole child, including their emotions, is necessary for success.

1. The importance of emotional
intelligence in school.
Fran Balsera
@fjbalsera
#eTwin_EQ

2. Summary
1.- Introduction
2.- A brief history and definition of Emotional intelligence.
3.- The essential components of EQ and eTwinning projects.
4.- Final consideration.

3. What makes someone intelligent?

4. Emotions have a huge influence in our lives.

5. Students may have different
problems:
• Lack of motivation.
• Low self-esteem.
• Low concentration.
• Poor self-awareness.
• Inability to express emotions.

6. It is necessary to educate not just the mind,
but the whole person.

7. A brief history of emotional intelligence
• Peter Salovey and John Mayer.
“A form 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 action".

8. Emotional qualities
• Empathy
• Expressing and understanding feelings.
• Controlling one’s temper.
• Independence.
• Adaptability.
• Being well-linked.
• Interpersonal problem solving.
• Persistence.
• Friendliness.
• Kindness.
• Respect.

9. Daniel Goleman

10. Howard Gardner

11. The seven wonders of the world

12. The following received the most votes…

20. There are so many wonders in the world…

28. Which of the two options is better?

29. Definition of emotional intelligence
Emotional intelligence is the ability to recognize, understand
and manage our own emotions and the emotions of others.
It also reflects abilities to join intelligence, empathy and
emotions to enhance thought and understanding of
interpersonal dynamics.

30. Core areas of emotional intelligence
Self-awareness
Self-Regulation
Social skills

31. Emotions and the brain

32. Emotional
awareness

33. My emotions
Think about some of the emotions you
have experienced today. Write in the
chat your ideas. How many different
emotions can you recognize?

34. The importance of body language

35. Can you read facial expressions?

41. Self-awareness in education and
eTwinning
• Self-awareness is the main component of emotional
intelligence. It is the starting point for other emotional skills.
• Teachers must know their own strengths and weaknesses
and they should recognize their own emotions.
Self-awareness needs emotional literacy

42. Strategies to increase Self-awareness
(Singh Gill)
• Recognize your strengths and limitations.
• Set appropriate targets that are measurable and achievable.
• Replace negative thoughts with positive thoughts and feelings.
• Write an emotional journal.
• Practice your lessons in advance.

43. What are the qualities
of an emotionally
intelligent teacher?

44. Expert
up-to-date
Resourceful
Well organized
challenging activities
clear speaking
empathy
good listener positive

45. Self-awareness eTwinning activities

46. Self-regulation
The ability to control
our emotions. We need
to teach the ability to
regulate emotions.

47. The two monks

48. Changing negative thoughts: cognitive
restructuring
• We use cognitive restructuring to overcome negative thinking.
• Dr. Albert Ellis.
Our unrealistic thoughts cause our negative emotions
which affect our behaviour negatively.

49. Cognitive restructuring: steps
• Situation
• Thoughts
• Feelings
• Evidence that supports the thought
• Evidence that doesn’t support the thought
• Alternative thought
• Outcome

50. Stress management: Progressive
relaxation
• Stress is good for the body
but too much stress can lead
to mental and physical issues
that can spiral out of control.
• The Progressive relaxation is a
method originated by
Jacobson.
• In progressive muscle
relaxation, you tense a group
of muscles and relax them in
a certain order.

51. Video for children:
https://www.youtube.com/watch?v=_mZbzDOpylA
Stress management: Belly breathing

52. Self-regulation: eTwinning activities

53. Self-motivation
• A motive is an impulse
that causes a person to
act. Self-motivated
people have the desire
and will to face
obstacles and overcome
them.
• One cause of lack of
motivation is “learned
helplessness”

54. Our goals must be…
Specific Realistic
Achievable Measurable
Timed

55. Flow
“The best moments in our lives are
not the passive, receptive, relaxing
times… The best moments usually
occur if a person’s body or mind is
stretched to its limits in a voluntary
effort to accomplish something
difficult and worthwhile.”

56. 8 elements of flow
• Concentration on the task.
• Clarity of goals.
• Balance between skills and challenge.
• Feeling of control.
• Effortlessness.
• Transformation of time.
• The experience is intrinsically rewarding.
• Lose self-conscious rumination.

57. How can you increase your students’
motivation quickly?

58. Encourage interaction among students
Make your classes relevant Be expressive and smile
Encourage students to share their ideas
Use different instructional strategies
Be sure students know what they are expected to learn
Bryant, D; Bryant, B.; Smith, D.

59. Constructive criticism
• Be accurate.
• Explain problems in realistic terms.
Teachers should be more optimistic in the ways that they relate to their
students.

60. Motivation: eTwinning activities

61. Empathy and social skills
Empathy: The ability to
share another person’s
feelings and emotions as if
they were your own
(Collins dictionary)

62. Pygmalion
• Teacher expectations influence
student performance.
• “When we expect certain
behaviors of others, we are likely
to act in ways that make the
expected behavior more likely to
occur.” (Rosenthal)

63. Social development means…
•Improving interaction skills.
•Respect for diversity.
•Encouraging pro-social behaviour.
S. Wiggins

64. Social skills: eTwinning activities

65. Final consideration
• Ask your students how they feel and create a positive environment
for learning.
• Increase your students’ emotional vocabulary.
• Give specific feedback and constructive criticism.
• Integrate activities to develop social skills.
• Challenge students to solve problems and develop and atmosphere of
problem solving in the classroom.
• Expecting more from our students makes them expect more of
themselves.
• AND… (Wiggins)

67. Bibliography
• Bloom, A. (2016): Teaching emotional intelligence. New York: Skyhorse.
• Mortiboys, A. (2011): Teaching with emotional intelligence. New York:
Routledge.
• Shapiro, L. (2003): How to raise a child with a high EQ: a parent’s guide to
emotional intelligence. New York: Harper.
• Singh Gill, G. (2015): Surviving in education through Emotional Intelligence
and positive mindset. Breat Britain: Amazon.
• Stein, S.; Howard, E. (2011): Emotional intelligence and your success.
Mississauga (Ontario): John Wiley and Sons.
• Wiggins, S. (2013): Emotional intelligence for kids. Poland: Amazon.

68. @fjbalsera
www.abriendomiaulaalmundo.com