The document discusses the importance of self-awareness for teachers. It outlines strategies teachers can use to increase their self-awareness, including reflecting on their emotional triggers, adopting strategies to reduce burnout, paying attention to their behaviors and relationships with students, using humor appropriately, and acknowledging how they make a positive difference in students' lives. Developing self-awareness helps teachers better understand how their feelings and actions impact students, allows them to grow professionally, and maximizes their effectiveness in the classroom.

1. Components of Self Awareness
• According to Danel Goleman, the four components of emotional
intelligence are
• self awareness
• social awareness
• self management
• self confidence.

2. The self awareness dimension includes
• emotional self awareness
• accurate self assessment
• self confidence.

3. Emotional awareness
• Ability to recognise your own emotions, and their effects.
• People who have this ability will:
• Know what emotions they are feeling at any given time, and why;
• Understand the links between their emotions and their thoughts
and actions, including what they say
• Understand how their feelings will therefore affect their
performance; and
• Be guided in how they feel by their personal values

4. Accurate self assessment
• It is crucial to ones personal health and well-being.
•Understanding your own and others’ emotions
also requires a good understanding of
•your personal strengths, weaknesses, inner
resources and, perhaps most importantly, your
limits.

5. • People who are good at self-assessment generally have a
good understanding of their strengths and weaknesses.
• Show a good sense of humour about themselves and their
limitations.
• They are usually very reflective
• learning from experience
• open to feedback.

6. Self-confidence.
• The final area of self-awareness is self-confidence
• It is having a strong sense of your own selfworth
• It is not relying on others for your valuation of
yourself.

7. People with good self-confidence are:
• Generally able to present themselves well, and are often described as
charismatic.
• Prepared to voice unpopular opinions, and not always ‘go with the
flow’.
• People with self confidence have the characteristics of assertiveness,
courage, etc which are essential parts for being prepared to stand out
from the crowd.
• able to make good decisions grounded in their own values.

8. • Self-confidence is absolutely vital for job performance.

9. How Self Awareness is Important ?

10. How Self Awareness is Important ?
• For self-improvement
• For establishment of your identity and individuality
• For goal setting
• For harmonious relationships

11. How Self Awareness is important ?
• Self-awareness is often the first step to setting goals.
• High self-awareness is a solid predictor of good success in
life.
• The more you know about yourself, the better you are at
adapting to life's changes.
• This empowers us to make changes and build on our areas of
strength, as well as identify areas where we would like to
make improvements.

12. • It allows you to guide through the right path by choosing to pursue
the opportunities that best fit your skillset, preferences and
tendencies.
• It makes it easier to identify situations and people that hit our
triggers and enables us to anticipate our own reactions.
• It allows us to make positive behavioural changes that can lead to
greater personal accomplishments.

13. Self Awareness :
A key Skill of an Effective Teacher
Kavitha N Karun
Assistant Professor
Army Institute of Education

14. Many Research studies give evidences that :
Teacher Self Awareness is a key component for
managing student problems and maximising
effectiveness.

15. Self Awareness
•Self Awareness is
“a process of getting in touch
with one’s own feelings and
behaviors”

16. How Self Awareness
Helps a Teacher ?

19. Increased self-awareness
How it helps ?
•A more accurate understanding of
how students affect our own emotional processes
and behaviors
how we affect students, as well.

20. Teacher Development and Self Awareness
Our development as teachers depends on
• our willingness to take risks
• regularly ask ourselves which of our own behaviors
are helping or hindering our personal and professional
growth

21. If we could allow ourselves to become students
of our own extraordinary self-education, we
would be very well placed to facilitate the self-
education of others.

22. How a Teacher can transform oneself
to be an effective professional
through
increased
Self Awareness ?

23. Reflect …………………….
• Am I taking proactive steps to identify and defuse my own
“emotional triggers ?
• Am I adopting effective Strategy for Reducing Burnout and
Nurturing Mental Health ?
• Am I paying attention to what I need to pay attention to?
• Am I using an appropriate sense of humor to build
relationships, diffuse conflict, engage learners, and manage
my own stress?

24. ?
Am I taking proactive steps to identify
and defuse my own “emotional triggers”?

25. Strategy for Identifying and Defusing
Emotional Triggers
Take periodic “timeouts” before, during, or after both
“positive” and “negative” interactions with students. Ask
yourself:
• “What led me to respond this way?”
• “Is this way of responding helping or hurting this
relationship?”
• “Is it helping me grow as an educator?”
• “Is it helping the youth make better choices?”

26. Strategy for Identifying and Defusing
Emotional Triggers.
Ask a colleague or supervisor:
• behaviors and/or attitudes which are helping or
hurting your effectiveness in the classroom.
• “What do you see as my biggest strength in working
with students with behavioral and emotional
disorders?”
• “What types of problems or student behaviors do I
find the most difficult?

27. Am I adopting effective Strategy for Reducing
Burnout and Nurturing Mental Health ?

28. Strategy for Reducing Burnout and Nurturing
Teacher Mental Health
•Recognize the difference between productive venting
and an unproductive pattern of negativity and
complaining.
•Take time to assess your conversations with friends and
colleagues about your classroom and students.
•Ask yourself whether these conversations are helping
to reduce or amplify your stress level.

29. Strategy for Reducing Burnout and Nurturing
Teacher Mental Health (continues…..)
• Periodically gauge your feelings and coping skills and
seek out positive models.
• Stop and ask yourself, “What is your vision for the
children and youth that you teach?”
• If necessary, explore new strategies (e.g., exercising,
seeking professional help, reframing student behavior,
finding humor in potentially humorous situations.

30. ?
Am I paying attention to
what I need to pay attention to?

31. • Am I taking care of my behaviour ?
• Am I considering the individual difference ?
• Am I making sure that norms and conditions are clear to
students?
• Am I ensuring the welfare of students?
• Am I taking care of the interpersonal Relationships of
students?

32. ?
Am I using an appropriate sense of
humor to build relationships, diffuse
conflict, engage learners, and manage my
own stress?

33. Strategies for Assessing Our Ability to Use an Appropriate Sense of
Humour to assess whether you might be incorporating an appropriate
sense of humour into your classroom, periodically ask yourself the
following questions:
• “How often do I laugh as I teach?”
• “Do students seem to enjoy learning in my classroom?”
• “For the most part, do I enjoy working with students with behavioral and
emotional problems?

34. • “Do I use humour as a technique to defuse difficult
situations or avoid potential power struggles?”
• “Does humour used in my classroom (by me or my
students) tend to bring people closer together or push
them further away?”

36. ?
Do I regularly acknowledge
significant ways I (and others) are
making a difference in the lives of
students?

37. • How I am influencing the students ?
• What changes I make in their lives ?
• Am I helping them for betterment ?
• Am I enhancing their confidence level ?

38. Kaufman and Wong (1991) found that,
Teachers who perceive themselves as having the ability
to bring about desired student results are more likely to
perceive their students as
teachable and worthy of their attention and
effort.