2. The term Emotional Intelligence gained publicity in 1990
when Peter Salovey and John Mayer explained their
thoughts on the subject.
This term was popularised by Daniel Goleman with his
1995 publication, Emotional Intelligence: Why it can
matter more than IQ.
Emotional Intelligence
3.
4. How you relate to your learners?
Can you find a metaphor which best captures how you see yourself in
relation to groups of learners?
• law enforcer to the potentially criminal
• carer to the vulnerable
• salesperson to potential buyer
• preacher to the sinful
• sheepdog to sheep
• website to surfers
• gardener to plants
• tour guide to tour bus
7. Personal competence is made up of your self-awareness
and self-management skills, which focus more on you
individually than on your interactions with other people.
Personal competence is your ability to stay aware of your
emotions and manage your behaviour and tendencies.
• Self-Awareness is your ability to accurately perceive
your emotions and stay aware of them as they happen.
• Self-Management is your ability to use awareness of
your emotions to stay flexible and positively direct your
behaviour.
8. Social competence is made up of your social awareness
and relationship management skills; social competence is
your ability to understand other people’s moods, behavior,
and motives in order to improve the quality of your
relationships.
• Social Awareness is your ability to accurately pick up on
emotions in other people and understand what is really
going on.
• Relationship Management is your ability to use
awareness of your emotions and the others’ emotions to
manage interactions successfully.
9. In the Classroom
Create an environment of respect.
If you want your students to respect you and your classroom rules,
you must respect each of them.
- acknowledge all forms of diversity (e.g., race or religion) and
disabilities (e.g., physical or learning)
- Do not get frustrated if some students are not learning the
material as quickly as you expect. A major part of emotional
intelligence is showing empathy.
- If you can try a different teaching technique or a different way of
explaining a concept, this could alleviate some of the stress of
learning.
10. In the Classroom
Manage your emotions while taking responsibility.
There will be situations that frustrate you, but not only should you
obviously learn to hold back visible anger, you should also take
responsibility for your emotions without placing blame on your
students.
Focus on using "I" instead of "You" when making a statement. For
example, instead of saying, "You are not working hard enough to
understand this concept," say, "I am confused about what is
making this concept difficult to understand. Let's try together to
understand what is not making sense."
Avoiding putting the students on the defensive may help open
their minds to learning.
11. In the Classroom
Be honest and own up to your mistakes.
If a student asks you a question and you do not know the
answer, honesty can be the best policy. Tell the student that you
will do some research and get back to them regarding the
correct answer.
Also, if you make a mistake, apologize and correct yourself and
then move forward. By setting a good example of honesty in the
classroom, you will hopefully be encouraging honesty from your
students.
Remember to not only walk the walk but also talk the talk!
12. In the Classroom
Validate students.
We as humans like to feel valued rather than dismissed.
So, make an effort to understand what your students may be feeling
and relay this to them while also helping them resolve their own
issues.
If you empower your students to figure out on their own why
something is necessary compared to you just telling them that it is,
they may be more accepting of the task. It is hard being told what to
do, so encourage self-management.
13. Characteristics of a non-confrontational style
• using a quiet and calm voice and avoiding finger stabbing and
prolonged eye contact in general classroom interaction, thereby
creating a non-threatening environment;
• using low-level interventions and walking around the classroom to
maintain close proximity to students.
• using humour and distraction, where appropriate, to reduce the
tension and help students recognise the need to match their
conduct to the situation.
In these ways, the teacher demonstrates empathy and appropriate
patterns of social interaction so as to promote these skills on the part
of all students. As students learn these skills, the incidence of
confrontation between them also diminishes.
14. Using emotional intelligence is a prerequisite for
developing a good relationship with a group of
learners, which then can be the basis for producing
learners who have:
• More engagement,
• Greater motivation,
• A greater readiness to take risks in their learning,
• A more positive approach,
• A readiness to collaborate,
• More creativity and more tenacity.
15. Students will forget what you say,
students will forget what you do
but students will never forget how
you made them feel.
