3. It refers to the capacity for recognizing our own
feelings and those of others, for motivating
ourselves, and for managing emotions well in
ourselves and in our relationships.
5. Although there is a slight correlation between IQ
and some aspects of EQ, they are independent
entities. IQ and EQ are not opposing
competencies, but they complement each other.
Academic intelligence has little to do with
emotional life.
According to Daniel Goleman, IQ contributes
about 20% to the factors that determine life
success.
6.
Cognitive Intelligence
Cognitive intelligence
refers to the ability to
concentrate and plan, to
organize material, to
solve problems, to use
words and to understand,
assimilate and interpret
facts.
Emotional Intelligence
Emotional intelligence is
the set of socioemotional skills that
enable the intellect to
turn into action and
accomplishment.
9. What
Recognizing our own
emotions
Understanding the causes
and impact of our
feelings and actions on
us and on others
Recognizing our
strengths and weaknesses
Being responsible
Building on our selfimage
How
Investigate self-image
Expand emotional
vocabulary
Validate feelings
Determine the causes and
effects of their emotions
Model self-awareness
11. What
Managing disruptive
emotions and impulses
Delaying gratification
Choosing appropriate
responses based on
understanding the
situations and or the
circumstances we are in
Self-control and applying
appropriate expressions for
our emotions
Expressing anger without
fighting : anger
management
How
Identify the angry feelings
Validate feelings through
open discussion
Investigate triggers for
angry emotions
Share strategies for anger
management used by the
learners
Investigate novel angermanagement strategies
Model anger management
Involve parents
12. What
Recognizing feelings in
self and others
Taking the perspective of
others
Listening carefully to
others
Appreciating diversity
How
Focus on learners
themselves
Create a community of
learners
Practice imagining/
perceiving another’s
perspective
Exposure to emotionally
arousing stimuli
Model empathetic
16. Environment for learning
2) Language of emotions
3) Establishing relationships
4) Validating feelings
5) Active engagement
6) Thinking skills
7) Empower through feedback
1)
17. E
Establish a set of class rules
Create a community of learners
Nurture their self-belief through positive
affirmation
Have high expectation
Use praise effectively
Understand the importance of humor
Use mistakes as a springboard for learning
18. L
Set times or opportunities to talk about the
feelings in the classroom
Create a class list of ‘feeling words’
Use Circle Time routinely to determine the
feelings in the classroom (Verbal Check-in)
19. E
Getting to know the learners and developing
authentic relationships with them
Enabling learners to know about each other
Modelling caring relationship
20. V
Accept the learner’s feelings
Verbal forms of acceptance
Non-verbal forms of acceptance
21. A
Learning must engage the senses
Be flexible in the organization of the learning
activities
Role of questions in active engagement
Role of problem-based learning
50.
Why emotional intelligence is important for
teachers:
› I felt emotional intelligence in me when………..
› I have felt emotional stress when……………………
How did you feel in both situations. Can anyone
volunteer to share their experiences of positive
and negative classroom situations.