Ed Dunkelblau was a keynote speaker on Social and Emotional Learning at New Teacher Center's 16th National Symposium on Teacher Induction. The title of his talk is "Teaching (with) Emotional Intelligence."

1. Teaching (with) Emotional Intelligence
Ed@Teacheq.com

2. What if….
There was a way to easily and
effectively improve student
behavior and attention in your
classroom?

3. What if….
There was a way to improve students’
self esteem while making your job
easier?

4. What if….
We could improve GPA and test scores
significantly without major changes
to procedure or curriculum?

5. Would you do it ???

6. “It is not our abilities that
show who we truly are, It is
our choices.”
Albus Dumbledore
Headmaster, Hogwarts School of Witchcraft
and Wizardry

8. Destination

9. Destination
Social
Emotional
Learning
Character
Education
Student
Success and
optimal
learning
environment

10. Success Exercise

11. In the 443.5 hours of children’s programming
analyzed by the PTC:
• There were 3488 instances of violence – an average of 7.86
violent incidents per hour. There is more violence aimed
directly at young children than at adults on television today.
• 858 incidents of verbal aggression (e.g. abusive yelling,
mean-spirited insults and put-downs) for
an average of 1.93 instances per hour.
• 662 incidents of disruptive, disrespectful or otherwise
problematic attitudes and behaviors for an average of 1.49
instances per hour.
WOLVES IN SHEEP’S CLOTHING
A Content Analysis of Children’s Television
MARCH 2, 2006
PA R E NT S T E L EV I S IO N C O U NC I L

12. Stress Response
•Fight or flight
•Amygdala hijack reaction

13. What Do Marshmallows and
SAT Scores Have in
Common?

15. 3 Principles of SEL.
•Relationships provide the
foundation for learning.
•Emotions affect how and what we
learn
•Goal setting and problem solving
provide direction and energy for
learning

17. Key Skills in Emotional Intelligence
( Social Emotional Learning)

18. Self-awareness
•Recognizing and naming one’s
emotions
•Understanding of the reasons
and circumstances for feeling as
one does

19. Self-regulation
•Verbalization and coping with
anxiety, anger and depression
•Controlling impulses, aggression,
and self-destructive, anti-social
behavior
•Recognizing strengths in and
mobilizing positive feelings about
self, work and supportive networks

20. Self-monitoring and
Performance
•Focusing on tasks at hand
•Setting short and long term
goals
•Modifying performance in light
of feedback
•Mobilizing positive motivation
•Activating hope and optimism

21. Empathy and Perspective Taking
•Becoming a good listener
•Increasing empathy and
sensitivity to others

22. Social Skills in Handling
Relationships
•Managing emotions in relationships,
harmonizing diverse feelings and
points of view
•Expressing emotions effectively
•Exercising assertiveness, leadership,
persuasion and good character
•Working as part of a team
(Continued)

23. Handling Relationships (continued)
•Showing sensitivity to social cues
•Exercising social decision making
and problem solving skills
•Responding constructively and in a
problem solving manner to
interpersonal obstacles

25. Social Emotional Learning Allows
People to Be Successful
•It can be taught
•The learning process is
lifelong
•We can model it for our
children
•It is beneficial in school,
work and family

26. • Stronger sense of community (bonding) and view of
school as caring
• Higher academic motivation and educational
aspirations
• Better understanding of consequences of behavior
• Able to cope more effectively with school stressors
• More positive attitudes toward school and learning

27. • Greater effort to achieve
• More classroom participation and higher engagement
• More likely to work out own way of learning
• Fewer absences; maintained or improved attendance
• On track to graduate; fewer drop-outs
• More prosocial behavior
• Reductions in aggression and disruptions
• Fewer hostile negotiations; lower rate of conduct problems
• Fewer suspensions
• Better transition to middle school

28. What the Research Says:
SEL Meta-analysis
Durlak, et al (2011)
•Reviewed SEL programs K-12
•Examined impact of these programs
•Examined long term effects
www.casel.org

29. The Findings
•Increases social emotional skills
performance (88% increase)
•Increases in positive self
perceptions
•Increases in school bonding
•Increases in prosocial attitudes

30. Findings (continued)
•Decreases in aggressive behavior
•Decreases in disruptive classroom
behavior
•Decreases in substance abuse
•Decreases in depression and
anxiety

31. Findings (continued)
•More likely to attend school
•Less likely to be disciplined
•More likely to receive better
grades
•Strong improvement on
achievement test performance

32. Findings (continued)
•Of the studies that included follow
up data(44), all showed significant
sustained change after
approximately 2 years

33. • Emotions affect how and what we learn
• Relationships provide foundation for learning
• Relevant skills can be taught
• Positive effects on academic performance
• Benefits to physical health
(Continued)

34. • Demanded by employers
• Essential for lifelong success
• Risk of maladjustment, failed relationships,
unhappiness reduced
• A coordinating framework to overcome
fragmentation

35. What’s needed-moving from here:
Categorical
fragmentation in
addressing learning
barriers…

36. To here:
A coordinated
approach to
promoting students’
academic and life
success through SEL

40. SEL is not
something else
on your plate.
It is the Plate!

41. •CASEL.org
•Edutopia.org
•Gtlcenter.org
•CEP.org
•Charmmdfoundation.org
•Teacheq.com

42. •Ed Dunkelblau, Ph.D.
Ed@TEACHEQ.com
www.TEACHEQ.com
•847-803-6166