Emotional Intelligence

1. Emotional Intelligence Emotional Intelligence Sets Apart individuals

2. One Definition • Individuals differ from one another in their ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning and to overcome obstacles by taking thought… Concepts of intelligence are attempts to clarify and organize this complex set of phenomena. Neisser et al, 1996.

3. Challenges in Education • There is a great widened gap between the educational level of students and the needs of the rich society • Students who pay for their education are demanding value for money • Society is investing more and has a high expectation of good educational outcome. • Teachers are facing difficulties in handling Increased size of classes with students having diverse experiences, age, socio-economical status, maturity level and cultural background.

4. Main Causes Of Academic Difficulty 1. Motivational difficulties2. Adjustment to college life 3. Study skills4. Directions/Goals5. Personal Issues

5. What is Intelligence? • Typically reasoning • verbal skills • spatial ability • attention • memory • judgement

6. IQ • A weak predictor for • achievement • job performance success • overall success, wealth, & happiness • Accounts for a major component of employment success according to numbers of studies covering career success; maybe as much as 20-25%.

7. More potent predictors of career success were • Ability to handle frustrations • manage own emotions • manage own social skills managing emotions

8. WHAT ARE EMOTIONS ? • Happiness, fear, anger, affection, shame, disgust, surprise, lust, sadness, elation, love, frustration, anxiety, failure, achievement etc. . There are TWO dimensions of emotions: Physiological side: ‘Emotion’ is a complex state of human mind, involving bodily changes of widespread character such as breathing, pounding heart, flushed face, sweating palms, pulse rate, gland secretions, etc. Psychological side, a state of excitement or perturbation marked by strong feelings. www.schoolofeducators.com

9. Basic Emotions--presumed to be hard wired and physiologically distinctive • Joy • Surprise • Sadness • Anger • Disgust • Fear

10. How do we view emotions? • chaotic • haphazard • superfluous • incompatible with reason • disorganized • largely visceral • resulting lack of effective adjustment In the 1940's

11. How do we view emotions? • Arouse, sustain, direct activity • Part of the total economy of • living organisms • Not in opposition to intelligence • Themselves a higher order of intelligence more recently

12. “ What is Emotional Intelligence (EI)? 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.

13. Emotional Intelligence “Emotional Intelligence Sets Apart Good Leaders”1 Emotional Intelligence is “the capa it Goleman 1998) Emotional Intelligence is “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. Emotional intelligence describes abilities distinct from, but complementary to, academic intelligence.” Daniel Goleman (1998)

14. The 5 Components of EI Goleman’s Categories • Self-Awareness • Self-Regulation • Self-Motivation • Social Awareness • Social Skills

15. Emotional self-awareness • The inability to notice our true feelings leaves us at their mercy. • People with greater certainty about their feelings are better pilots of their lives and have a surer sense about how they feel about personal decisions. Self-awareness - ?

16. self- awareness requires abilities • to recognize and appropriate body cues and emotions • to label cues and emotions accurately • to stay open to unpleasant as well as pleasant emotions • Includes the capacity for experiencing and recognizing multiple and conflicting emotions Emotional Self Awareness

17. Using emotions to maximize intellectual processing and decision making • As a person matures, emotions begin to shape and improve thinking by directing a person’s attention to important changes, (e.g., a child worries about his homework while continually watching TV. A teacher becomes concerned about a lesson that needs to be completed for the next day. The teacher moves on to complete the task before concern takes over enjoyment. Mayer and Salovey, 1995 self motivation

18. Utilizing mild emotional swings to perform one’s options more effectively • “Gut feeling” can be used to effectively guide decisions--a neurological understanding of how unconscious and conscious gut feelings guide decisions, e.g., when prioritizing, emotions help move the decisions. • Harness emotions to promote or hinder • motivation. (Anxiety, hostility, sadness) • Emotional swings to increase the accuracy • of one’s perspective on future events. Using emotions to maximize intellectual processing and decision making

19. The art of social relationships--managing emotions in others • To excel at people skills means having and using the competencies to be an effective friend, negotiator, and leader. One should be able to guide an interaction, inspire others, make others comfortable in social situations, and influence and persuade others. social skills

20. The subtle and complex abilities which underlie people skills • Being attuned to others’ emotions • Promoting comfort in others through the proper use of display rules • Using own emotional display to establish a sense of rapport The art of social relationships--managing emotions in others

21. Characteristics of a High EQ Person • A time to wait and a time to watch, • A time to be aggressive and a time to be passive, • A time to be together and a time to be alone, • A time to fight and a time to love, • A time to work and a time to play, • A time to cry and a time to laugh, • A time to confront and a time to withdraw, • A time to speak and a time to be silent, • A time to be patient and a time to decide. www.schoolofeducators.com

22. Characteristics of a low EQ Person “If only I had a different job … …” “If only I had finished graduation … …” “If only I had been handsome/beautiful …” “If only my spouse had stopped drinking …” “If only I had been born rich and famous…” “If only I had good contacts…” “If only I had better friends …” “If only I had married someone else …” www.schoolofeducators.com

23. Emotion related dysfunction • all or nothing thinking • overgeneralization • excessive worrying • worrying as magical thinking • disqualifying the position • jumping to negative conclusions • “should” statements • labeling & mislabeling • personalization • stonewalling • criticism; contempt • Impacts on physical health • cardiovascular disease • progression of diabetes • progression of cancer • onset of hypertension • Impacts on relationships • Impacts on mental health ill s

24. Nine Strategies for Taking the time for mindfulness Recognizing and naming emotions Understanding the causes of feelings Differentiating between emotion and the need Preventing depression through “learned optimism” Managing anger through learned behavior or distraction techniques PromotingEmotional Intelligence Listening for the lessons of feelings Using “gut feelings” in decision making Developing listening skills

25. TEACHER-LEADER