Emotional intelligence

1. Emotional intelligence

2. Emotional intelligence • As children grow smarter in IQ, their emotional intelligence is on the decline. • Employers require such competencies as: the ability to listen, the ability to communicate, good interpersonal and intrapersonal skills, etc.

3. IQ vs. EQ • Social and emotional learning lays a foundation for academic achievement.

4. Social intelligence Emotional intelligence (one person) Social intelligence (relationships) The need for more creative relationships, founded on deep inner awareness, knowledge and understanding of self emerged because of nature of educational change.

5. My students have to have the highest scores!? Help students acquire independent learning skills ? Maximize students’ results Develop emotional intelligence Stressed teacher

6. Culture Changing and transforming an organization Changing it’s culture Teaching is an inextricably emotional, either by design or default. So raising self esteem, developing community, restoring hope and building morale are inter-related facets of the process of change and reform. Only an emotionally healthy workforce will have the capacity to deals with students’ disaffection, isolation, depression, etc.

7. Key things for emotional intelligence Learn to think optimistically when one fails High self-esteem High self-efficacy Sources: Mastering experiences Vicarious experiences Social persuasion Physical and emotional status Positive self-talk

8. The concepts of optimism, self-efficacy, self-esteem and positive self-talk are designed to create in individuals an emotional competency (how we manage ourselves), and also leads to social competency (how we handle relationships).

9. Assessment for learning

10. Assessment for learning • The very first quality identified in the IB learner profile is for learners to be inquirers. • How can we explore the challenge of developing independent learners in terms of assessment?

11. Feedback • Students’ learning can be advanced by feedback through comments. • Feedback would allow the student opportunities to perceive the standard he or she was aiming for against a current level of performance.

12. Moving “locus of control” • “Locus of control” should shift students’ way for them to become participants and not victims in the assessment process.

13. Three crucial elements in developing assessment for learning strategies: • Questioning • Marking and comments • Self-assessment and peer assessment

14. Engage me or enrage me? Students’ engagement with school Students’ empowerment

15. A skill approach to the curriculum • A need to promote SKILLS in finding, analyzing and evaluating information, so that learners can construct their own knowledge

16. “Learning school is not so much a separate place, as a meeting ground for learning, dedicated to the idea that all those involved with it will be continually enhancing and expanding their awareness and capabilities. A learning school puts the students at the center and connects up students, teachers, leaders, schools and communities.”

17. Developing the learning environment Do not confine your children to your own learning. For they have been born in another time. Hebrew proverb

18. Fallacies about the learning process 1) Children learn best when seated upright at a desk or table 2) Students learn best in well illuminated areas and damage their eyes if attempting to work in low light 3) Use of color in classrooms - any color will do as long as it is cream or off-white

19. As we develop more personalized approaches to learning, using new technologies, and brain-based and thinking skills strategies based upon personalized learning styles – we may now be inhibited by a school designed for a different world of learning.

20. Leading the learning organization

21. Leading the learning organization What makes a learning organization? • Treat teachers as professionals • Promote high-quality staff development • Encourage teacher leadership and participation • Promote collaboration for improvement • Develop ways o induct, include and develop new members of the organization. • Function successfully within their context • Work to change things that matter • Effective administration of day-to-day activities

22. What leadership is like today? • Rational models of leadership simply “cannot hold” in the 21st century schools. Educational change places high demand for personal change. New ways of leading are needed that acknowledge leadership as primary an emotional and not a rational activity.

23. School culture Positive cultural norms that can be applied to schools: • Shared goals: we know what we’re doing • Responsibility for success: we must succeed • Collegiality: we’re working on this together • Continuous improvement: we can get better • Lifelong learning : leaning is for everyone • Risk–taking: we learn by trying smth new • Support: there’s always someone here to help • Mutual respect: everyone has smth to offer • Openness: ‘we can discuss our difference” • Celebration and humour: we feel good about ourselves

24. Are leaders tough guys?... • In the context of professional learning communities, strong leaders are not strident and forceful. Their true strength may be in: • Modeling and building strong and rewarding relationships by paying attention to the human side of school change • Establishing a high-trust development • Developing and renewing a culture of learning and improvement at all levels through problem solving, inquiry, and intelligent, evidence –informed decision making • Etc.

25. Emotional leadership • In moving schools to become a learning organization, school culture and emotional leadership are the twin pillars supporting this process. By creating positive and supportive working conditions, leaders create energy, optimism and sustainability.