Formative assessment of student teachers’ emotional intelligence:

1. Formative assessment of student teachers’ emotional intelligence: Does it improve their classroom performance? Eamonn Pugh and Ed Tyson Teacher Educators, University of Cumbria BERA Annual Conference 2008

2. Research purpose To improve the professional situation of the participants: one researcher four student teachers four school-based mentors

3. Research questions Would student teachers improve the emotional intelligence of their teaching if given feedback by a teacher educator? If student teacher emotional intelligence improves, does this lead to improved overall teaching performance?

4. Emotionally-intelligence teaching (Mortiboys, A, 2005) "When you are with learners, you have the chance to connect with them beyond the transmission and discussion of ideas and facts, and thereby to transform the experience both for you and them. If you do not use emotional intelligence in your teaching, then the value of both your subject knowledge and your learning and teaching methods can be seriously diminished". (Mortiboys, 2005) Learning & teaching methods Subject knowledge Emotional intelligence

5. Subject knowledge Learning & teaching methods Emotional intelligence 1. Approachable 2. Authoritative 3. Can answer any questions on topic 4. Clear directions 5. Clear speaking 6. Demonstrates empathy 7. Expert 8. Good listener 9. Good materials 10. Good use of resources 11. Manages time well 12. Makes eye contact So what does emotionally intelligent teaching look like? Put the teaching qualities below under the most appropriate heading

6. Subject knowledge L & T methods Emotional intelligence 2. Authoritative 4. Clear directions 1. Approachable 3. Can answer any questions on topic 5. Clear speaking 6. Demonstrates empathy 7. Expert 10. Good use of resources 8. Good listener 9. Good materials 13. Manages time well 12. Makes eye contact So what does emotionally intelligent teaching look like?

7. Definitions of emotional intelligence "An array of emotional, personal and social abilities which influence one's overall ability to cope effectively with environmental demands and pressures" Bar-On, 2000 "The ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions.” Mayer & Salovey, 1990 'The ability to tune into emotions and taking appropriate action'. Pugh, 2007, (informed by Orme, 2001)

8. EI Ability Model: Mayer & Salovey(1990) Identifying emotions: the ability to perceive emotions in oneself and others, as well as in objects, art and events. Using emotions: the ability to generate, use and feel emotion to communicate feelings, or employ them in thinking or creating. Understanding emotions: the ability to understand emotional information, how emotions combine and progress, and to reason about such emotional meanings. Managing emotions: the ability to regulate emotions in oneself and others so as to promote personal understanding and growth.

9. EI Competence Inventory: Goleman,Hay Group,Boyzatis (2002) • Self-Awareness: Know internal states, preferences, resources, intuitions • Emotional Self-Awareness: Recognise one's emotions and their effects • Accurate Self-Assessment: Know one's strengths and limits • Self-Confidence: A strong sense of one's self-worth and capabilities Self-Management:Managing the above Emotional Self-Control: Keep disruptive emotions and impulses in check Transparency: Maintain integrity, acting congruently with one's values Optimism: Persistence in pursuing goals despite obstacles and setbacks Adaptability: Flexible in handling change Achievement Orientation: Strive to improve or meeting excellence standards Initiative: Readiness to act on opportunities

10. EI Competence Inventory: Goleman,Hay Group,Boyzatis (2002) Social Awareness:Aware of others feelings, needs, and concerns Empathy: Sense others' feelings & perspectives, take active interest in their concerns Organizational Awareness: Read a group's emotional currents and power relationships Service Orientation: Anticipate, recognise and meet customers' needs Relationship Management:Induce desirable responses in others Developing Others: Sense others' needs & bolster their abilities Inspirational Leadership: Inspire and guide individuals and groups Influence: Wield effective tactics for persuasion Change Catalyst: Initiate or manage change Conflict Management: Negotiate and resolve disagreements Teamwork & Collaboration: Work with others toward shared goals. Create group synergy in pursuing collective goals.

11. Personal (or Intrapersonal) Social (or Interpersonal) Awareness of feelings Recognising our own feelings Recognising the feelings of others Behavioural response to feelings Managing our own feelings effectively Action that takes account of the feelings of others. Emotional intelligence: a theoretical framework Pugh, E, 2007 (Adapted from Goleman,Hay Group,Boyzatis (2002) )

12. Criticism of the concept of emotional intelligence Concerns about emotional intelligence: Theoretical foundation questioned - “old wine in a new bottle” (Matthews et al, 2002) Validity of measurements - socially desirable responding (faking good) Study of emotional intelligence of teaching neglected because: Traditional view of emotions as a “vulgar impediment to cognition” (Hawkey, 2006): Emphasis on negative aspects of emotions associated with teaching (anxiety, anger ..)

13. Methodology and research instruments Practitioner research, conducted in one primary school (4-11 yr old pupils) Two data sets collected: • Two feedback sheets from each lesson jointly observed: teacher educator (emotional intelligence filter) and mentor (professional teaching standards) • A semi-structured interview with student teachers and their mentors (interviewed in peer pairs). • Two lessons (x 4 students) observed with four week interval (weeks 3 and 7 of an 8 week final placement). • Interviews held in week 8 i.e. after the second observation.

14. Observation Criteria: Emotional intelligence filter Behaviours indicating student teacher managing own feelings or lacking emotional control (“emotional hijack”; Goleman, 1995) Awareness and management of own non-verbal communication Responses to pupils that show comprehension of pupil feelings as well as thoughts (evidence of deep listening and understanding on verbal and non-verbal communication by pupils) Responses that shows value for pupils and their learning (e.g. Use of pupil names, referring back to individual contributions) Opportunities for pupils to voice feelings/thoughts Evidence of apparent prejudice towards particular pupils Students EI strengths Student’s EI areas for development Success in creating positive emotional environment (Summary score:1-10)

15. Data analysis • Qualitative use of data (small sample) • Deductive analysis; predetermined coding categories: • Feedback sheets – comparisons of student teacher strengths and areas to develop (EI between lessons; EI and QTS in same lesson) • Interview transcripts – patterns or deviance from feedback sheets (triangulation?) participant perception of validity • Inductive analysis; emerging coding categories • Interview transcripts

16. Results 1 Did student teachers improve the emotional intelligence of their teaching after feedback from a teacher educator? Yes. Summary on EI scale: 5 → 7½, 5 → 7½, 8 → 9, 7 → 7 (limitation): Qualitative feedback comments on EI sheets (strength) Triangulated with participant comments at interview (strength) I could feel it going wrong and I was mad at myself. I was more in control in 2nd lesson You wrote down things that she didn’t realise she was doing. When I did my last observation last week, there was a big difference

17. Results 2 • Did this improved emotional intelligence lead to improved teaching performance? Perhaps. • Many links between improvements in EI and profession standards behaviours. (strength) • Chicken and egg situation unresolved (improved EI or teaching performance: which came first?) (limitation) If the study hadn’t have been there, maybe the focus wouldn’t have been there and I wouldn’t have improved so much The emotional intelligence things overlapped with what I picked up using the normal lesson observation format

18. Emergent findings • EI not explicitly recognised in standards driving teacher education programmes (when mapping EI competency inventory against any QTS teaching standards) • Mentor/student teacher relationships need to be effective if this approach used • Importance of mentor modelling of EI for student teachers • Feedback from pupils on teacher EI would add further validity to findings Going through the standards, ticking off the planning and so on, it’s not explicit. Maybe it should be part of the standards.. In Professional Values? Teachers could sometimes learn from students too. Especially here,.. they’re happy to hear your ideas. It’s made me reflect upon my own practice as well… because it’s more focused

19. Conclusion • Small scale study showed improvement in student teacher EI and overall performance. • Indication that something important is happening when feedback on emotional intelligence is provided. • Implication that future large scale research is necessary to study the full impact, seeking findings which could be generalisable.

20. References Mayer, J and Salovey, P (1990) Emotional Intelligence, Baywood Publishing Inc Gardner, H (1993)Multiple Intelligence: The Theory in Practice. New York: Basic Goleman, D. (1995).Emotional intelligence: Why it can matter more than IQ. New York: Bantam. Orme, G, (2001)Emotionally Intelligent Living, Carmarthen : Crown House Mortiboys, A (2002)The Emotionally Intelligent Lecturer. SEDA Special No. 12 Matthews, G.; Zeidner, M.; Roberts, Richard D (2002)Emotional Intelligence: Science and Myth (eBook); Cambridge, Mass. MIT Press Sutton, R, Wheatley, K, (2003)Teachers’ Emotions and Teaching: A Review of the Literature and Directions for Future Research; Educational Psychology Review, Vol. 15, No. 4 Mortiboys, A (2005) Teaching with Emotional Intelligence, Routledge Kremenitzer, J (2005)Emotional Intelligence in Teacher Education, Focus on Teacher Education Vol 5 (4) Hawkey, K. (2006).Emotional intelligence and mentoring in pre-service teacher education: a literature review. Mentoring & Tutoring, 14(2), 137-147 Hattie, J and Timperley, H, (2007);The Power of Feedback; Review of Educational Research; 77 (1) 81–112

21. Copies of paper and/or presentation Eamonn.Pugh@cumbria.ac.uk Edward.Tyson2@cumbria.ac.uk

22. Observation Sheet: Emotional intelligence filter 1. Use of non-verbal communication - maintained throughout lesson: Eye contact Facial expression Gesture Humour Voice intonation Voice volume 2. Responses to the mood of the class? 3. Pupils given chance to voice their feelings as well as thoughts? 4. E.g. of response to pupil feelings. 5. Response to show student teacher fully listened to & understood what pupils said. 6. Response to pupils’ non-verbal communication (categories in 1. above) 7. What feelings did student teacher show to the pupils? 8. Behaviours indicated lack of emotional control (e.g. anxiety, anger - “emotional hijack”) 9. E.g. of student teacher apparently managing own feelings 10. How many pupils had responses acknowledged in manner that valued them? 1-3 4-6 7-10 11-20 20+ Were all pupil names used? 11. How often did she refer back later to individual contributions? 0 1-2 3-4 5-6 7+ 12. Evidence of any apparent prejudice towards particular pupils? 13. End score: Success in creating positive emotional environment. (1-10) 14. Students EI strength(s) 15. Student’s EI area(s) for development