{
    "id": 10488,
    "date": "2023-10-29T14:23:21",
    "date_gmt": "2023-10-29T08:53:21",
    "guid": {
        "rendered": "https:\/\/staging.myemotionalfirstaid.org\/?p=10488"
    },
    "modified": "2023-11-07T17:10:15",
    "modified_gmt": "2023-11-07T11:40:15",
    "slug": "teaching-emotional-intelligence-ei",
    "status": "publish",
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    "link": "https:\/\/myemotionalfirstaid.org\/en\/teaching-emotional-intelligence-ei\/",
    "title": {
        "rendered": "Teaching Emotional Intelligence (EI)"
    },
    "content": {
        "rendered": "<div data-elementor-type=\"wp-post\" data-elementor-id=\"10488\" class=\"elementor elementor-10488\" data-elementor-post-type=\"post\">\n\t\t\t\t<div class=\"elementor-element elementor-element-85c6f6a e-flex e-con-boxed e-con e-parent\" data-id=\"85c6f6a\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7efda43 elementor-widget elementor-widget-text-editor\" data-id=\"7efda43\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.21.0 - 15-04-2024 *\/\n.elementor-widget-text-editor.elementor-drop-cap-view-stacked .elementor-drop-cap{background-color:#69727d;color:#fff}.elementor-widget-text-editor.elementor-drop-cap-view-framed .elementor-drop-cap{color:#69727d;border:3px solid;background-color:transparent}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap{margin-top:8px}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap-letter{width:1em;height:1em}.elementor-widget-text-editor .elementor-drop-cap{float:left;text-align:center;line-height:1;font-size:50px}.elementor-widget-text-editor .elementor-drop-cap-letter{display:inline-block}<\/style>\t\t\t\t<h2><b>What Does Emotional Intelligence Mean for Teachers?<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">Emotional Intelligence (EI) is considered to be very important in a teen\u2019s development. EI differs from general intelligence. Emotional Intelligence is the ability of people to understand and&nbsp; manage their emotions.&nbsp; Emotional Intelligence in teens covers their ability to use emotions effectively and productively in an adaptive way.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">EI has been seen to play a positive role in helping students deal with stress, develop relationships, and handle the transitions facing them eg school to college. EI helps young people to enjoy greater success in life; in <\/span><span style=\"font-weight: 400;\">better learning, friendships, academic success and employment.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">With a strong understanding of&nbsp; Emotional Intelligence, teachers can access and implement evidence-based strategies for many things including:<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\"> &nbsp; &nbsp; &nbsp; <\/span><span style=\"font-weight: 400;\">Classroom management<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> &nbsp; &nbsp; &nbsp; <\/span><span style=\"font-weight: 400;\">Feedback for collaborative classrooms<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> &nbsp; &nbsp; &nbsp; <\/span><span style=\"font-weight: 400;\">Managing bullying<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> &nbsp; &nbsp; &nbsp; <\/span><span style=\"font-weight: 400;\">Supporting students with test anxiety<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> &nbsp; &nbsp; &nbsp; <\/span><span style=\"font-weight: 400;\">Fostering creativity<\/span><\/li>\n<\/ul>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-1473e08 e-flex e-con-boxed e-con e-parent\" data-id=\"1473e08\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-e22263b elementor-widget elementor-widget-text-editor\" data-id=\"e22263b\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Emotional intelligence can be said to cover five main areas:<\/span><\/p><p><span style=\"font-weight: 400;\">1)<\/span><span style=\"font-weight: 400;\">\u00a0 <\/span> <span style=\"font-weight: 400;\">Self-awareness<\/span><\/p><p><span style=\"font-weight: 400;\">2)<\/span> <span style=\"font-weight: 400;\"> emotional control<\/span><\/p><p><span style=\"font-weight: 400;\">3)<\/span> <span style=\"font-weight: 400;\">Self-motivation<\/span><\/p><p><span style=\"font-weight: 400;\">4)<\/span> <span style=\"font-weight: 400;\">Empathy<\/span><\/p><p><span style=\"font-weight: 400;\">5)<\/span> <span style=\"font-weight: 400;\">relationship skills<\/span><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-0f9702d e-flex e-con-boxed e-con e-parent\" data-id=\"0f9702d\" data-element_type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-4bfe914 elementor-widget elementor-widget-text-editor\" data-id=\"4bfe914\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Teachers can help students in developing these skills, including these ways:<\/span><\/p><h2><b>1.<\/b><span style=\"font-weight: 400;\">\u00a0 <\/span> <b>Active listening<\/b><\/h2><p><span style=\"font-weight: 400;\">It is recommended that Teachers practise Active listening.The skill of a<\/span><span style=\"font-weight: 400;\">ctive listening<\/span><span style=\"font-weight: 400;\"> is a key part of helping create genuine two-way communication \u2013 and it is about far more than just paying attention. It involves genuinely following dialogue and responding to others using your own body language, then being able to demonstrate that you have understood by verbally summarising back key messages that have been received.<\/span><\/p><p><span style=\"font-weight: 400;\">Understanding\u00a0 that students\u2019 mindsets, attitudes, and motivations are key to persistence and effort, actively listening to them is critical.<\/span><\/p><p><span style=\"font-weight: 400;\">Teachers need to facilitate two-way, truly interactive dialogue with students by:<\/span><\/p><ul><li><span style=\"font-weight: 400;\"> \u00a0 \u00a0 \u00a0 <\/span><span style=\"font-weight: 400;\">focusing on both yourself and the student during dialogue;<\/span><\/li><li><span style=\"font-weight: 400;\"> \u00a0 \u00a0 \u00a0 <\/span><span style=\"font-weight: 400;\">being aware of your non-verbal cues;<\/span><\/li><li><span style=\"font-weight: 400;\"> \u00a0 \u00a0 \u00a0 <\/span><span style=\"font-weight: 400;\">validating that you have listened through appropriate responses; and<\/span><\/li><li><span style=\"font-weight: 400;\"> \u00a0 <\/span> <span style=\"font-weight: 400;\">maintaining awareness of the environment.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">This approach can be particularly relevant when a teacher may want to deliver feedback.<\/span><\/p><h2><b>2. A vocabulary for feelings<\/b><\/h2><p><span style=\"font-weight: 400;\">It has been seen that interpersonal skills can be enhanced by helping students increase their emotional vocabulary. When teachers encourage students to understand the difference between \u201csad\u201d, \u201cdisappointed\u201d and \u201cupset\u201d it acts as a springboard to develop appropriate strategies for each. In short, every emotion word you learn is a new tool for future emotional intelligence.<\/span><\/p><p><span style=\"font-weight: 400;\">A simple way to introduce this to students is to play the alphabet game: as a class you see how many different emotions you can come up with for each letter of the alphabet. Afterwards, discuss the differences between each, what might prompt the emotions, and how students could individually respond.<\/span><\/p><h3><b>3.<\/b> <b>Self Awareness Exercises<\/b><\/h3><h3><b>It is a proven fact that anxiety can be triggered by negative self-talk<\/b><\/h3><p><span style=\"font-weight: 400;\">Since self-awareness involves becoming attuned to our internal dialogue, exercises to help build self-awareness can be a first step toward challenging these irrational processes.\u00a0 Therefore, by helping students develop self-awareness, teachers can help them deal with challenges like exam stress or test anxiety.<\/span><\/p><p><span style=\"font-weight: 400;\">One of the\u00a0 recommendations to develop self awareness is encouraging students to keep a diary. This in turn, helps improve their meta-cognition, by inviting them to notice patterns or trends in their thoughts and behavior .<\/span><\/p><p><span style=\"font-weight: 400;\">Another way of doing this is to encourage students to ask self-reflective questions such as \u201cWhat could I have done differently?\u201d<\/span><\/p><h2><b>4. Showing empathy as being \u2018with\u2019 others<\/b><\/h2><p><span style=\"font-weight: 400;\">Empathy is the ability to take the perspective of another person while being non-judgemental, recognising the emotions they are feeling, and being able to convey their perspective back to them.<\/span><\/p><p><span style=\"font-weight: 400;\">It has been found that reading is a great way to develop Empathy. Reflecting back the other person\u2019s perspective helps to make the other person feel understood, which in turn increases the likelihood of collaboration and support. Students generally develop empathy through observing how others show it\u00a0 including watching teachers and students empathise with each other. Using phrases such as \u201cI understand\/realise\/can see\u201d can help to show students how understanding of other perspectives can be expressed.<\/span><\/p><h2><b>5. Managing emotions and self-regulation<\/b><\/h2><p><span style=\"font-weight: 400;\">Helping students improve their self-regulation, which is the ability to manage thoughts and feelings, is one of the most effective and efficient ways to support students. This is especially so in secondary schools, with the gap between impulse control and sensation seeking being at its widest in early teenage years.<\/span><\/p><p><span style=\"font-weight: 400;\">Some of the\u00a0 self-regulation techniques include seeing events as an opportunity rather than a threat and helpful self-talk , for example.<\/span><\/p><p><span style=\"font-weight: 400;\">Teachers have to reinforce to students that emotional management skills are not fixed but can be developed. This takes a considerable amount of effort and patience from both the student and the teacher, as it is often a gradual process over a large period of time.<\/span><\/p><h2><b>\u00a0Emotional Intelligence Lesson Plans<\/b><\/h2><p><span style=\"font-weight: 400;\">Teachers can design their own lesson plans or use others to help develop Emotional Intelligence.<\/span><\/p><p><span style=\"font-weight: 400;\">Some EI lessons that can be used include:\u00a0<\/span><\/p><h3><b>1. Self Talk: How Thoughts Affect Feelings and Behavior<\/b><\/h3><p><span style=\"font-weight: 400;\">Lesson plans\u00a0 can be designed to come to terms with the impact that our thoughts can have on our feelings and behavior. It does so by helping teens develop an awareness of when thoughts and self-talk may be having a negative or irrational influence on the way they act.<\/span><\/p><p><i><span style=\"font-weight: 400;\">Part 1<\/span><\/i><span style=\"font-weight: 400;\">: The teacher introduces the concept of <\/span><i><span style=\"font-weight: 400;\">self-talk<\/span><\/i><span style=\"font-weight: 400;\">. Discuss the idea that we often talk to ourselves about the way we feel, and that these internal dialogues often play a part in how we behave.<\/span><\/p><p><i><span style=\"font-weight: 400;\">Part 2<\/span><\/i><span style=\"font-weight: 400;\">: The Sharing Circle itself invites students to put up their hands if they sometimes talk to themselves.<\/span><\/p><p><span style=\"font-weight: 400;\">Even if there are no volunteers, emphasize the fact that we do all have internal dialogue, despite not always being able to recognize it as such. Ask the students to think about whether their self-talk is kind (nice, positive) or critical (negative) and invite them to give some examples of what their self-talk might sound like when they are facing a tough situation.<\/span><\/p><p><i><span style=\"font-weight: 400;\">Part 3:<\/span><\/i><span style=\"font-weight: 400;\"> The third part is the <\/span><i><span style=\"font-weight: 400;\">skill introduction<\/span><\/i><span style=\"font-weight: 400;\">, during which the teacher will explain that self-talk is the way that we say things to ourselves mentally, and can often be about who we are or what we are capable of.<\/span><\/p><p><span style=\"font-weight: 400;\">Describe that self-talk can have a strong impact on how we feel and behave and that this can vary based on whether our self-talk is negative or positive. In situations where we are able to turn negative self-talk positive, we can start to have control over how we feel.<\/span><\/p><p><i><span style=\"font-weight: 400;\">\u201cYour self-talk can tell you how you are feeling and how to react, even when you\u2019re not aware of it. Sometimes those thoughts can become negative and harmful, so it\u2019s important for us to be aware of them. That can be difficult because there are so many distractions in life, from homework to social media. We sometimes need quiet in our lives in order to tune in to our self-talk.\u201d<\/span><\/i><\/p><p><span style=\"font-weight: 400;\">Here, you can bring the discussion back around to the examples that they put forward in the sharing circle, and illustrate how vicious negative thought cycles can occur. This example from the authors may help (Elias &amp; Tobias, 2018):<\/span><\/p><p><i><span style=\"font-weight: 400;\">bad thing happens <\/span><\/i><i><span style=\"font-weight: 400;\">\u2192<\/span><\/i><i><span style=\"font-weight: 400;\"> we feel bad <\/span><\/i><i><span style=\"font-weight: 400;\">\u2192<\/span><\/i><i><span style=\"font-weight: 400;\"> we use negative self-talk <\/span><\/i><i><span style=\"font-weight: 400;\">\u2192<\/span><\/i><i><span style=\"font-weight: 400;\"> we feel worse <\/span><\/i><i><span style=\"font-weight: 400;\">\u2192<\/span><\/i><i><span style=\"font-weight: 400;\">we react based on our negative feelings <\/span><\/i><i><span style=\"font-weight: 400;\">\u2192<\/span><\/i><i><span style=\"font-weight: 400;\"> more bad things happen<\/span><\/i><\/p><p><span style=\"font-weight: 400;\">Acknowledge the reality that negative things do occur and that feeling bad about them is natural. Emphasize that it\u2019s when we repeat these negative thoughts and allow them to take over, that situations can become worse.<\/span><\/p><p><span style=\"font-weight: 400;\">This can be developed further through the use of examples and inviting students to give positive alternative self-talk alternatives. At the end of the lesson, emphasize again that the first step to challenging negative self-talk is to become aware of it.<\/span><\/p><h3><b>2. Facilitating Mindfulness<\/b><\/h3><p><a href=\"https:\/\/positivepsychology.com\/mindfulness-emotional-intelligence\/\" target=\"_blank\" rel=\"noopener\"><b>Mindfulness, meditation, and Emotional Intelligence<\/b><\/a><span style=\"font-weight: 400;\"> have shown to be connected.<\/span><\/p><p><span style=\"font-weight: 400;\">\u00a0If you can\u2019t see yourself motivating teenagers to meditate with you\u2014let alone in a classroom setting\u2014don\u2019t worry.<\/span><\/p><p><span style=\"font-weight: 400;\">This Social and Emotional Learning (SEL)<\/span><a href=\"https:\/\/www.edutopia.org\/article\/when-mindfulness-feels-necessity-aukeem-ballard\" target=\"_blank\" rel=\"noopener\"> <b>lesson<\/b><\/a><span style=\"font-weight: 400;\"> from Edutopia.org is more about helping teens and students facilitate mindfulness for the first time.<\/span><\/p><p><i><span style=\"font-weight: 400;\">Step 1<\/span><\/i><span style=\"font-weight: 400;\">: <\/span><i><span style=\"font-weight: 400;\">Invite the students to form a circle of chairs<\/span><\/i><span style=\"font-weight: 400;\">. Get them to put their feet flat on the ground and open the session by <\/span><i><span style=\"font-weight: 400;\">starting a discussion about the benefits of mindfulness<\/span><\/i><span style=\"font-weight: 400;\">. It may help if you begin by pointing out that mindfulness is not limited to meditation, but has other advantages. \u201c<\/span><i><span style=\"font-weight: 400;\">It is not strictly meditation, but rather a practice in supporting your mind to take care of yourself<\/span><\/i><span style=\"font-weight: 400;\">.\u201d<\/span><\/p><p><i><span style=\"font-weight: 400;\">Step 2<\/span><\/i><span style=\"font-weight: 400;\">: <\/span><i><span style=\"font-weight: 400;\">Encourage students to get on board<\/span><\/i><span style=\"font-weight: 400;\"> with the activity, or offer them the chance to opt-out. If you are already familiar with your class of students, you may already have a good idea of how to get them to participate meaningfully.<\/span><\/p><p><i><span style=\"font-weight: 400;\">Step 3<\/span><\/i><span style=\"font-weight: 400;\">: <\/span><i><span style=\"font-weight: 400;\">Share the personal benefits that mindfulness practice has had for you<\/span><\/i><span style=\"font-weight: 400;\">. You may wish to relate a personal anecdote where a<\/span><a href=\"https:\/\/positivepsychology.com\/mindfulness-based-stress-reduction-mbsr\/\" target=\"_blank\" rel=\"noopener\"> <b>Mindfulness-Based Stress Reduction<\/b><\/a><span style=\"font-weight: 400;\"> exercise or similar approach has helped you overcome negative emotions.<\/span><\/p><p><i><span style=\"font-weight: 400;\">Step 4<\/span><\/i><span style=\"font-weight: 400;\">: <\/span><i><span style=\"font-weight: 400;\">Outline and justify each step as you proceed<\/span><\/i><span style=\"font-weight: 400;\">. Start with asking your students to close their eyes and take three slow, deep breaths in and out. You can do this as a group and reflect together silently before you move on to asking them to reflect.<\/span><\/p><p><span style=\"font-weight: 400;\">The subject of this reflection may vary. One idea is to start by asking your students to reflect on their current state. How they are feeling, and validate that feeling without any judgment. You may then want to move on to a specific theme that you have prepared for the rest of the lesson.<\/span><\/p><p><i><span style=\"font-weight: 400;\">Step 5<\/span><\/i><span style=\"font-weight: 400;\">: <\/span><i><span style=\"font-weight: 400;\">Each step involves balancing the time that you spend giving instructions with your students\u2019 reflection time<\/span><\/i><span style=\"font-weight: 400;\">. Ballard uses this line as an example: \u201c<\/span><i><span style=\"font-weight: 400;\">Now we are going to hold that focus for a little while. We just focus on where our air is entering and exiting our body.<\/span><\/i><span style=\"font-weight: 400;\">\u201d<\/span><\/p><p><i><span style=\"font-weight: 400;\">Step 6:<\/span><\/i> <i><span style=\"font-weight: 400;\">Address only behaviors that are \u2018unsafe\u2019.<\/span><\/i><span style=\"font-weight: 400;\"> You may choose to respond to giggling or messing around simply by reinforcing the mindfulness; reiterate the goal of the current stage in a calm and gentle way.<\/span><\/p><p><i><span style=\"font-weight: 400;\">Step 7<\/span><\/i><span style=\"font-weight: 400;\">: <\/span><i><span style=\"font-weight: 400;\">Reflect on the exercise and gather feedback.<\/span><\/i><span style=\"font-weight: 400;\"> The idea behind this step is to make sense of the whole mindfulness exercise. Students may feel more comfortable talking to a classmate, while you can also let them know that direct feedback is welcome.<\/span><\/p><h3><b>3. Social Communication Skill: Assertiveness<\/b><\/h3><p><span style=\"font-weight: 400;\">This exercise from NobelCoaching.com is designed to help an individual teen or student develop assertiveness. Nonetheless, it can be easily turned into a larger group activity if you ask students to work with a partner. This allows them to appropriately express how they feel while building their self-confidence and<\/span><a href=\"https:\/\/positivepsychology.com\/self-esteem\/\" target=\"_blank\" rel=\"noopener\"> <b>self-esteem<\/b><\/a><span style=\"font-weight: 400;\">.<\/span><\/p><p><span style=\"font-weight: 400;\">Saying no to others can sometimes be difficult, but necessary. This exercise asks teens to start a dialogue that involves asking someone else for something while expressing their feelings.<\/span><\/p><p><span style=\"font-weight: 400;\">To start the exercise, create a \u2018list of social challenges\u2019, and construct a deck of cards from this. Each challenge should ideally reflect teen-relevant social situations and be tailored to their age. Each student will then pick out a card at random and carry out the challenge either over the next day or a few days\u2014this will vary as per your schedules.<\/span><\/p><p><span style=\"font-weight: 400;\">Some of the social challenge examples, could include :<\/span><\/p><ul><li><span style=\"font-weight: 400;\"> \u00a0 <\/span> <span style=\"font-weight: 400;\">contacting your favorite shop\u2019s customer service and requesting information about a product that you\u2019re interested in;<\/span><\/li><li><span style=\"font-weight: 400;\"> \u00a0 \u00a0 \u00a0 <\/span><span style=\"font-weight: 400;\">Finding out 6 new facts about a classmate; or<\/span><\/li><li><span style=\"font-weight: 400;\"> \u00a0 <\/span> <span style=\"font-weight: 400;\">Giving someone an honest compliment.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">As a critical last step, open a dialogue with the student about how they felt as a result of the challenge. Ask them to think of different ways they could have expressed themselves, made their request, or asked a question. What were others\u2019 reactions?<\/span><\/p><p><a href=\"https:\/\/positivepsychology.com\/teaching-emotional-intelligence\/\" target=\"_blank\" rel=\"noopener\"><b>Teaching Emotional Intelligence to Teens and Students (Incl. PPTs) (positivepsychology.com)<\/b><\/a><\/p><p><a href=\"https:\/\/www.theguardian.com\/teacher-network\/2017\/nov\/03\/emotional-intelligence-why-it-matters-and-how-to-teach-it\" target=\"_blank\" rel=\"noopener\"><b>Emotional intelligence: why it matters and how to teach it | Teacher Network | The Guardian<\/b><\/a><\/p><p><a href=\"https:\/\/www.healthline.com\/health\/emotional-intelligence#what-is-it\" target=\"_blank\" rel=\"noopener\"><b>Emotional Intelligence: What It Is and How to Apply It to Your Life (healthline.com)<\/b><\/a><\/p><p><a href=\"https:\/\/www.middleweb.com\/\" target=\"_blank\" rel=\"noopener\"><b>MiddleWeb.com<\/b><\/a><span style=\"font-weight: 400;\">.<\/span><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>",
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        "rendered": "<p>What Does Emotional Intelligence Mean for Teachers? Emotional Intelligence (EI) is considered to be very important in a teen\u2019s development. EI differs from general intelligence. Emotional Intelligence is the ability of people to understand and&nbsp; manage their emotions.&nbsp; Emotional Intelligence in teens covers their ability to use emotions effectively and productively in an adaptive way. [&hellip;]<\/p>",
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