Transcript Slide 1

PRESENTED BY
RAZIA IMDADI
The paradox of our time in history is that we have
Taller buildings, but shorter tempers;
Wider freeways, but narrower viewpoints;
We spend more but have less;
We buy more, but enjoy it less.
We have bigger houses and smaller families;
More conveniences, but less time;
We have more degrees, but less sense;
More knowledge, but less judgment;
More experts, but more problems;
More medicines, but less wellness.
We've learned how to make a living, but not a life.
We've added years to life, not life to years.
These are the times of fast foods and slow digestion;
Tall men, and short character;
Steep profits, and shallow relationships.
These are the times of world peace, but domestic warfare;
More leisure, but less fun;
More kinds of food, but less nutrition.
It is time when we can choose either to make a difference
Or to shrug off and forget.
WHAT ARE EMOTIONS?
DIFFERENT TYPES OF EMOTIONS - POSITIVE AND NEGETIVE.
WHY IS EMOTIONAL INTELLIGENCE SO IMPORTANT?
NUTRTURING EMOTIONS
WHAT CAN BE DONE IN PRIMARY LEVEL WHICH IS VITAL AND
IMPORTANT FOR CHILDRENS GROWTH?
HOW EMOTIONS ARE GETTING INJURED IN SCHOOLS?
WHAT CAN WE DO AS TEACHERS?
IDENTIFY HOW WE CAN DEVELOP EMPATHY AMONG STUDENTS
IN OUR CLASSROOM?
WHAT ARE EMOTIONS?
Emotions are reactions we have to what happens around us and
we use feeling words to describe them.
All emotions have connection between mind and body.
Emotions help us to connect to mind and body.
DIFFERENT TYPES OF EMOTIONS - POSITIVE AND NEGETIVE.
To live happily use the RULER
R - Recognize emotions
U - Understand why we feel the way we do
L - Label and accept emotions: both positive and negative
E - Express emotions appropriately – without hurting self, others
or the environment
R - Regulate emotions constructively
WHAT IS EMOTIONAL INTELLIGENCE
Emotional Intelligence is social Intelligence, which is a way of
recognizing, understanding and choosing how we think, feel and act.
It shapes our understanding and our interactions with others.
Emotions have a powerful influence on Behaviour
Emotions → Thought → Action → Behaviour
Emotional intelligence consists of four core abilities:
The Caregivers (parents and teachers)
are the gardeners who nurture little
children like plants. Each one of us
desires that children in our charge
should bloom into their fragrant best.
Every teacher desires to develop their
children into well-rounded personalities.
In raising holistic children, teachers have
to focus on not just their academic
performance but also their emotional skills.
"Emotional -intelligence will pave the way for a lifetime of happiness and success"
Children develop emotional intelligence during the
first 15 years of life as they mature.
We all share a stake in the development of children’s emotional
and social competence and in identifying the processes that
facilitate or undermine it.
Relationships provide a foundation for learning.
Emotions affect how and what we learn.
The children in our class room are infinitely more significant
than the subject matter we are teaching them.
HOW EMOTIONS ARE GETTING
INJURED IN SCHOOLS?
•Failures and frustrations
•
NEGETIVE COMMENTS
From peers
From teachers
Bullying
Peer Relations
Peers become more important
What we can as teachers do?
Focusing on the Individual
Child’s Development
Before we are able to focus our abilities as a
teacher on enhancing the social competence level
of our entire class, we must first focus on social
characteristics of the individual child.
Key areas of focus- What are they & How can we
enhance them:
* SELF CONCEPT: Young children develop their
self-concept very early in life. We can assist in
enhancing a child’s self-concept by recognizing
unique qualities that the child possesses. We
must pay attention to the child’s temperament to
make sure that personalities are compatible.
* SELF CONFIDENCE:
Children with self-confidence have a feeling of internal worth
which in turn makes it easier for them to face challenges and to
work with others. When children lack this confidence, their
focus tends to be on failure rather than success.
*SELF ESTEEM:
Compliment children often. Encourage students to make nice
comments about their peers. Show appreciation for your
students. Encourage students to make choices. Show
importance in a child’s opinion by using active listening while they
are speaking. Explain reasons for your actions. Encourage
children to try new and challenging activities.
Self Booster Activity
Make a positive comment about your neighbor.
Empathy
Deal constructively with anxiety, anger, fear, stress
Managing Anger
Recognize
that you
“Think”
Stop.
feel angry.
Go into shell.
Take 3
deep
breathes.
And think
calm,
coping
thoughts.
Come out of
shell
when
calm and
thinking
of a
solution.
Motivate Children
• The greatest motivation –comes from
a person’s belief system
• Motivation is like a fire- unless you
keep adding fuel to it, it dies. But ,if
the source of motivation is belief in
inner values, it becomes long lasting
• Experience shows that People will do
a lot for money, more for a good
leader and do most for a belief
• People do things for their own
reasons, not yours
Once upon a time there
was a bunch of baby
frogs........
… participating in a
competition.
The target was to get
to the top of a high
tower.
A crowd of people had gathered
to observe the race and
encourage the participants.....
The start shot rang out.......
Quite honestly:
None of the onlookers believed that the baby
frogs could actually accomplish getting to the
top of the tower.
Words like:
"Åh, it’s too difficult!!!
They’ll never reach the top."
or:
"Not a chance... the tower is too high!"
One by one some of the baby frogs fell
off…
...Except those who fastly climbed
higher and higher..
The crowd kept on yelling:
"It’s too difficult. Nobody is going to make it!"
More baby frogs became tired and gave
up...
...But one kept going higher and higher.....
He was not about giving up!
At the end everybody had given up,
except the one determined to
reach the top!
All the other participants naturally
wanted to know how he had
managed to do what none of them
others had been able to do!
One competitor asked the winner, what
was his secret?
The truth was.......
The winner was deaf!!!!
The lesson to be learned:
Don’t ever listen to people who are
negative and pessimistic...
…they will deprive you of your
loveliest dreams and wishes you
carry in your heart !
Always be aware of the power of words, as everything
you hear and will interfere with your actions!
Therefore:
Always stay…
POSITIVE!
And most of all:
Turn a deaf ear when people tell you, that you
cannot achieve your dreams!
Why to look for the positive?
EQ is the distinguishing factor
that determines if we make
lemonade when life hands us
lemons or spend our life stuck in
bitterness.
What specific strategies might you incorporate
into your classroom to help maintain
positive emotions, and repair negative
emotions?
Don’t expect the worse
Fortunately there are plenty of strategies we can use to
get the attention of a class.
Establish rapport with students
A teacher who is good at perceiving and using emotions
may identify the voice and facial feature stimuli of their
students necessary for the successful transfer of
knowledge when teaching.
Oftentimes, what we say is less important than how we say it or the
other nonverbal signals we send out. In order to hold the attention
of others and build connection and trust, we need to be aware of and
in control of our nonverbal cues.
We also need to be able to accurately read and respond to the
nonverbal cues that our students send us.
Part of improving nonverbal communication involves paying attention to:
Eye contact
Facial expression
Tone of voice
Posture and gesture
Timing and pace
Look for the positive – focus on those children who are doing what
you want and praise them. Don’t give the misbehaving minority the
reward of your attention.
Once you’ve got the basics right, you can achieve even better
behaviour from pupils in your. Here are some tips to bear in mind:
•Expect the best. The higher your expectations the better your
pupils will behave in class. Aim to get all children to give their
absolute best. They are more likely than you think to live up to
your expectations.
• Work hard to develop better relationships with your pupils.
Find out what your pupils enjoy and take this on board in your
planning. Talk to your class about their interests outside school and
try to incorporate them into their school work wherever possible.
• Maximize pupils’ engagement in the learning process.
Spend time making as many lessons as possible active and exciting
as possible. If pupils are genuinely immersed in their work they
are far less likely to be drawn back towards bad behaviour.
• Have a sense of humour.
The teacher who can make a class laugh – and laugh along with
them – will have a better chance of getting the most from pupils.
Brooks (1996) has made it clear that a teacher’s empathy and
emotional intelligence can help that teacher work more effectively
with angry and resistant students. Understanding what a student
is going through helps a teacher to recognize the burdens many
students experience at home and at school that lead to misbehavior,
and the ability to create strategies that can make these students less
angry and resistant.
It is the teachers who control the construction of the
learning environment in their classrooms.
They can make the learning environment they create for their students,
either hostile, or nurturing.
Motivate students to become actively involved in their own learning.
Dr Karen Hansen gave a number of suggestions how a classroom could
be set up to enhance an emotional intelligent culture. These included:
• Looking at setting up the class so there is an opportunity for communication and
teamwork.
• Giving students many opportunities to discuss their emotional responses.
• Teachers being able to validate their own and their students’ emotional responses.
Be Yourself
Be strong enough to face the world each day;
Be weak enough to know that you can not do everything alone.
Be generous to those who need your help;
Be frugal with what you need yourself.
Be wise enough to know that you do not know everything;
Be foolish enough to believe in miracles.
Be willing enough to share your joys;
Be willing to share the sorrows of others.
Be a leader when you see a path others have missed;
Be a follower when you are shrouded in the midst of uncertainty.
Be the first one to congratulate an opponent who succeeds;
Be the last to criticize a friend who fails.
Be sure where your next step will fall, so that you will not stumble;
Be sure of your final destination, in case you are going the wrong way.
Be loving to those who love you;
Be loving to those who do not love you, so they may change.
Above all, be yourself.