Welcome! Agenda for the day • 9.00 Arrival and coffee • 9.30 What will next year look like? - Lorimer • 10.00 Emotional literacy - Zoe • 11.00 Break • 11.15 How we learn - Julie Glynn • 12.00 Links between SEAL and Afl - Lorimer • 12.45 Lunch • 1.45 Cross curricular routines to develop speaking and listening – Malcolm Seccombe • 3.30 Planning for July 7th - Helen • 3.55 Plenary and close
What will next year look like? • Suggestion would be to work in geographical areas with B&A, EP, Link school(s) at core • At least 4 network meetings during the academic year • Link schools will not be expected to ‘train’ non-link schools, but to add their experience and knowledge to the meetings • Skerton and SSS will be added • Addition of year 8 & 9 materials due out in June!
What will next year look like? • District 1 – HHS/Skerton, MHS, Heysham – Jean/ Zoe, Maria/Zakhira • District 6 - OLCHS, BiP – Helen - ? • District 8 - BPSC, BiP – Lorimer - Janet • Districts 12/13 – MHCC, Shuttleworth, Hameldon BiP– Lorimer – Julie/Lorna • Districts 2/4 - Lytham – Zoe - Steph • Districts 7/9 - Worden – Helen - Chris • Districts 11/14 - Fearns, A/Grange, Bowland – Zoe – Julie/Eleanor • SSS – Richard - Zoe
What would you like to see? • Open forum!
Secondary StrategyEmotional Intelligence Zoë Perkins B&A Consultant
Objectives for the session • To raise awareness of where has EI come from • To explore who uses it and why • To understand how can it be useful to adults • To learn how can it be used with pupils
Not just another fad FAD Not “New Age” New Age
Anyone can be angry – that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose and in the right way – that is not easy. Aristotle
What is Emotional Intelligence (EI)? “Achieving one’s goals through the ability to manage one’s own feelings and emotions…. being sensitive to and able to influence other key people …... ……being able to balance one’s motives and drives with conscientious and ethical behaviour.” Dulewicz & Higgs
History lesson! When psychologists began to write and think about intelligence, they focused on cognitive aspects, such as memory and problem-solving. However, there were researchers who recognized early on that the non-cognitive aspects were also important. For instance, DavidWechsler defined intelligence as “the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment.” (1958)
Intelligence Research • Traditional View: Intelligence was fixed, general, and primarily academic. It could be measured by an IQ test. This view of intelligence had profound and damaging effects on: • Pupil motivation • Relationships between teachers & pupils. • Success for some based on ‘how smart I am’. • The assessment system. • Teacher expectations. • The way schools and classrooms were organised.
Original IQ test • Linguistic skills • Analytical skills • Spatial orientation • Logical reasoning
Revised IQ test 1 Linguistic 2 Mathematical/Logical 3 Visual/Spatial 4 Musical 5 Physical 6 Interpersonal 7 Intrapersonal
How useful is IQ? IQ by itself is not a very good predictor of job performance. Hunter and Hunter (1984) estimated that at best IQ accounts for about 25 percent of the variance. Sternberg (1996) has pointed out that studies vary and that 10 percent may be a more realistic estimate. In some studies, IQ accounts for as little as 4 percent of the variance.
How useful is IQ? • It turned out that social and emotional abilities were four times more important than IQ in determining professional success and prestige (Feist & Barron, 1996).
Research……. • In fact, there is research suggesting that emotional and social skills actually help improve cognitive functioning. • Marshmallow studies. at Stanford University…..four year olds were asked to stay in a room alone with a marshmallow and wait for a researcher to return. They were told that if they could wait until the researcher came back before eating the marshmallow, they could have two. Ten years later the researchers tracked down the kids who participated in the study. They found that the children who were able to resist temptation had a total SAT score that was 210 points higher than those pupils who were unable to wait (Shoda, Mischel,& Peake, 1990).
EI defined (Mayer-Salovey) Emotional intelligence is “the ability to perceive emotions, to access and generate emotions so as to assist thought; to understand emotions and emotional knowledge and to reflectively regulate emotions so as to promote emotional and intellectual growth” John D. Mayer & Peter Salov(1990)
Goleman identified the five 'domains' of EQ as: • Knowing your emotions. • Managing your own emotions. • Motivating yourself. • Recognising and understanding other people's emotions. • Managing relationships, i.e., managing the emotions of others.
Or more simply put… • How are you feeling? • How is she or he feeling? • How do you want to feel? • How do you want others to feel? • What is causing current feelings? • What will change them? • What are you willing and able to do to manage • your own and others’ emotions?
self-awareness, self-regulation, motivation, empathy, social skill. SELF AWARENESS MANAGING MY FEELINGS MOTIVATION EMPATHY SOCIAL SKILLS Emotional Intelligence………….SEAL
Self-awareness • Having a deep understanding of one’s: • Emotions, • Strengths, • Weaknesses, • Needs, and drives. • Being able to accept and love yourself • (NOT conceit)
Self-regulation • Ability to control feelings and impulses • Adapting to change and unknown.
Empathy • Understand the emotional makeup of other people, • skill in treating people according to their emotional reactions. • Not Sympathy
Social skills • Proficiency in managing relationships and building networks, • Find common ground and build rapport, • Effectiveness in leading change, • Building and leading teams, • Persuasiveness, and • Moving people in a direction you desire.
The Basics of Emotional Intelligence Includes • Knowing your feelings and using them to make life decisions you can live with. • Being able to manage your emotional life without being controlled by it. Not being paralysed by depression or worry, or swept away by anger. • Persisting in the face of setbacks and channelling your impulses in order to pursue your goals. • Empathy- reading other people's emotions without their having to tell you what they are feeling. • Handling feelings in relationships with skill and harmony. Being able to articulate the unspoken feelings of a group, for example.
Increasing your Emotional Quotient • Understand that your emotions are part of you and they have a purpose ; • Work out what your emotions are telling you; • Review your map from time to time; • Don’t just experience emotions, work out what they are; • Listen to your emotions, don’t judge them • Be your own best friend; • Give yourself permission to take positive action; • After giving yourself permission to act – you need to actually do something; • Deal with your basic emotional needs ; and • Smile more
Activity Intelligence Quotient Quiz
1. You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side. What do you do? • Continue to read your book or magazine, or watch the movie, trying to pay little attention to the turbulence. 10 Points • Become vigilant for an emergency, carefully monitoring the stewardesses and reading the emergency instructions card. 10 Points • A little of both a and b. 10 Points • Not sure - never noticed.
You are in a meeting when a colleague takes credit for work that you have done. What do you do? • Immediately and publicly confront the colleague over the ownership of your work. • After the meeting, take the colleague aside and tell her that you would appreciate in the future that she credits you when speaking about your work. 5 Points • Nothing, it's not a good idea to embarrass colleagues in public. • After the colleague speaks, publicly thank him for referencing your work and give the group more specific detail about what you were trying to accomplish.10 Points
You are a customer service representative and have just gotten an extremely angry client on the phone. What do you do? • Hang-up. It doesn't pay to take abuse from anyone. • Listen to the client and rephrase what you gather he is feeling. 5 Points • Explain to the client that he is being unfair, that you are only trying to do your job, and you would appreciate it if he wouldn't get in the way of this. • Tell the client you understand how frustrating this must be for him, and offer a specific thing you can do to help him get his problem resolved.10 Points
You are a college student who had hoped to get an A in a course that was important for your future career aspirations. You have just found out you got a C- on the midterm. What do you do? • Sketch out a specific plan for ways to improve your grade and resolve to follow through. 10 Points • Decide you do not have what it takes to make it in that career. • Tell yourself it really doesn't matter how much you do in the course, concentrate instead on other classes where your grades are higher. 5 Points • Go see the professor and try to talk her into giving you a better grade.
You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity. You overhear someone telling a racist joke. What do you do? • Ignore it - the best way to deal with these things is not to react. • Call the person into your office and explain that their behaviour is inappropriate and is grounds for disciplinary action if repeated. 5 Points • Speak up on the spot, saying that such jokes are inappropriate and will not be tolerated in your organization.10 Points • Suggest to the person telling the joke he go through a diversity training program.5 Points
You are an insurance salesman calling on prospective clients. You have left the last 15 clients empty-handed. What do you do? • Call it a day and go home early to miss rush-hour traffic. • Try something new in the next call, and keep plugging away.10 Points • List your strengths and weaknesses to identify what may be undermining your ability to sell. 5 Points • Sharpen up your resume.
You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cut dangerously close in front of her. What do you do? • Tell her to forget about it-she's OK now and it is no big deal. • Put on one of her favourite tapes and try to distract her. • Join her in criticizing the other driver. 5 Points • Tell her about a time something like this happened to you, and how angry you felt, until you saw the other driver was on the way to the hospital.10 Points
A discussion between you and your partner has escalated into a shouting match. You are both upset and in the heat of the argument, start making personal attacks which neither of you really mean. What do you do? • Agree to take a 20-minute break before continuing the discussion. 10 Points • Go silent, regardless of what your partner says. • Say you are sorry, and ask your partner to apologize too. • Stop for a moment, collect your thoughts, then restate your side of the case as precisely as possible.
You have been given the task of managing a team that has been unable to come up with a creative solution to a work problem. What do you do? • Draw up an agenda, call a meeting and allot a specific period of time to discuss each item. • Organize an off-site meeting aimed specifically at encouraging the team to get to know each other better. 10 Points • Begin by asking each person individually for ideas about how to solve the problem. • Start out with a brainstorming session, encouraging each person to say whatever comes to mind, no matter how wild.5 Points
You have recently been assigned a young manager in your team, but he appears to be unable to make the simplest of decisions without seeking advice from you. What do you do? • Accept that he "does not have what it take to succeed around here" and find others in your team to take on his tasks. • Get an HR manager to talk to him about where he sees his future in the organization. 5 Points • Purposely give him lots of complex decisions to make so that he will become more confident. • Engineer an ongoing series of challenging but manageable experiences for him, and make yourself available to act as his mentor.10 Points
‘Top of the EQ pops’ 10.Goals for life – do you know what you want and how to get it? 9. Positive self-image - if you like yourself, you are more likely to succeed. 8. Stress management - can you handle stressful situations and keep your cool ?. 7. Self awareness - are you honest with yourself about your strengths & weaknesses – do you try to learn from experience ? 6. Empathy - can you put yourself in other people’s shoes and see things from their viewpoint ? 5.Motivation – can you motivate yourself when times get tough ?
‘Top of the EQ pops’ 4. Mood control – can you control your moods and think your way out of the doldrums ? • Deferred gratification – can you put off what you want now for something • better later ? 2. Optimism – Do you see the positive side of events ? Do you expect the best ? • Persistence – If you stick at something long enough you will get there. The most successful people in the world are those who never give up.
Where does EQ fit in? • ‘The teacher’s job is not only to help students do better in school. It is to help them do better in life’. Eliot Eisner • ‘At best school can be about how to make a life, which is quite different from how to make a living’. Neil Postman
Teaching with Emotional Intelligence • Be a positive role model • Be optimistic-show your students the silver lining • Be empathic – never use sarcasm or humiliation. • Praise and encourage constantly. • Manage your own stress using relaxation techniques and positive self-talk. • Use self- assessment to improve your teaching • Encourage self-assessment in your students
Teaching with Emotional Intelligence • Use formative assessment to develop confidence & independence in learning.. • Set targets for yourself & your students. • Avoid negative people.
In conclusion • ‘People will forget what you said. People will forget what you did. But people will never forget how you made them feel. Brenda Beatty
Why Do Children Do What They Do ?Part three. Julie Glynn Snr Educational Psychologist
Motivation and Emotion • Meeting basic needs, (Maslow) • Social needs and feeling of belonging • Curiosity • Incentive needs :- • Internal, bodily drives • External, the environment
Activity 1 • Using only your preferred learning style tell the story of Little Red Riding hood
Generally individuals do not have a preferred learning style! • Mix is best • Auditory switch off