EmotionalEmotional IntelligenceIntelligence

Carrie Hefner ~ Bonnie Knight ~ Risa Jones ~ Karen Carrie Hefner ~ Bonnie Knight ~ Risa Jones ~ Karen McCulloughMcCullough

Anticipatory SurveyAnticipatory SurveyTo gauge our students’ present level of To gauge our students’ present level of emotional intelligence for class, we emotional intelligence for class, we propose immersing our students in an propose immersing our students in an anticipatory warm-up exercise called, anticipatory warm-up exercise called, ““Text a Keyword.Text a Keyword.” ”

Students choose from a range of four Students choose from a range of four emotions to share their present feeling emotions to share their present feeling via texting to the teacher-coach, their via texting to the teacher-coach, their staunch advocate and learning staunch advocate and learning facilitator. facilitator.

Text a KEYWORD to Text a KEYWORD to 2233322333

What is Emotional What is Emotional Intelligence (EI)?Intelligence (EI)?

Daniel Goleman is an internationally known psychologist and author of the bestseller Emotional Intelligence

Selling Social and Emotional Learning: An Interview with Daniel Goleman http://www.youtube.com/watch?v=j30KPuYiKII

Goleman’s Five Goleman’s Five ‘Domains’ ‘Domains’

of Emotional Quotient of Emotional Quotient (EQ)(EQ)1.1. Knowing your emotions Knowing your emotions

2.2. Managing your own emotions Managing your own emotions

3.3. Motivating yourselfMotivating yourself

4.4. Recognizing and understanding other Recognizing and understanding other people’s emotionspeople’s emotions

5.5. Managing relationships, i.e., managing Managing relationships, i.e., managing your reactions to people’s emotionsyour reactions to people’s emotions

Child’s Demonstration of Child’s Demonstration of EQEQ

“I know how I feel.

I can say how I feel.

I am learning how to handle my feelings.

I know how they feel.

I can say how they feel.

I am learning how to handle their feelings.”

What is Emotional What is Emotional Literacy?Literacy?

Dr. Marc Brackett, developer of the curriculum, “Emotional Literacy in the Classroom,” defines emotional literacy as,

“The knowledge associated with RRecognizing,

UUnderstanding, LLabeling,

EExpressing and RRegulating

emotions.””

He coined the RULER model.

“A two-year (1996-1998) University of Wisconsin study by researcher Stephen Elliott of two Springfield, Massachusetts, schools -- one that used a social and emotional learning program called Responsive Classroom and one that did not -- found significant social and academic dividends for students in the Responsive Classroom program.”

In a Responsive Classroomhttp://www.youtube.com/watch?v=ttO-nPfivu8

Research on ELResearch on EL

The program is based on six The program is based on six components: components:

1.1.A morning meetingA morning meeting

2.2.Classroom organization, rules and Classroom organization, rules and logical consequenceslogical consequences

3.3.Guided discoveryGuided discovery

4.4.Academic choiceAcademic choice

5.5.Assessment Assessment

6.6.ReportingReporting

~~Emotional-Intelligence Research: Emotional-Intelligence Research: Indicators Point to the Importance of SELIndicators Point to the Importance of SEL, ,

EdutopiaEdutopia

Research on EL cont’d. Research on EL cont’d.

Research on EL cont’d. Research on EL cont’d.

““An evaluation of the three groups of An evaluation of the three groups of students at age 18, found that those students at age 18, found that those who had participated in the full social who had participated in the full social development program from grades one development program from grades one through six were involved in fewer through six were involved in fewer violent acts, less likely to use alcohol, violent acts, less likely to use alcohol, drugs, or tobacco, less sexually active, drugs, or tobacco, less sexually active, had fewer teen pregnancies, and better had fewer teen pregnancies, and better behaved in school. behaved in school.

Research on EL cont’d. Research on EL cont’d.

““They had a greater commitment to They had a greater commitment to school and better academic school and better academic achievement than both the group with achievement than both the group with no program at all and the group that no program at all and the group that had participated in the program in the had participated in the program in the 55thth and 6 and 6thth grades.” grades.”

~~Emotional-Intelligence Research: Indicators Emotional-Intelligence Research: Indicators Point to the Importance of SELPoint to the Importance of SEL, Edutopia, Edutopia

Emotional IntelligenceEmotional Intelligencehttp://www.youtube.com/watch?v=hz-ZiTfTcFo&feature=related

ContemplationContemplationContemplation is considered the closure Contemplation is considered the closure that summarizes the key points of a lesson that summarizes the key points of a lesson whose purpose is to increase retention whose purpose is to increase retention through experimentation. through experimentation. Word to the Wise: It is advised that during Word to the Wise: It is advised that during summation, any and all summation, any and all interferenceinterference be be avoided until summary is complete.avoided until summary is complete.Example: Recall our in-class experiment Example: Recall our in-class experiment with the reciting series of letters while with the reciting series of letters while being interrupted with numbers.being interrupted with numbers.

YAY! A Group Activity!YAY! A Group Activity!

Prepare to have Prepare to have fun!fun!

Please take a piece Please take a piece of sheet of of sheet of construction paper construction paper and write your and write your name on it with a name on it with a crayon. crayon.

Ask your neighbor Ask your neighbor to please tape it on to please tape it on the back of your the back of your shirt.shirt.

““High Five ~ Group High Five ~ Group Activity”Activity”

Building self-esteem is an easy task when Building self-esteem is an easy task when giving and receiving genuine compliments.giving and receiving genuine compliments.

Use a large sheet of construction paper taped Use a large sheet of construction paper taped to the back of each student’s top and a to the back of each student’s top and a marker. Each student moves around the marker. Each student moves around the room and writes a positive comment on each room and writes a positive comment on each other student’s paper, drawing attention to other student’s paper, drawing attention to their strengths, gifts, or talents.their strengths, gifts, or talents.

Then ask each student to read what others Then ask each student to read what others have written about them. Open discussion have written about them. Open discussion should follow based on the comments shared.should follow based on the comments shared.

Taken from the Taken from the Emotional Intelligence ActivitiesEmotional Intelligence Activities, p. , p. 15.15.

EI ActivitiesEI ActivitiesExplore this wonderful resource (Explore this wonderful resource (thank you, thank you, Karen!Karen!) for learning more about our students ) for learning more about our students through the awesome, eye~opening through the awesome, eye~opening plethora of activities that your students will plethora of activities that your students will love to engage, in the love to engage, in the Emotional Intelligence Emotional Intelligence Activities Activities book.book.

http://www.lrd.usace.army.mil/_kd/Items/http://www.lrd.usace.army.mil/_kd/Items/actions.cfm?actions.cfm?action=Show&item_id=3720&destination=ShowIteaction=Show&item_id=3720&destination=ShowItemm

ReferencesReferencesEdutopia. (2010). Selling social and emotional learning: An interview with DanielEdutopia. (2010). Selling social and emotional learning: An interview with Daniel

Goleman. Retrieved October 15, 2010 from Goleman. Retrieved October 15, 2010 from http://www.youtube.com/watch?http://www.youtube.com/watch?v=j30KPuYiKIIv=j30KPuYiKII

Eferrysel. (2008). SELmedia; eEferrysel. (2008). SELmedia; emotional literacymotional literacy. Retrieved October 20, 2010 from . Retrieved October 20, 2010 from http://www.lrd.usace.army.mil/_kd/Items/actions.cfm?http://www.lrd.usace.army.mil/_kd/Items/actions.cfm?action=Show&item_id=3720&destination=ShowItemaction=Show&item_id=3720&destination=ShowItem

Marzano, R. J., Norford, J. S., & Paynter, D. E. (2001). Marzano, R. J., Norford, J. S., & Paynter, D. E. (2001). A handbook for classroom A handbook for classroom instruction that works.instruction that works. Alexandria, VA: Association for Supervision and Alexandria, VA: Association for Supervision and Curriculum Development.Curriculum Development.  Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that Classroom instruction that works. works. Alexandria, VA: Association for Supervision and Curriculum Development.Alexandria, VA: Association for Supervision and Curriculum Development.

Unknown. (2003). Unknown. (2003). Emotional intelligence activities for teens ages 13–18Emotional intelligence activities for teens ages 13–18. . Retrieved October 15, 2010 from Retrieved October 15, 2010 from http://www.lrd.usace.army.mil/_kd/Items/actions.cfm?http://www.lrd.usace.army.mil/_kd/Items/actions.cfm?action=Show&item_id=3720&destination=ShowItemaction=Show&item_id=3720&destination=ShowItem

  

The EndThe End

Thank You!Thank You!