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"I am a survivor of a concentration camp. My eyessaw what no man should witness: Gas chambersbuilt bylearned engineers, children poisoned by

educated physicians, infants killed bytrainednurses. Women and babies shot and buried byhigh school and college graduates. So I amsuspicious of education.

My request is: Help your students become morehuman. Your efforts should never produce learnedmonsters, skilled psychopaths, educatedEichmans. Reading, writing and arithmetic areimportant only if they serve to make childrenmore humane

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The B.A.R.E. NecessitiesThe B.A.R.E. Necessities

The main principles of

Emotional Intelligence can be

conveniently rememberedusing the acronym of BARE,

forBalance, Awareness,Responsibility, and Empathy

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Look at the 4 pictures that follow andLook at the 4 pictures that follow and

tell metell me1) What you think and1) What you think and

2) How you feel. Then tell me how2) How you feel. Then tell me how

you think this boy is feeling.you think this boy is feeling.3)Then tell me what you think might3)Then tell me what you think might

help him feel better.help him feel better.

4)Then tell me what would help you4)Then tell me what would help you

feel betterfeel better

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Here is a close up.Here is a close up.

Question Group 1

When I look at these

pictures:

1. I think... 2. I feel...

3. He is probably

feeling...

4. He would probably feelbetter if...

5. I would feel better if...

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Now look at this picture and answerNow look at this picture and answer

the same questionsthe same questions

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Here is a close upHere is a close up

Question Group 2

When I look at these

pictures:

1. I think... 2. I feel...

3. She is probably

feeling...

4. She would probablyfeel better if...

5. I would feel better if...

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Four Branch Model of EmotionalFour Branch Model of Emotional

IntelligenceIntelligence

1. Emotional Perception and Expression - the

ability to accurately identify and express feelings

The ability for self-awareness; to be aware of your

own feelings as they are occurring. The ability to become emotionally literate. The

ability to learn to identify and label specific

feelings in yourself and others and the ability to

clearly and directly communicate and discussthese emotions.

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2. Use of Emotions - the ability to use your

feelings constructively

The ability to let your feelings guide you to

what is important to think about

The ability to use your feelings to help you

make better decisions

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3. Emotional Understanding - the ability tounderstand the meanings of emotions andhow they can change

This includes the ability to understand... The purpose of emotions; understanding

their survival value to the species

The relationships between emotions; howand why they can change from one feelingto another

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The emotions which lead to the behavior in

yourself and others

The relationship between thoughts and

feelings

The causes of emotions and their relationship

to our human psychological needs, especially

our unmet emotional needs.

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4. Emotional Management - the ability tomanage emotions for personal and socialgrowth

The ability to take responsibility for one's ownfeelings and happiness

The ability to turn negative emotions intopositive learning and growing opportunities

The ability to help others identify and benefitfrom their emotions

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Is it really an intelligence? How do

we know, and what is an

intelligence anyway? Touted as the key to educational

and corporate success, is EQ

really just another flavor of the

month?

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It all began about 2,000 years ago when

Plato wrote, All learning has an emotional

base.

Unfortunately, for a large part of those two

millennia, common thought was,

Emotions are in the way. They keep us

from making good decisions, and theykeep us from focusing

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It is very important to understand that

emotional intelligence is not the opposite

of intelligence, it is not the triumph of heart

over head -- it is the unique intersection ofboth.

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Candace Pert is a leading neurobiologist whowrote Molecules of Emotion, was the chief of thebrain chemistry section of the NIH from 1982 to1988, and is now a professor at Johns HopkinsMedical School.

Perts perspective is that thinking occurs in thebrain and the body. All kinds of information isprocessed throughout the body -- ideas,feelings, and maybe even spiritual impulses.While the brain has the most processing power,it is not necessarily driving the system.

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It is disturbing that the development of

emotion regulation does not currently

have a definable place in the curriculum

The stressors in children's lives have

increased dramatically in the past few

years

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They signal the need for a comprehensiveand holistic teaching approach thatencompasses the development and

management of emotions. Current approaches to handling problem

situations include dismissal from school,referral to counseling or therapy;medication, and/or parent-teacherconferences.

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Such external management strategies

rarely do more than provide temporary

solutions, since the source of thedisturbance remains untapped

These measures can become more

effective, however, if they are used inconjunction with teaching children to

identify stressors, develop effective coping

skills, and choose appropriatemanagement strategies

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Emotion intelligence courses

cannot be an add-on to theexisting curriculum, for example,

a time set aside once a week todiscuss emotion regulation

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A curriculum that employs instructional

strategies encompassing the needs of the

whole child -- intellectual development and

emotion regulation-- is the only one thatwill meet twenty-first century educational

needs.

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Clearly, a child is made up of far morethan cognitive capacities, and it is not afailure of [cognitive capacities] that brings

about the violence and social decay thatincreasingly troubles this nation

it is becoming more and more critical tofocus our efforts on interventions thataddress the social, emotional, andmotivational structures within a child

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All children need assistance in forming a positive

self-image, in learning to interact in

relationships, and in experiencing emotions

Whether emotions can become for the child arich, life-enhancing source of experience or a

frightening, incomprehensible array of feelings

may depend on how well parents and schools

can impart a healthy understanding of emotionsand emotional self-regulation

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An undue emphasis on formal academicsin early childhood programs contributesalso to a decline in emotional "warmth" in

classrooms Children are spending less & less time

with parents - this does two things - 1)makes kids more emotionally needy 2)makes teacher's role in emotionaldevelopment relatively more important

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Emotions are universal. Darwin reported

this in his book on the expression of

emotion

Different cultures, though, teach which

emotions and which ways of expression

are permitted, acceptable and tolerated by

teachers, parents, religious leaders.

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An emotion-centered curriculum explicitly

recognizes the central importance of

emotions in young children's development

The development of emotional

competence is seen as an essential

foundation for effective academic and

social functioning

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IngredientsIngredients

Emotional engagement

Warm child adult relationships

Direct expressions of feelings Individuality

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Attunement to others (empathy)

Emotionally relevant activities

Creating a secure emotional environment Helping children understand emotions

Modeling genuine, appropriate emotion

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Supporting their regulation of emotion

Recognizing and honoring emotional

expressiveness and individuality and

styles

Uniting learning with positive emotions

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The emotionally competent person:

1.Is aware of his own emotional state,

including the possibility of experiencingmultiple emotions.

2. Is able to discern others' emotions

3. Is proficient in verbal emotional

communication

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4. Is capable of empathy

5. Is able to realize that inneremotions may not be matched by

outer expressions

6. Is aware of culturally acceptedrules for the display of feeling

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7. Is able to take individuality into

account when assessing emotions 8. Is able to understand that his way

of expressing emotions affects others,

and takes this into account. 9. Is capable of managing unpleasant

emotions both in terms of their

intensity and duration

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10. Recognizes the element of

emotional intimacy and

genuineness with respect to

personal relationships

11. Views himself as feeling,overall, the way they would prefer

to feel.

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Even children from stablefamilies sometimes feel that

they stand on emotionallyshaky ground, because theirparents may seem to valuethem only for their academicperformances and theiradherence to adult standards."

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One of the many ways in which

teachers can help build children's

emotional intelligence is to modelgenuine, appropriate emotional

responses.

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Validation, feeling voc

http://e%20q%20and%20invalidation.ppt/http://e%20q%20and%20invalidation.ppt/