Building Emotional Intelligence

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Building Emotional Intelligence A Key to Student Success

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ABMP Education Program Director Anne Williams

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Session Overview Define enthusiastic insight Identify attributes of Gen Y understudies Determine what passionate knowledge aptitudes can be instructed in a back rub classroom Discuss best practices for building passionate knowledge in understudies Explore two passionate insight building exercises

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Emotional Intelligence (EI) A range of mental research promoted by Daniel Goldman's 1995 smash hit, Emotional Intelligence: Why it Can Matter More Than IQ

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Emotional Intelligence Characteristics The capacity to survey and manage one's feelings, musings, and self. To know about the feelings of others and of gatherings. To segregate among feelings and considerations and utilize this data to guide future thinking and activities.

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Why Pay Attention to EI? Gen Y populace developing and they require these aptitudes!

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GEN Y STUDENTS BORN BETWEEN 1982 AND 1994 COULD COMPRISE UP TO 2/3 OF YOUR STUDENTS Interpersonal aptitudes less created Computer abilities solid Skeptical and desensitized Multi-undertaking – appreciate numerous boosts Feel great testing others Hold elevated standards selves/others Negotiate everything

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What Employers Say A feeling of qualification Bright, however lacking in activity and vitality Will not give up outside exercises for occupation headway Quality of individual life more essential than progression Low resistance for "insignificant work" regardless of the possibility that generously compensated Unlikely to volunteer, notwithstanding for good aim Strongly associated with companion gathering and pack attitude Cynical about employer stability

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Massage Students = Massage Professionals Work with all individuals Establish a helpful relationship Provide protected, educated touch Set clear limits Plan a treatment Adapt to customer needs Interact with other human services suppliers

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Emotional Intelligence Skills Self-mindfulness Self-appraisal Self-strengthening Crisis administration Problem understanding Positive deduction Communication Tolerance for others

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Time for a Poll! Exercises to construct enthusiastic knowledge would profit understudies scholastically and when they enter the calling.

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What Skills Can Schools Teach Successfully?

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Self-Awareness Understand antagonistic manners of thinking Recognize relationship between contemplations, sentiments, and activities Teach understudies a procedure to intrude on adverse considering

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Self-Empowerment Identify constraining convictions Teach understudies a procedure for alleviating themselves and venturing once more from a circumstance Use objective setting and follow up to exhibit energy to change fate

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Communication Skills Understanding others Paying regard for non-verbal communication signals Learning models of good correspondence like the utilization of "I" proclamations Recognizing correspondence blockers Practicing dynamic correspondence

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Group Interaction Learn to be a pioneer Learn to be a supporter Value commitments of all members Recognize passionate triggers Follow through on responsibilities

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Conflict Resolution Step out of the enthusiastic winding Understand the elements at play in a contention Identify needs and needs Manage feelings Seek an impartial determination

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Simple Ideas to Promote EI Teach Processes Any received procedure must be utilized reliably by all Assess Grading Procedures Shift a portion of the accentuation of evaluating focuses to self-improvement exercises and gathering association Identify and Value Differences Myers-Briggs & Learning Styles for instance Share Feelings Process exercises

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Are We Progressing Breaks stuck examples of association Positive approach to voice worries about gathering elements Builds responsibility for how the gathering capacities Important: Use this action reliably After every exchange One time a week At pre-decided interims At minimum one time a month

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Are We Progressing? Bearings Pass out gift Students don't put name on freebee Students finish present Hold General Discussion How is our group advancing? What is moving forward? What is stagnant? What is declining?

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Are We Progressing DIRECTIONS CONTINUED Ask Each Student: What can our group do to make one of your scores increment? What would you be able to do on an individual level to make one of your scores increment? Gather the presents Calculate the midpoints Enter the midpoints on a diagram Post the graph Continue to add midpoints to the outline over the long haul

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Mood Check Develops attention to temperament How it impacts scholarly execution How it impacts learning environment How it impacts others How to refocus and recover a more uplifting demeanor

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Mood Check DIRECTIONS Make covered outline Post by classroom entryway Ask understudies to make a speck by those words that best depict their states of mind Process the discoveries before classes Many Uses Before movement After action Any time inspiration is low

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Processing Responses to the Mood Check As we take a gander at the load up and where individuals have set their dabs, what designs do we see? In what manner may these passionate examples influence the classroom encounter today? How mindful of your mind-set would you say you were the point at which you strolled through the classroom entryway? How mindful of the temperaments of your kindred schoolmates would you say you were the point at which you strolled through the entryway? Did anybody in the class impact your mind-set when you strolled through the entryway? How? What would we be able to do to change the classroom disposition to make it more gainful? Then again How would we be able to profit by the classroom temperament to get the most out of today's class?

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NEXT STEPS Class progression early Add enthusiastic insight substance to classes Give focuses for passionate knowledge Plan self-awareness exercises with a point esteem Plan bunch exercises where understudies take plainly characterized rolls

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Resources ABMP's Student Success Curriculum ( Alliance Section) Daniel Goldman: Emotional Intelligence: Why it Can Matter More Than IQ Applying Emotional Intelligence in the Classroom

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Conclusions Defined passionate insight Identified the attributes of enthusiastic knowledge Discussed Gen Y understudies Recognized EI abilities that can be shown Identified some EI building exercises

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