Emotional Intelligence and School

In two of my courses during the Graduate Diploma of Learning and Teaching we have touched on the notion of Emotional Intelligence. This Emotional Intelligence is something that our students need to develop at home and school. As learning managers we should support the development of their emotional intelligence and help them to grow to be mature and emotionally stable young people. This could be achieved through the teaching of Dimension 1, Attitudes and Perceptions from Marzano and Pickering's Dimensions of Learning to give just one strategy.

There is also an effective book that I purchased at Brisbane airport about a year ago that really caught my eye. Funny enough, it was called 'Emotional Intelligence - Why it can matter more than IQ' by Daniel Goleman, published 1996. I am really drawn to this idea of emotional intelligence and feel that it is really paramount for our youth of today to gain strong emotional intelligence as it could help with many issues that they face in the world today.

From this book I gained some insightful information about student centred learning from a Harvard psychologist who developed a theory of multiple intelligences. He sees that "the healthiest way to teach children" is by "motivating them from the inside rather than by threat of promise of reward." Harvard (as cited in Goleman, 1996, pg. 94). I would like to provide you with this segment of what Gardner also believes which I believe is really interesting.

"Flow is an internal state that signifies a kid is engaged in a task that's right. You have to find something you like and stick to it. It's when kids get bored in school that they fight and act up, and when they're overwhelmed by a challenge that they get anxious about their school work. But you learn at your best when you have something you care about and you can get pleasure from being engaged in. " Harvard (as cited in Goleman, 1996, pg. 94).

The statement above relates to Engagement Theory by Greg Kearsley and Ben Schneiderman (1999, pg.1) in reference to the Renate section of their framework. I have discovered that when I am teaching that I need the students input greatly to help me devise lessons and units of work as this will help them be engaged.

One of the Dimensions of Learning Habits of Mind - Restraining Impulsivity (page, 279) is also connected with this notion that is described in the Emotional Intelligence text, by Goleman where if you can teach this particular Habit of Mind at a young age then you will help with supporting the growth of emotional intelligence later in life for your students.

" Those who had resisted temptation at four were now, as adolescents, more socially competent: personally effective, self-assertive, and better able to cope with the frustrations of life. They were less likely to go to pieces, freeze, or regress under stress, or becomes rattled and disorganized when pressured; they embraced challenges and pursued them instead of giving up even in the face of difficulties; they were self-reliant and confident, trustworthy and dependable..." (Goleman, 1996, pg. 81.)

Here is just a snapshot of what I thought was interesting about Emotional Intelligence and how it is important for young people and their learning in school and life long learning. Any comments would be great.

References:

Goleman, D. (1996) 'Emotional Intelligence - Why it can matter more than IQ', Great Britain.

Reading: Kearsley, G. & Schneiderman, B. (1999) 'Engagement Theory: A framework for technology-based teaching and learning', Maryland.

Marzano, R. & Pickering, J. (1997) 'Dimensions of Learning', Colorado.