7 Successful Strategies To Promote Emotional Intelligence In The Classroom

Learning is an activity with an emotional dimension and before students can turn their attention to cognitive learning or the prescribed curriculum, they must feel physically safe and emotionally secure. How a student 'feels' about a learning situation determines the amount of time and effort they devote to it. Developing Emotional Intelligence could provide the 'missing link' to achievement in our schools. This book will enable readers to begin to understand and develop their own Emotional Intelligence and that of the students in their care. They will be able to appreciate the role EI plays in promoting academic progress and creating positive, lasting changes that will help learners in both school and non-school settings. IQ, which is a measure of our cognitive intelligence, represents the raw material for our successes, whereas EQ, which signifies Emotional Intelligence, is the set of socio-emotional skills that enables the intellect to turn into action and accomplishment. Without EQ, IQ remains only a potential; this book provides the tools to nurture that potential into reality, using the seven successful strategies that the author outlines in her ELEVATE model.

This book uses the four cornerstones of emotional intelligence: self awareness, self management, relationship awareness and relationship management as the theoretical background and provides practical strategies for application in the classroom.

A teacher's guide that provides educators with fresh and engaging techniques to help children increase self-awareness, manage emotions, build self-control, and develop positive relationships.

This is an essential text for all primary trainees, covering the fundamental issues for learning and teaching in primary schools today. It motivates and challenges trainees at the same time as guiding them through the Standards for the Award of QTS. Chapters explore the major themes in teacher education, such as behaviour, communication and creativity, encouraging reflection on key questions and professional dilemmas. In addition, two key chapters provide specific advice to help trainees interpret and fully understand the standards, with strategies for successfully implementing them and demonstrating how each of the standards can be met.

Educators worldwide claim that as their pupils learn to control their emotional behaviour their learning improves drastically. Since 2005 the DCSF in the UK has been recommending that all primary schools incorporate emotional intelligence into all lessons. The SEAL approach has also been implemented in secondary schools making emotional literacy a key topic for all teachers. This book tackles the main issues and shows teachers exactly how they can use emotional intelligence to make a real difference to their student's literacy and overall learning abilities.

Through the use of a variety of approaches and techniques, including emotional literacy, NLP and learning styles, this resource gives practical examples of how to engage disaffected students and ensure they have a successful learning experience. The book outlines the causes of disaffection generally and looks at a range of syndromes and conditions that may give rise to disaffection, offering support strategies that will encourage the engagement of such students. The book also outlines approaches for helping students to self-manage their behaviour and learning.

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Depression is experienced in epidemic proportions in many Western societies. There is concern over the number of young people who are suffering, sometimes to the extent of committing suicide. This book will help prevent stress and depression by taking a positive approach to the promotion of health and wellbeing in young people, giving them the skills to cope with the problems of everyday life. Erica Frydenberg introduces the theory behind a cognitive behavioural approach to coping skills and offers a program of modules that can be used with young people to train them in coping skills. The principle that underscores this program is that we can all do what we do better. If we do not like how we cope in certain contexts we can learn new strategies. It is possible to enhance one's coping if we have a framework within which to do so. The program is universally applicable and can be taught in any group setting, although instructors will be able to bring their own experience to adapt the sessions.