Emotional Intelligence in teaching

Topics: Emotion, Psychology, Emotional intelligence Pages: 6 (1795 words) Published: November 30, 2013



Good teaching and Emotional Intelligence.
Teachers and Learners’ positive influences.

‘If a person just follows ‘mind’, then he is nothing but ‘machine’, If a person just follows ‘heart’, then he is just ‘tender’ (child), If a person is able to combine both, then he is emotionally intelligent, it means he is mentally as well as emotionally strong’.

-Sharma and Bindal-

Emotions are related to heart while intelligence relates to mind. Research has shown that academic intelligence has little relation with emotional life. Emotional intelligence (EI) can be at times more powerful than having a high intelligence quotation (IQ). While IQ defines how bright someone is, emotional intelligence defines the capability of using that brightness in an efficient way. The important difference between them is that IQ cannot be changed through experiences or education, whereas emotional intelligence can be learned and enhance through it. Rene Descartes stated ‘I think therefore I am’ and teachers have been following this. Today’s teachers put more energy into recognizing and working with the emotional dimension of learning, then, it is time to adopt another statement ‘I feel therefore I am’ (Mortiboys, 2005). The concept of Emotional Intelligence may be the first time we hear it but has been around since 1995 after Daniel Goleman's book, that explain how to success in our career. Nowadays is important because affects positively the academic achievement of students from the first day to the years to follow. Emotional intelligence is the ability to understand our own emotions and those of people around us. The concept involves that we must have a self-awareness that would enables us to recognize feelings and manage our emotions. It is a learned ability to identify, understand, experience, and express our human emotions in a healthy and productive way (Mortiboys, 2005). But if emotions are out of control, our world can result a chaos, a disaster. In our day to day life this can affect our interpersonal relationship, our self-identity and our ability to complete a task. Emotions are personal experiences, parts of a complex interaction between physiological, cognitive and situational variables. The cognitive processes must be in control of emotions so that they can work positively rather than against us; this is the importance of Emotional Intelligence. Consequently, if a teacher handles his own emotions and those of others he or she can success effectively as a teacher. This has become an essential task to learn in teaching; given that everybody thinks, expresses feelings, behaves and acts differently, emotional experience and expression are unique to each one of us. Some people may struggle with understanding what emotion they are experiencing and this affects negatively in the class.

Emotional intelligence for a teacher is so important because is going to influence what he does, affects who he meets, determines how he looks, expresses how he or she feels, helps to express emotions appropriately instead of ignoring them, and decides in some way his or her course of life, such as job satisfaction that for some teachers depends on their attitude. It is a teacher’s job responsibility to know him or herself emotionally and after he or she will be ready to connect with each student, and to support the passion and excitement to learn. The teacher also offers emotional as well as intellectual support for the students. To make a difference, a teacher must possess the skills, personality characteristics and behavior that student’s perceive to impact their motivation to learn. If the teacher is emotionally intelligent then a number of the students will be benefited. Teachers’ play a key role in bringing stability and a stimuli to emotional development; it also provides guidance to students and also their parents, and this by providing exemplary...

Bibliography: Bindal, S. and Sharma, V. (2012). Emotional intelligence – a predictor of teacher’s success. International Journal of Social Science & Interdisciplinary Research Vol.1 Issue 12, December 2012. Online available at www.indianresearchjournals.com
Goleman, D. (1996). Emotional Intelligence: Why it can Matter more than IQ.
London: Bloomsbury
Goleman, D. (1998). Working with Emotional Intelligence. London: Bloomsbury
Johnson, N. (2012). Emotional intelligence of teacher educators. Laxmi Book Publication, Solapur, Maharashtra, India.
Madhar, M.A. 2002. Emotional Intelligence of Teachers and Effective Class room Management. Department of International Business Administration. College of Applied Sciences Nizwa. Sultanate of Oman
Mc.Graw-Hill. (2006). Developing your self-awareness as a teacher. http://mcgraw-hill.co.uk/openup/chapters/0335221092.pdf
Nelson, D.B., Low, G.R., Nelson, K. (2006). The Emotionally Intelligent Teacher: A Transformative Learning Model. www.tamuk.edu/.../emotionally_intelligent_teacher
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