Heart of the Art: Emotional Intelligence and Teaching in Higher Education

Transcription

1 Heart of the Art: Emotional Intelligence and Teaching in Higher Education Deborah Byrnes, PhD School of Teacher Education & Leadership USU, April, 2009

2 Today s Presentation: What is EQ Characteristics of EQ EQ for professors Why EQ is important for our students Why smart people make stupid choices

3 EQ Definition Salovey and Mayer (1990) defined EQ as the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions.

4 Central elements of EQ are often characterized as: Self-awareness Managing one s emotions Self-motivation Empathy Handling relationships

5 Measurements of EQ Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) The Emotional Competency Inventory (ECI) Emotional and Social Competency Inventory (ESCI) The Emotional Intelligence Appraisal Bar-On Emotion Quotient Inventory (EQ-i) The Trait Emotional Intelligence Questionnaire (TEIQue)

6 Is EQ more important than IQ to achieve success and happiness in your life? Are bright people more or less likely to have high EQ than the average person?

7 IQ and EQ A high IQ may get you into Mensa, but it won't make you a mensch -- a decent responsible person with admirable characteristics (Goleman).

8 People with high IQs can be stunningly poor pilots of their private lives.

9 High academic achievement does not equal high levels of EQ. EQ facilitates important life skills. Low EQ can hamper professional success. EQ can be developed -- people can get smarter about emotions.

10 Self Awareness The ability to recognize and identify one s feelings.

11 Benjamin Franklin There are three things extremely hard: steel, a diamond, and to know one's self.

12 Managing One s Emotions The ability to handle sadness, worry, fear, anxiety, and anger in an appropriate and proportional manner.

13 Thomas Jefferson When angry, count to ten before you speak; if very angry a hundred. Abraham Lincoln Most folks are about as happy as they make up their minds to be.

14 Self-Motivation The ability to delay gratification, and the ability to keep working toward a goal, expecting success. Marshaling emotions in service of a goal

15 Wilma Rudolph I tell them that the most important aspect is to be yourself and have confidence in yourself. I remind them the triumph can't be had without the struggle.

16 Empathy The ability to recognize and be sensitive to the emotions of others.

17 Mother Teresa There is more hunger for love and appreciation in this world than for bread.

18 Handling Relationships Getting along well with others. The ability to handle conflict constructively.

19 Maya Angelou I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.

20 High EQ Teachers: Create a climate more conducive to learning of students Serve as role models Feel more positive about teaching and less cynical

21 Great Teachers (sample characteristics) Expert Knowledgeable Experienced Up-to-date Well organized Range of strategies Clear speaking Relevant Approachable Respectful Willing to listen Empathic

22 In your planning, how much conscious energy do you give to the emotional environment? Teaching em otional clim ate methods and materials content

23 Know Yourself Knowing myself is as crucial to good teaching as knowing my students and my subject. Parker Palmer, 1997

24 How do we relate to students? Law enforcer to the potentially criminal Salesperson to potential buyers Preacher to the sinful Sheepdog to sheep Gardener to plants Guru to followers

25 Rank Teaching Characteristics in Terms of Importance to You: Knowledgeable Organized Genuine Enjoyable Enthusiastic Responsive

26 Managing Emotions Soothing Reframing Don t be emotionally hijacked

27 What feelings do your non-verbal and verbal communications convey to your students? Learners find my manner predominantly.

28 Empathy Do you know who your students are? Do you address anxieties or other emotional states that impact learning? Do you demonstrate empathy (for their situations and needs)?

29 Learners are most likely to leave my sessions feeling? Challenged Motivated Respected Safe Trustful OR Pressured Disengaged Diminished Threatened Suspicious

30 Relationships Do you pay attention to and address the classroom climate? Do your students trust your intentions? Do you let your students know something about you?

31 EQ is important for our students Better performance Better relationships Better leaders Better lives What are the top issues you face at work? leaders identified that 76% are on the people/relational side (Freedman 2008)

32 Study of relationships between emotional intelligence and leadership for 261 members of the Royal Navy

33 What traits set superior performers apart from others? Results based on 108 interviews with employees of International Petroleum Corporation.

34 A study of 30 retired National Football League players shows the relationship of emotional intelligence to life success.

35 Characteristics of Failed Leaders (Sternberg, 2002) Unable to build cohesive team Not supportive/demanding of subordinates Overly emotional Insensitive, cold, & arrogant Poor relations with staff Overriding personality defects

36 High EQ Leaders Lead to: Increased performance Increased teamwork Enhanced utilization of time Improved motivation Encouragement of innovation Increase in trust

37 Why Smart People Can be so Stupid What-me-worry Narcissism Sense of omniscience Sense of omnipotence Sense of invulnerability Sternberg 2002

38 Well known people with high EQ? Jodie Foster Nancy Barry Tiger Woods Roger Federer Yo-Yo Ma Donna Shalala Barack Obama Gloria Estefan Aung San Suu Kyi Cesar Chavez

39 Helping Students Develop EQ: Work on your own EQ. Be explicit about the management of emotions. Develop self-motivation by engaging students curiosity and creating an appropriate level of challenge.

40 Emphasize cooperation to develop strong interpersonal skills. Talk about process as well as achievement. Include discussion of the role of emotional intelligence in being a productive, successful professional in your field.

41 Self Evaluation: 1 (Low) (High) Self-awareness Managing one s emotions Self-motivation Empathy Handling relationships

42 References: Salovey & Sluyter (1997). Emotional Development and Emotional Intelligence: Educational Implications. Palmer, P. J. (1998). The Courage to Teach. Mortiboys, A. (2005). Teaching with Emotional Intelligence. Nathan, R. (2004) My Freshman Year. Bain, K. (2004). What the Best Teachers Do. Sternberg, R. (1985). Beyond IQ. Goleman, D. (1995). Emotional Intelligence.