What is Emotional Intelligence?

According to the Author , Daniel Goleman, emotional intelligence is defined as an individual's

skills to control impulses, to self-motivate, to have empathy for others, and to create positive, social interpersonal relationships. Children can learn and use these types of skills in an emotional intelligence classroom to get along better with their peers, to have more self-confidence, and to even succeed with their daily work. Children, who participate in emotional intelligence activities and learn empathy and conflict resolution at a young age, can practice these skills every day just like math or reading to grow up and become a welladjusted adult. Providing emotional intelligence activities will help your students practice these skills.

Conflict Resolution
One large component of an emotional intelligence classroom is learning to handle conflicts in a positive way. Teaching emotional intelligence to students means teaching them conflict resolution skills. They will learn from conflicts they have with their peers, learn to control their temper, and to handle conflicts in a timely manner through emotional intelligence activities such as role playing and classroom meetings. Providing role playing opportunities about common playground or lunchroom problems is a good place to start with emotional intelligence. Children do not just know how to positively resolve conflict from birth. They have to be taught conflict resolution and practice these skills with their peers.

Controlling Impulses and Learning about Empathy
The best way to teach conflict resolution skills is to first make-up a pretend, but realistic, conflict in the classroom and practice the skills through emotional intelligence activities. Then when actual conflicts arise among your students, they will already know about controlling their impulses and having empathy for the other person. The hardest time to teach conflict resolution is when emotions are high after a conflict. 1. Make up a situation in your classroom that could actually happen such as two students arguing over where they are going to stand in line when they line up. Both want to be the line leader. 2. Ask the class what impulse these two students may have when they both want to be line leader. (Two possible answers are: race to the front of the line or push each other out of the way). 3. Discuss with the class the possible reasons why each person might want to be the line leader. Talk to the students about empathy--understanding why the other person also wants to be a line leader. 4. Brainstorm positive ways to solve this conflict, such as: one child is the leader on Monday, the other child is the leader on Tuesday; or one can be the leader going to recess, and the other can be the leader on the way back. 5. Implement the conflict resolution plan once the spidergram is over. Students must choose the solution they think works the best to solve their problem.

With ideas and themes from Daniel Goleman's Emotional Intelligence book, teachers can teach students how to resolve conflicts in a positive way and improve their peer relationships. Taking time for emotional intelligence activities will benefit everyone and turn your room into an emotional intelligence classroom.

Verbal Linguistic Intelligence
Every student is unique and has his/her own style of understanding and comprehending. Our aim of providing an effective education to a learner becomes easily approachable if we understand what motivates him as a learner - words, numbers or what. Discussing one such type in detail (i.e., People with Verbal Linguistic Skills) provides students with an option of using language in pursuing career options. These learners love words. They have an immense capacity to use language to express themselves, and to understand other people. They are good with both forms of language, written as well as oral. They enjoy reading, writing and learning languages. They think in language. Famous people of this type are: Mark Twain, Agatha Christie, Danielle Steele, Bill Clinton, J.K.Rowling and Winston Churchill. Besides Inteligencia Matematica this is the most favored in schools. It is easy to identify them. Their characteristics are:
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Enjoy Talking and Asking Questions; Love to read, write and listen; Enjoy rhymes and sounds; Good memory for general knowledge, names, places; Appreciate grammar and meaning; Good with spellings; Enjoy word games, jokes, puns, riddles; Are self reflective, understand philosophy and abstract reasoning; Like to acquire new words and new languages; Enjoy possessing books.

It is easy and interesting to work with such learners as they respond to the slightest stimuli provided. Exercises can be undertaken at home and school to strengthen verbal linguistic intelligence. Some of them can be:
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Reading, Writing, Narrating - Stories, Sequels, Poems, Drama, Jokes, Descriptions, News Reports; Encouraging - Debates, Declamations, Impromptu Speech (on current affairs, life, practically everything); Starting - a Newsletter, Magazine, Journal; Conducting - Mock Interviews, Chat Shows, Role Plays, Dramas, Story Telling; Solve - Puzzles, Crosswords, Vocabulary Games; Preparing and Giving Presentations; Creating Slogans, Defense, Case Studies etc; Initiating Vocabulary Banks

Since Verbal Linguistic learners enjoy activities that include words in any form that is oral or written their career choice should be made accordingly. They can opt for the following careers:
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Actor/Actress Advocates Broadcaster Editor Interpreters Journalist Politician Preacher Public Speaker Teacher Tourist Guides Writer Writing Tutor

Methods of Paragraph Development
Regardless of which of the following methods of paragraph development you use, a well written paragraph has unity, coherence, and development, which means subordinate ideas must be linked to major ideas. The ideas must relate, be logical, and contain sufficient
details

The following methods of paragraph development will improve your organization in writing:

Examples: The more specific your writing, the more impact it will have. Using examples to develop your paragraph allows the writer to include specific details. Anecdotes, analogies, and metaphors are also effective. Process: A process paragraph is a step-by-step analysis of how to do something. Although monotonous, process paragraphs are the simplest way to explain how to do something. Division and Classification: Most effective for comparing and contrasting, organizing your paragraph using this method will highlight similarities and/or differences. Comparison and Analogy: When explaining difficult concepts, use something with which the reader is likely to be familiar and compare it to the concept in question. For example, Marriage works best (difficult concept) when husband and wife are pulling in the same direction, not unlike two horses pulling a wagon over a bumpy field (easily understood comparison).

Cause and Effect: A cause and effect paragraph can be organized in two ways: (1) Identify the effect in the topic sentence and write about its causes; or (2) write about the cause in the topic sentence and write about its effects.

Paragraph Structure Lesson Plan
Read any piece of non-fiction 1) identify the topic sentence (After moving from Fort Wayne to Detroit in 1957, the Pistons struggled for over two decades.). 2) identify the limiting sentence, if it exists (It wasn't until the mid 1980s when Detroit head coach Chuck Daly instituted a more "aggressive" style of play that Detroit became a premier NBA team.) . 3) identify all supporting sentences and categorize them as a facts, examples, statistics, opinions, analyses, interpretations, etc. (Their fans affectionately called them "The Bad Boys." (fact)). 4) identify the transitional sentence (In this case the pivotal sentence and transitional sentence are the same.). 5) identify the pivotal sentence, if it exists (Basketball aficionados, however, called them bullies and blamed "The Bad Boys" for the league's downward spiral, a spiral thath saw the league fall from its pinnacle of excitement in the 1980s to its nadir of unwatchability in following years.). Other ideas include
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Do the above assignment with a student-written essay. Choose a topic: Instruct students to write one of each type of paragraph. Insert a pivot paragraph into an essay and change the essay's direction.

Elements of Voice in Writing

Be lively and unpredictable. How much fun is it listening to someone drone on and on using words that only he understands with a monotonous tone and rhythm? It's about as much fun as reading an essay that drones on and on that uses words only the writer understands and has a monotonous tone and rhythm. Having a good personality and strong voice in writing requires using natural language, sensory details,verbs and actions, sentence variety, parallel structure, and varying sentence lengths.

Use figurative language. Remember all those lessons your teachers taught you about figurative language? You wondered what purpose they served. Using figurative language (metaphors, similes, analogies, personification) adds variety and personality to your writing. It allows you to explain the ordinary extraordinarily and the complex simply. Unlikely comparisons express originality and create reader interest. Avoid cliches. Humor appeals to the reader's intelligence, alleviates boredom, and reveals your human side. Note the difference between intelligent humor and insulting the reader's intelligence with long narrative jokes ending in a punch line. Intelligent humor consists of being playful, using puns, wit, irony, meiosis, and hyperbole. Be sincere. Without genuineness your writing is superficial. Being sincere requires substance over style, taking a stand, and revealing your true self and your true thoughts. Connect with your reader. When revising, avoid the following symptoms of insincerity: overuse of vos pasiva , the excessive use of verbs as nouns (recommendation, communication, etc), and unnecessary complex sentences.

Steps to Improve Voice in Writing
1. Approach each writing assignment with vigor. Look at it as an opportunity to express yourself creatively. Think of it as your chance to share ideas in a compelling manner. 2. Imagine your writing assignment is a party and everybody's bored. You'd figure out a way to liven it up, wouldn't you? Identify boring sections of writing and think of ways to liven it up with figurative language. 3. Use sensory details. Parents carry pictures of their children with them for a reason. You're the parent of your ideas, so create pictures with sensory details. 4. Study great writers and notice how they create personal voice in writing. Focus especially on how writers use humor. Dickens, Lardner, Twain, and Keillor are a good start. 5. Use active voice. When you are at a sporting event, what do you focus on? You focus on the action--the players, the cheerleaders, the officials making a call. You're not paying attention to the guy in the third row with his hands folded, staring blankly at the floor. If your writing is passive, no one will pay attention to it.

Vocabulary Words out of Context
The most basic vocabulary word organizers can be used to memorize the meanings of words out of context. They are helpful when your students are trying to memoraize a list of vocabulary words for a test in one of the subject areas (e.g., math, science, social studies, or English) or for a standardized test. To study a word out of context, you would include several boxes for students to fill in – one for the word itself, one for the definition, one for an example of the word, one for

synonyms, one for antonyms, and one for a sentence using the word. For visual learners, you might want to include a box asking them to draw something connected to the word. In addition, you may wish to include an additional box in which the student will explain a strategy they will use to remember the definition of the word. After they have filled in all of these boxes, they will truly “own” the vocabulary.

Vocabulary Words in Context
While students are reading, they will often come across words that they do not understand. Even if you’ve taught them vocabulary strategies to help them guess the definition of the word, the strategies may not be second nature to them. That’s where graphic organizers can help. In these graphic organizers, include a box for the word itself, a box or two for “context clues,” a box for breaking the word into word parts (e.g., prefix, root, and suffix), a box for possible definition, and a box for dictionary definition. They will fill in the last box after checking the definition of the word in the dictionary. In this way, the graphic organizer will help them understand how the vocabulary strategies you’ve taught them can really help them guess the meaning of an unfamiliar word.

Summarization
Summarization is the restating of the main ideas of the text in as few words as possible. It can be done in writing, orally, through drama, through art and music, in groups and individually. There is extensive research that shows that summarization is among the top nine most effective teaching strategies in the history of education (Marzano, Pickering, and Pollock, 2001). Teachers who start a lesson by summarizing the big points in the day's lesson and end by having students summarize their learning see gains in the retention of the material. Several summarization techniques have been provided.

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