Student: Ronald Soriano Professor: Dr.

Rosario Quicho
Course: EDUC OU 700 Theories of Learning Topic: Module 1 Lesson 3
Additional Activity
A. Research on Emotional Intelligence of Teachers. What are the two emotional competencies? Why
do you think it is important for teachers to have not only high IQ (Intelligence Quotient) but also
high EQ (Emotional Quotient).
According to the Consortium for Research on Emotional Intelligence in Organizations
(http://www.eiconsortium.org/), there are two primary competencies linked to emotional intelligence, as follows:

1. Personal Competence: This area constitutes self-awareness, self-regulation, and self-motivation.

a. Self-awareness
i. Emotional awareness, or knowledge of the emotion and the reason behind it, and how this emotion
affect teacher performance.
ii. Accurate self-assessment, or the ability to distinguish strengths and weaknesses, growth from
experiences and feedback, and a sense of humor.
iii. Self-confidence
b. Self-regulation
i. Self-control, or the ability to manage disruptive impulses and decisions.
ii. Trustworthiness, or the preservation of utmost human integrity, honesty, and dignity.
iii. Conscientiousness, adaptability, and flexibility (innovativeness)
c. Self-motivation
i. Achievement drive, or the constant pursuit to meet or achieve standards of excellence.
ii. Commitment, or aligning with the goals of the organization.
iii. Initiative and optimism
2. Social Competence: This area consists of social awareness and social skills.
a. Social Awareness
This aspect constitutes empathy, service orientation, developing others, leveraging diversity, and political
awareness.
b. Social Skills
This aspect includes influence (ability to persuade people), clear communication skills, leadership,
change catalyst, conflict management, building bonds, collaboration and cooperation, and team
capabilities.
Whereas a teacher with a high intelligence quotient (IQ) may be quick at understanding or analyzing complex scenarios
and situations that need to be scaffolded to learners, the manner of delivery or presentation of explaining such scaffolded
concepts requires an equally high emotional quotient (EQ), if the purpose is to ensure that all learners learn equally. High
EQ teachers see gaps between the high-level, moderate, and low-level learners, not only based on intellectual flexibility,
but also on the factors surrounding the differences in the performances. Thus, to provide a platform where all learners
learn on equal footing with one another, a high-EQ teacher provides social and moral support, aside from academic
Student: Ronald Soriano Professor: Dr. Rosario Quicho
Course: EDUC OU 700 Theories of Learning Topic: Module 1 Lesson 3
Additional Activity
support, to the learners who are behind schedule. Teachers who see the emotional grounds of the differences in the
academic performance of learners also are more likely to connect with the learners, make them feel comfortable on the
subject, and build mutual trust and respect with the learners, and therefore, make them more efficient in teaching.

B. What are teaching styles? How can these help learners learn?
There are two primary teaching styles used in the classroom: (a) teacher-centered and (b) learner-centered. The
teacher-centered style is often authoritarian in nature, where the main source of knowledge and information is
the teacher, and the audience have less ‘talk’ time. In this style, engagement maybe very much restricted by
many factors, mainly because the teacher has primary control over any questions elicited or areas of discussion.
Such style is a common culture in traditional classrooms. I would say that this style is not very effective in the
transfer of knowledge from the teacher to the learners. Firstly, the teacher’s knowledge is held near-absolute in
such a setting. Additionally, learners may find it aggressive to refute a teacher’s solution or feel embarrassment
for any idea or thoughts to be presented for discussion.

However, the modern classroom is favored on a learner-centered teaching style. Here, students are given a
major fraction of the time study. The shift is towards a focus on the learners, their needs, and their learning
styles. Thus, a teacher prepares as many activities (with many options) as possible for a period learning.
Students are encouraged to engage in discussions, cooperative learning, differentiated tasks, and role playing. In
this style, students learn efficiently via interaction with their peers, self-evaluation, constructive feedback from
the teacher, and full teacher support.

According to a study by Khandhagi and Farasat (2011), the learner-centered or indirect teaching style considers
‘student interests and individual differences,’ and thus, is a more effective platform for learners to adapt well on
the ‘emotional, social, and educational’ domains of learning.

References:
1. Consortium for Research on Emotional Intelligence in Organizations. Accessed 18 April 2020 at
http://www.eiconsortium.org/.

2. Maghsood Amin Khandaghi and Maryam Farasat, 2011, “The effect of teacher’s teaching style on students’
adjustment,” Procedia Social and Behavioral Sciences 15 (2011) 1391–1394.