EMOTIONAL INTELLIGENCE NOTES BY SAMAR EDUCATION-

Meaning, Defintions and Characteristics of Emotional Intelligence in Psychology

Meaning of Intelligence

Intelligence is the ability to acquire and apply knowledge. Intelligence is

defined as mental capability that involves the ability to reason, to plan, to
solve problems, to think abstractly, to comprehend complex ideas, to
learn quickly and to learn from experience. It is not merely book learning,
a narrow academic skill or test-taking smartness.

Definitions of Intelligence

1. According to Alfered inept, "Intelligence means to apply one's

knowledge to noble situation or adjustment to noble situations."

2. According to Wood Worth, "Intelligence is the innate capacity to solve

the problem in the light of past experience and knowledge."

3. According to Terman, "Intelligence is an ability to carry on abstract

thinking."

4. According to Thorndike, "Intelligence is power of good responses from

the point of view of truth and fact."

5. According to Munn, "Intelligence is a flexibility of the mind of meet the

new situations."

Emotional Intelligence

Emotional Intelligence (EI) is most often defined as the ability to perceive,

use, understand, manage, and handle emotions. People with high
emotional intelligence can recognize their own emotions and those of
others, use emotional information to guide thinking and behavior,
discern between different feelings and label them appropriately, and
adjust emotions to adapt to environments.

Emotional Intelligence, like general intelligence, is the product of one's

heredity and its interaction with his environmental forces. Until recently,
we have been led to believe that a person's general intelligence
measured as I.Q. or intelligence quotient is the greatest predictor of
success in any walk of life-academic, social, vocational or professional.

Consequently, the I.Q. Scores are often made into use for the selection,
classification and promotion of the individuals in various programmes,
courses and job placements. However, researches and experiments
conducted in the 90's onwards have tried to challenge such over
dominance of intelligence and its measure I.Q. by replacing it with the
concept of emotional intelligence and its measure emotional quotient
(E.Q.). These have revealed that a person's that a person's emotional
intelligence measured though his E.Q. may be a greater predictor of
success than his or her I.Q.

Historically speaking, the term emotional intelligence was introduced in

1990 by two American University professors Dr. John Mayer and Dr.
peter Salovery in their attempt to develop a scientific measure for
knowing the differences between people's ability in the areas of
emotions. However, the credit for popularizing the concept of emotional
intelligence goes to another America psychologist Daniel
Goleman through his book Emotional Intelligence: "Why it can Matter
More Than I.Q. published in 1995".Definitions of Emotional Intelligence

According to John D. Mayer and peter Salovey, "Emotional intelligence

may be defined as the capacity to reason with emotion in four areas: to
perceive emotion, to integrate in thought, to understand it and to
manage it."
According to this definition, every one of us may be found to have varying
capacities abilities with regard to one's dealing with emotions. Depending
upon the nature of this ability, he or she may be said to be more or less
emotionally intelligent in comparison to others in the group.

A person would be said to be emotionally intelligent in proportion to their

ability to recognize and understand a variety of emotions in others
through face reading, body language and voice tone, etc. Emotionally
intelligent individuals have a fair understanding of the nature, intensity
and consequences. He should be aware of feelings and his emotions.

Based upon these contemporary viewpoints about the concept of

emotional intelligence, we may understand one's emotional intelligence
as a unitary ability helpful in knowing feeling and judging emotions in
close cooperation with one's thinking process for behaving in a proper
way in the ultimate realization of the happiness and welfare of the self in
tune with other.

Significance and Importance of Emotional Intelligence

The knowledge about one's emotional intelligence in terms of his

emotional quotient has a wider educational and social implications for
the welfare of the individual and the society. This fact has now been
recognized and given practical shape and implications all round the
globe. The credit of giving due publicity and acquainting the world
population and the importance and significance of emotional intelligence
goes to the famous America psychologist Dr. Daniel Goleman. He has
brought to the forefront the following points regarding the importance of
emotional intelligence and its measure through his writings.

1. Emotional intelligence is as powerful and at times more powerful than

I.Q. while IQ. contributes only about 20% to success in life, the other
forces contribute the rest. We can infer that emotional intelligence, luck
and social class are among those other factors.
2. Unlike I.Q., emotional intelligence may be the best predictor of success
în life. Emotionally intelligent people are more likely to succeed in
everything they undertake in their lives.

3. Unlike what is claimed about I.Q. we can teach and improve in children
and any individual some crucial emotional competencies paving the way
for increasing their emotional intelligence and thus making their lives
healthier, more enjoyable and successful in the coming days.

4. The concept of emotional intelligence is to be applauded, not because

it is totally new but because it captures on one compelling term, the
essence of what our children or all of us need to know for being
productive and happy.

5. I.Q. and even standard Achievement Test (SAT) scores do not predict
who will be successful in life. Even school success can be predicted more
by emotional and social measures (e.g. being self-assured and interested,
following directions, turning to teachers for help and expressing needs
while getting along with other colleagues) than by academic ability.

6. In working situation also, emotional intelligence helps more than one's
intellectual potential in terms of one's I.Q. or even professional skills and
competencies. A professionally competent person having poor emotional
intelligence may suffer on account of his inability to deal with his self or in
getting along properly with others.

7. One's emotional intelligence helps him much in all the spheres of life
through its various constituents or components namely knowledge of
one's emotions (self awareness), managing the emotions, motivating
oneself, recognizing emotions in other (empathy) and handling
relationships. The achievement of the end results in terms of better
handing of mutual relationships is quite essential and significant in one's
life. It can only be possible through one's potential of emotional
intelligence and its development.
Characteristics of Intelligence

The main features of Intelligence are the following:

1. Intelligence is an innate natural endowment of the child.

2. It helps the child in maximum learning in minimum period of time.
3. The child is able to foresee the future and plan accordingly.
4. The child is able to take advantage of his previous experiences.
5. The child faces the future with compliance.
6. He develops a sense of discrimination between right or wrong.
7. The developmental period of intelligence is from birth to
adolescence.
8. There is a minor difference in the development of intelligence
between boys and girls.
9. There are individual differences with regard to the intelligence
between boys and girls.
10. Intelligence is mostly determined by heredity but a suitable
environment necessary to improve it.

Improvement in Emotional Intelligence

Some people are born with EQ, while others can think of it as a skill set
that needs to be acquired. With practice, it’s possible to develop or
strengthen it. Here are a few ways to do just that:

1. Self-awareness:- Consider setting a regular time or day to journal. This

can allow you to reflect on how you behaved in interactions and make a
note of things that bothered you. You can go back and read over them
from time to time and “study” yourself. You can also meditate and
observe your thoughts.

2. Self-regulation:- It may help to practice deep breathing exercises

regularly, especially during conflict. You can learn to reframe challenges
as opportunities in disguise and “failures” as learning experiences. Try to
practice radical acceptance of any emotions that come up and verbalize
what you’re feeling.

3. Motivation:- Consider taking time out and celebrating each one of

your wins. When you decide you want to do something new, it’s a good
idea to identify your “why.” It can also help to break down your to-do list
into bite-size chunks, or micro-tasks, and to work with an accountability
partner or coach.

4. Empathy:- To build empathy, try paying attention to your

surroundings. See if you can pick up on the “energy” of your
environment. You could also try talking to new people or volunteering for
a cause you care about. If you’re stuck in traffic, consider looking around
at people sitting in their cars and seeing what you can pick up about
them.

5. Social skills:- Aim to put yourself in new situations. When you do, try to
pay attention to your body language and maintain eye contact. Practicing
active listening can be beneficial, too. Consider this quote from Gandhi:
“Speak only if it improves upon silence.”

HINDI TRANSLATION OF ABOVE

मनोविज्ञान में भावनात्मक बद्धि

ु मत्ता का अर्थ, परिभाषाएँ और विशेषताएँ

बुद्धि का अर्थ

बद्धि
ु मत्ता ज्ञान प्राप्त करने और लागू करने की क्षमता है । बद्धि
ु मत्ता को मानसिक क्षमता के
रूप में परिभाषित किया गया है जिसमें तर्क करने, योजना बनाने, समस्याओं को हल करने,
अमूर्त रूप से सोचने, जटिल विचारों को समझने, जल्दी सीखने और अनुभव से सीखने की
क्षमता शामिल है । यह केवल किताबी शिक्षा नहीं है , एक संकीर्ण शैक्षणिक कौशल या परीक्षा
दे ने वाली स्मार्टनेस है ।
इंटेलिजेंस की परिभाषाएँ

1. अल्फेरे ड इनेट के अनुसार , "बुद्धि का अर्थ है किसी के ज्ञान को श्रेष्ठ स्थिति में लागू करना
या श्रेष्ठ परिस्थितियों में समायोजन करना।"

2. वुड वर्थ के अनुसार , "बुद्धि पिछले अनुभव और ज्ञान के आलोक में समस्या को हल करने
की जन्मजात क्षमता है ।"

3. टरमन के अनस
ु ार , "बुद्धि अमूर्त चिंतन करने की योग्यता है ।"

4. थ्रोंडाइक के अनस
ु ार , "बद्धि
ु सत्य और तथ्य के दृष्टिकोण से अच्छी प्रतिक्रियाओं की
शक्ति है ।"

5. मुन्न के अनुसार , "बुद्धि नई परिस्थितियों से निपटने के लिए मस्तिष्क का लचीलापन है ।"

भावात्मक बुद्धि

भावनात्मक बद्धि
ु मत्ता (ईआई) को अक्सर भावनाओं को दे खने, उपयोग करने, समझने,
प्रबंधित करने और संभालने की क्षमता के रूप में परिभाषित किया जाता है । उच्च भावनात्मक
बुद्धिमत्ता वाले लोग अपनी और दस
ू रों की भावनाओं को पहचान सकते हैं, सोच और व्यवहार
को निर्देशित करने के लिए भावनात्मक जानकारी का उपयोग कर सकते हैं, विभिन्न
भावनाओं के बीच अंतर कर सकते हैं और उन्हें उचित रूप से लेबल कर सकते हैं और
वातावरण के अनुकूल होने के लिए भावनाओं को समायोजित कर सकते हैं।

भावनात्मक बुद्धिमत्ता, सामान्य बुद्धि की तरह, किसी की आनुवंशिकता और उसके पर्यावरण

बलों के साथ बातचीत का उत्पाद है । कुछ समय पहले तक, हमें यह विश्वास दिलाया जाता रहा
है कि किसी व्यक्ति की सामान्य बुद्धि, जिसे IQ या बुद्धिमत्ता भागफल के रूप में मापा जाता
है , जीवन के किसी भी क्षेत्र- शैक्षणिक, सामाजिक, व्यावसायिक या पेशेवर में सफलता का
सबसे बड़ा भविष्यवक्ता है ।
नतीजतन, विभिन्न कार्यक्रमों, पाठ्यक्रमों और नौकरी के प्लेसमेंट में व्यक्तियों के चयन,
वर्गीकरण और पदोन्नति के लिए IQ स्कोर का उपयोग अक्सर किया जाता है । हालाँकि, 90
के दशक में किए गए शोधों और प्रयोगों ने बुद्धि के इस तरह के प्रभुत्व को चुनौती दे ने की
कोशिश की है और इसे भावनात्मक बुद्धिमत्ता की अवधारणा और इसके माप भावनात्मक
भागफल (EQ) के साथ बदलकर IQ को मापा है । इनसे पता चला है कि एक व्यक्ति की
भावनात्मक बुद्धिमत्ता को मापा जाता है , हालांकि उसका ईक्यू उसके आईक्यू की तुलना में
सफलता का एक बड़ा भविष्यवक्ता हो सकता है ।

ऐतिहासिक रूप से कहा जाए तो, भावनात्मक बुद्धिमत्ता शब्द को 1990 में दो अमेरिकी
विश्वविद्यालय के प्रोफेसरों डॉ. जॉन मेयर और डॉ. पीटर सालोवरी ने भावनाओं के क्षेत्रों में
लोगों की क्षमता के बीच अंतर जानने के लिए एक वैज्ञानिक उपाय विकसित करने के अपने
प्रयास में पेश किया था। हालाँकि, भावनात्मक बुद्धिमत्ता की अवधारणा को लोकप्रिय बनाने
का श्रेय एक अन्य अमेरिकी मनोवैज्ञानिक डैनियल गोलेमैन को उनकी पस्
ु तक इमोशनल
इंटेलिजेंस: "व्हाई इट कैन मैटर मोर दै न आईक्यू" के माध्यम से 1995 में प्रकाशित हुआ।

भावनात्मक बुद्धिमत्ता की परिभाषाएँ

जॉन डी. मेयर और पीटर सलोवी के अनस

ु ार , "भावनात्मक बुद्धि को चार क्षेत्रों में भावना के
साथ तर्क करने की क्षमता के रूप में परिभाषित किया जा सकता है : भावना को समझना,
विचार में एकीकृत करना, इसे समझना और इसे प्रबंधित करना।"

इस परिभाषा के अनुसार, भावनाओं से निपटने के संबंध में हममें से प्रत्येक की अलग-अलग

क्षमताएं हो सकती हैं। इस क्षमता की प्रकृति के आधार पर, उसे समह
ू के अन्य लोगों की
तुलना में कम या ज्यादा भावनात्मक रूप से बुद्धिमान कहा जा सकता है ।

चेहरे को पढ़ने, शरीर की भाषा और आवाज के स्वर आदि के माध्यम से दस

ू रों में विभिन्न
प्रकार की भावनाओं को पहचानने और समझने की उनकी क्षमता के अनुपात में एक व्यक्ति
को भावनात्मक रूप से बुद्धिमान कहा जाएगा। भावनात्मक रूप से बुद्धिमान व्यक्तियों को
प्रकृति, तीव्रता और परिणामों की उचित समझ होती है । . उसे भावनाओं और उसकी भावनाओं
के बारे में पता होना चाहिए।

भावनात्मक बुद्धिमत्ता की अवधारणा के बारे में इन समकालीन दृष्टिकोणों के आधार पर, हम

किसी की भावनात्मक बुद्धिमत्ता को एकात्मक क्षमता के रूप में समझ सकते हैं, जो खुशी की
अंतिम प्राप्ति में उचित तरीके से व्यवहार करने के लिए किसी की सोच प्रक्रिया के साथ निकट
सहयोग में भावनाओं को महसूस करने और पहचानने में सहायक होती है । दस
ू रे के अनुरूप
स्वयं का कल्याण।

भावनात्मक बुद्धिमत्ता का महत्व और महत्व

भावनात्मक भागफल के संदर्भ में किसी की भावनात्मक बुद्धिमत्ता के बारे में ज्ञान का व्यक्ति
और समाज के कल्याण के लिए व्यापक शैक्षिक और सामाजिक निहितार्थ है । इस तथ्य को
अब दनि
ु या भर में पहचाना और व्यावहारिक रूप और निहितार्थ दिया गया है । विश्व की
आबादी को उचित प्रचार और परिचित कराने और भावनात्मक बुद्धिमत्ता के महत्व और
महत्व का श्रेय अमेरिका के प्रसिद्ध मनोवैज्ञानिक डॉ. डेनियल गोलेमैन को जाता है । उन्होंने
अपने लेखन के माध्यम से भावनात्मक बुद्धिमत्ता के महत्व और इसके माप के संबंध में
निम्नलिखित बिंदओ
ु ं को सामने रखा है ।

1. भावनात्मक बद्धि
ु मत्ता IQ जबकि IQ से कई गन
ु ा अधिक शक्तिशाली और शक्तिशाली
होती है । जीवन में सफलता के लिए केवल लगभग 20% योगदान दे ता है , बाकी ताकतें
योगदान दे ती हैं। हम अनम
ु ान लगा सकते हैं कि भावनात्मक बुद्धिमत्ता, भाग्य और
सामाजिक वर्ग उन अन्य कारकों में से हैं।

2. IQ के विपरीत, भावनात्मक बुद्धिमत्ता जीवन में सफलता का सबसे अच्छा भविष्यवक्ता
हो सकता है । भावनात्मक रूप से बुद्धिमान लोग अपने जीवन में जो कुछ भी करते हैं उसमें
सफल होने की संभावना अधिक होती है ।
3. IQ के बारे में जो दावा किया जाता है , उसके विपरीत हम बच्चों और किसी भी व्यक्ति में
कुछ महत्वपर्ण
ू भावनात्मक दक्षताओं को सिखा सकते हैं और सध
ु ार सकते हैं, जो उनकी
भावनात्मक बुद्धिमत्ता को बढ़ाने का मार्ग प्रशस्त करते हैं और इस प्रकार आने वाले दिनों में
उनके जीवन को स्वस्थ, अधिक सुखद और सफल बनाते हैं।

4. भावनात्मक बुद्धिमत्ता की अवधारणा की सराहना की जानी चाहिए, इसलिए नहीं कि यह

पूरी तरह से नई है , बल्कि इसलिए कि यह एक सम्मोहक शब्द पर कब्जा कर लेती है , हमारे
बच्चों या हम सभी को उत्पादक और खुश रहने के लिए क्या जानना चाहिए।

5. आईक्यू और यहां तक कि स्टैंडर्ड अचीवमें ट टे स्ट (एसएटी) स्कोर भी यह भविष्यवाणी नहीं

करते हैं कि जीवन में कौन सफल होगा। यहां तक कि स्कूल की सफलता का अनम
ु ान
शैक्षणिक क्षमता की तल
ु ना में भावनात्मक और सामाजिक उपायों (जैसे आत्म-आश्वासन
और रुचि, निर्देशों का पालन करना, मदद के लिए शिक्षकों की ओर मुड़ना और अन्य
सहयोगियों के साथ मिलकर जरूरतों को व्यक्त करना) द्वारा अधिक भविष्यवाणी की जा
सकती है ।

6. काम करने की स्थिति में भी, भावनात्मक बुद्धिमत्ता व्यक्ति के आईक्यू या पेशेवर कौशल
और दक्षताओं के संदर्भ में किसी की बौद्धिक क्षमता से अधिक मदद करती है । कमजोर
भावनात्मक बुद्धि वाला पेशेवर रूप से सक्षम व्यक्ति अपने आप से निपटने या दस
ू रों के साथ
ठीक से व्यवहार करने में असमर्थता के कारण पीड़ित हो सकता है ।

7. किसी की भावनात्मक बुद्धिमत्ता जीवन के सभी क्षेत्रों में उसके विभिन्न घटकों या घटकों
के माध्यम से उसकी भावनाओं का ज्ञान (आत्म जागरूकता), भावनाओं को प्रबंधित करना,
स्वयं को प्रेरित करना, दस
ू रे में भावनाओं को पहचानना (सहानुभूति) और रिश्तों को संभालने
में बहुत मदद करती है । आपसी संबंधों को बेहतर ढं ग से संभालने के मामले में अंतिम
परिणाम की उपलब्धि किसी के जीवन में काफी आवश्यक और महत्वपूर्ण है । यह किसी की
भावनात्मक बुद्धिमत्ता और उसके विकास की क्षमता के माध्यम से ही संभव हो सकता है ।
बुद्धि की मुख्य विशेषताएं निम्नलिखित हैं:

1. बद्धि
ु मत्ता बच्चे की एक जन्मजात प्राकृतिक बंदोबस्ती है ।
2. यह बच्चे को न्यूनतम समय में अधिकतम सीखने में मदद करता है ।
3. बच्चा भविष्य दे खने और उसके अनुसार योजना बनाने में सक्षम होता है ।
4. बच्चा अपने पिछले अनभ
ु वों का लाभ उठाने में सक्षम होता है ।
5. बच्चा अनुपालन के साथ भविष्य का सामना करता है ।
6. वह सही या गलत के बीच भेदभाव की भावना विकसित करता है ।
7. बुद्धि की विकासात्मक अवधि जन्म से किशोरावस्था तक होती है ।
8. लड़कों और लड़कियों के बीच बुद्धि के विकास में मामल
ू ी अंतर होता है ।
9. लड़कों और लड़कियों के बीच बुद्धि के संबंध में व्यक्तिगत अंतर हैं।
10. बुद्धि ज्यादातर आनुवंशिकता से निर्धारित होती है लेकिन इसे सुधारने के लिए उपयुक्त
वातावरण आवश्यक है ।

भावनात्मक खुफिया में सुधार

कुछ लोग ईक्यू के साथ पैदा होते हैं, जबकि अन्य इसे एक कौशल सेट के रूप में सोच सकते हैं
जिसे हासिल करने की आवश्यकता है । अभ्यास से इसे विकसित या मजबूत करना संभव
है । ऐसा करने के कुछ तरीके यहां दिए गए हैं:

1. आत्म-जागरूकता:- पत्रिका के लिए एक नियमित समय या दिन निर्धारित करने पर विचार

करें । यह आपको यह प्रतिबिंबित करने की अनुमति दे सकता है कि आपने बातचीत में कैसा
व्यवहार किया और उन चीजों पर ध्यान दें जो आपको परे शान करती हैं। आप वापस जा सकते
हैं और समय-समय पर उन्हें पढ़ सकते हैं और स्वयं "अध्ययन" कर सकते हैं। आप ध्यान भी
कर सकते हैं और अपने विचारों का निरीक्षण कर सकते हैं।

2. स्व-नियमन:- यह विशेष रूप से संघर्ष के दौरान नियमित रूप से गहरी साँस लेने के
व्यायाम का अभ्यास करने में मदद कर सकता है । आप चुनौतियों को भेस में अवसरों के रूप
में और "विफलताओं" को सीखने के अनभ
ु वों के रूप में फिर से परिभाषित करना सीख सकते
हैं। उत्पन्न होने वाली किसी भी भावना को मौलिक रूप से स्वीकार करने का अभ्यास करने का
प्रयास करें और जो आप महसस
ू कर रहे हैं उसे अभिव्यक्त करें ।

3. प्रेरणा:- समय निकालने और अपनी प्रत्येक जीत का जश्न मनाने पर विचार करें । जब आप
तय करते हैं कि आप कुछ नया करना चाहते हैं, तो अपने "क्यों" की पहचान करना एक अच्छा
विचार है । यह आपकी टू-डू लिस्ट को बाइट-साइज़ चंक्स, या माइक्रो-टास्क में तोड़ने और
जवाबदे ही भागीदार या कोच के साथ काम करने में भी मदद कर सकता है ।

4. सहानुभूति :- सहानुभूति का निर्माण करने के लिए, अपने परिवेश पर ध्यान दे ने का प्रयास

करें । दे खें कि क्या आप अपने पर्यावरण की "ऊर्जा" उठा सकते हैं। आप नए लोगों से बात करने
की कोशिश कर सकते हैं या किसी ऐसे कारण के लिए स्वयंसेवा कर सकते हैं जिसकी आपको
परवाह है । यदि आप ट्रै फ़िक में फंस गए हैं, तो चारों ओर उनकी कारों में बैठे लोगों को दे खने
पर विचार करें और दे खें कि आप उनके बारे में क्या सीख सकते हैं।

5. सोशल स्किल्स:- खद
ु को नई परिस्थितियों में रखने का लक्ष्य रखें। जब आप ऐसा करते हैं,
तो अपनी बॉडी लैंग्वेज पर ध्यान दे ने की कोशिश करें और आंखों का संपर्क बनाए रखें। सक्रिय
श्रवण का अभ्यास करना भी लाभदायक हो सकता है । गांधी के इस उद्धरण पर विचार करें :
"केवल तभी बोलें जब यह मौन से सध
ु रे ।"

--------------------------------------------------THE END-------------------------------------------------------

EMOTIONAL INTELLIGENCE NOTES SLIDESHARE BY RAJEEV RANJAN

Emotional intelligence importance/benefit/and application in classroom management

Emotional intelligence -classroom management -learning outcome -what are the five components
of emotional intelligence?

What are the four types of emotional intelligence?

How do you know if you are emotionally intelligent?

Emotional intelligence (E.I) “THE ABILITY TO PERCEIVE ACCURATELY ,APPRAISE
AND EXPRESS EMOTIONS ;THE ABILITY TO ACCESS AND OR GENERATE
FEELINGS WHEN THEY FACILITATE THOUGHT ;THE ABILITY TO UNDERSTAND
EMOTION AND EMOTIONAL KNOWLEDGE ;AND THE ABILITY TO REGULATE
EMOTIONS TO PROMOTE EMOTIONAL AND INTELLECTUAL GROWTH”(MAYER
&SALOVEY,2001)

SELF AWARENESS ,EMOTIONAL CONTROL ,SELF -MOTIVATION ,EMPATHY AND

RELATIONSHIP SKILLS .EMOTIONAL INTELLIGENCE IS THE GATEWAY TO BETTER
LEARNING ,FRIENDSHIPS,ACADEMIC SUCCESS AND EMPLOYMENT EMOTIONAL
INTELLIGENCE AND ITS IMPLICATION IN CLASSROOM MANAGEMENT .

1.TEACHING IS AN ART.

2.TEACHERS CHANGE EITHER BECAUSE THEY SEE THE LIGHT OR BECAUSE THEY
FEEL THE HEAT .(CAROL ANN TOMLINSON)

3.IF CURRICULUM AND INSTRUCTION ARE THE HEART AND LIMBS OF SOUND
TEACHING ,THE CLASSROOM MANAGEMENT IS THE CENTRAL NERVOUS
SYSTEM.WITHOUT THE HEART ,THERE IS NO LIFE ,BUT WITHOUT THE NERVOUS
SYSTEM ,THERE IS NO FUNCTION .(CAROL ANN TOMLINSON)

4.DANIEL GOLMAN(BORN MARCH 7,1946) IS AN AUTHOR AND SCIENCE

JOURNALIST .FOR TWELVE YEARS ,HE WROTE FOR THE NEW YORK
TIMES ,REPORTING ON THE BRAIN AND BEHAVIORAL SCIENCES.PETER SALOVEY
-AMERICAN SOCIAL PSYCHOLOGIST AND CURRENT PRESIDENT OF YALE
UNIVERSITY .JOHN D.MAYER IS AN AMERICAN PSYCHOLOGIST AT THE
UNIVERSITY OF NEW HAMPSHIRE.EMINENT SCHOLARS OF EMOTIONAL
INTELLIGNCE –

5.EMOTIONAL INTELLIGENCE (E.I) IS THE “ABILITY TO

RECOGNIZE ,UNDERSTAND AND MANAGE OUR OWN FEELINGS AS WELL AS THE
FEELINGS OF OTHERS .IT IS THE ABILITY TO SHOW UNDERSTANDING AND
EMPATHY ,AND IT INVOLVES THE ABILITY TO SEE THINGS FROM OTHER POINTS
OF VIEW ‘(HENIG).STUDIES SHOW THAT ALMOST ALL CHILDREN WHO DO NOT
DO WELL IN SCHOOL ,LACK ONE OR MORE ELEMENTS OF EMOTIONAL
INTELLIGENCE.(GIULIETTA D.HARRISON (PHD) CENTRE FOR SOCIAL
DEVELOPMENT RHODES UNIVERSITY).

1. 6.EMOTIONAL INTELLIGENCE(E.I)-‘THE ABILITY TO PERCIEVE

ACCURATELY ,APPRAISE AND EXPRESS EMOTIONS;THE ABILITY TO
ACCESS AND GENERATE FEELINGS WHEN THEY FACILITATE
 THOUGHT ;THE ABILITY TO UNDERSTAND EMOTION AND EMOTIONAL
KNOWLEDGE;AND THE ABILITY TO REGULATE EMOTIONS emotions to
promote emotional and intellectual growth’ (Mayer & Salovey, 2001)
¡Do you agree or disagree with Mayer & Salovey? Why? EMOTIONAL
INTELLIGENCE 6 Teaching is an art. Rajeev Ranjan www.rajeevelt.com

7. ¡Emotional intelligence is a set of skills associated with

monitoring one’s own and others’ emotions, and the ability to use
emotions to guide one’s thinking and actions (Salovey & Mayer 1990).
Emotions impact our attention, memory, and learning; our ability to
build relationships with others; and our physical and mental health
(Salovey & Mayer 1990). ¡Do you agree or disagree with Mayer &
Salovey? Why? ¡ EMOTIONAL INTELLIGENCE 7 Teaching is an art.
Rajeev Ranjan www.rajeevelt.com
2. ¡ Perceiving emotions – the ability to detect and decipher emotions in
faces, pictures, voices, and cultural artifacts—including the ability to
identify one's own emotions. Perceiving emotions represents a basic
aspect of emotional intelligence, as it makes all other processing of
emotional information possible. ¡ Using emotions – the ability to
harness emotions to facilitate various cognitive activities, such as
thinking and problem-solving. The emotionally intelligent person can
capitalize fully upon his or her changing moods in order to best fit the
task at hand. ¡ Understanding emotions – the ability to comprehend
emotion language and to appreciate complicated relationships among
emotions. For example, understanding emotions encompasses the ability
to be sensitive to slight variations between emotions, and the ability to
recognize and describe how emotions evolve over time. ¡ Managing
emotions – the ability to regulate emotions in both ourselves and in
others. Therefore, the emotionally intelligent person can harness
emotions, even negative ones, and manage them to achieve intended
goals. EMOTIONAL INTELLIGENCE -SALOVEY AND MAYER'S
CONCEPTION OF EI 8 Teaching is an art. Rajeev Ranjan
www.rajeevelt.com
3. ¡ Self-awareness – the ability to know one's emotions, strengths,
weaknesses, drives, values and goals and recognize their impact on others
while using gut feelings to guide decisions. ¡ Self-regulation – involves
controlling or redirecting one's disruptive emotions and impulses and
 adapting to changing circumstances. ¡ Social skill – managing
relationships to get along with others ¡ Empathy – considering other
people's feelings especially when making decisions ¡ Motivation – being
aware of what motivates them Source-
https://en.wikipedia.org/wiki/Emotional_intelligence. EMOTIONAL
INTELLIGENCE -DANIEL GOLEMAN CONCEPTION OF EI 9 Teaching is
an art. Rajeev Ranjan www.rajeevelt.com
4. . ¡ Why Social Emotional Intelligence is essential in the classroom?
¡ Does it effect learning outcomes of the class? ¡ Why emotional
intelligence is necessary for student - centred teaching learning
approach? WHY SOCIAL EMOTIONAL INTELLIGENCE IS ESSENTIAL IN
THE CLASSROOM? DOES IT EFFECT LEARNING OUTCOMES OF THE
CLASS? 10 Teaching is an art. Rajeev Ranjan www.rajeevelt.com
5. ¡ . Social competence is the ability to maintain peer relationships and
exhibit pro-social behavior in school. According to H. Patrick (1997),
“A substantial body of evidence suggests that a positive association
exists between students’ social competence and their academic
performance, including achievement, school adjustment, and
motivation for schoolwork” (p. 209). Students who are rejected or
isolated are at risk of low social competence, as are students who
exhibit regular behavioral problems. Conversely, student behavior is
enhanced by positive relationships. WHY SOCIAL EMOTIONAL
INTELLIGENCE IS ESSENTIAL IN THE CLASSROOM? DOES IT EFFECT
LEARNING OUTCOMES OF THE CLASS? 11 Teaching is an art. Rajeev
Ranjan www.rajeevelt.com
6. ¡ Social and emotional skills are critical to being a good student,
citizen, and worker. Workforce demands aside, many call for the 21st
century classroom to be student- centered and to support individual
learning needs. Moreover, students’ ability to learn well depends not just
on instruction, but also on factors such as the school climate, a sense of
belonging with peers, positive relationships with educators, and the
feedback they receive. Neuroscience research demonstrates that emotion
and cognition are inextricably linked; emotions are critical for all
people to understand, organize and make connections between even
“pure” academic concepts. DEVELOPING RULES AND PROCEDURE FOR
EFFECTIVE CLASSROOM MANAGEMENT 12 Teaching is an art. Rajeev
Ranjan www.rajeevelt.com
7. According to Regis, the five key attributes of EI are self- awareness, self-
regulation, motivation, empathy, and social skills. Helping students
develop these skills can help create a better school culture and raise the
value of their education. It improves student attitudes and beliefs about
self, others, school, and community. Do you agree or disagree with Regis?
Why? The importance of social emotional learning for all students across
all grades - National Educational Association (nea.org) DEVELOPING
RULES AND PROCEDURE FOR EFFECTIVE CLASSROOM
MANAGEMENT 13Teaching is an art. Rajeev Ranjan www.rajeevelt.com
8. ¡ Emotional intelligence can be said to cover five main areas: self-
awareness, emotional control, self- motivation, empathy and
relationship skills. Helping students develop these skills can help create
a better school culture and raise the value of their education.
¡ Emotional intelligence is gateway to better learning, friendships,
academic success and employment. BENEFITS OF EMOTIONAL
INTELLIGENCE IN THE CLASSROOM MANAGEMENT 14 Teaching is an
art. Rajeev Ranjan www.rajeevelt.com
9. What are the benefits of teaching social and emotional learning?
Improved academic performance Positive social behaviors Increased
self-awareness Less emotional distress Reduced violence and aggression
Future success Improved physical health
https://www.learningliftoff.com/teaching-emotional- intelligence-
important/ DEVELOPING RULES AND PROCEDURE FOR EFFECTIVE
CLASSROOM MANAGEMENT 15 Teaching is an art. Rajeev Ranjan
www.rajeevelt.com
10. Teaching is a highly emotional and stressful job ( C h a n g , 2 0 0
9 ; B r a c k e t t e t a l . , 2 0 1 0 ; K e l l e r e t a l . , 2 0 1 4 ) - ¡ Do
you agree or disagree? Support your answer with reasons and result.
(Pair Work) WHY IT EMOTIONAL INTELLIGENCE IS NECESSARY FOR
TEACHERS? 16 Teaching is an art. Rajeev Ranjan www.rajeevelt.com
11. ¡ Check yourself- ¡ As you ask yourself the following questions,
choose the best option which suits your temperament. Write briefly
about a classroom moment that supports your response. (a) Not at all, (b)
Very little (c) Sometimes (d) Often (e) All the time ¡ Am I able to identify
how I am feeling? ¡ Am I able to identify how the children are feeling? ¡
Would most people I know consider me to be perceptive about my
emotional state and theirs? ¡ Am I able to notice when the children are
 angry, sad, bored, and so on? ¡ Am I able to identify emotional swings
in myself and in others? ¡ Am I able to delay important decisions if I
am in a negative state? ¡ Am I able to find the right word(s) to express
my feelings? ¡ Am I able to help the children use words appropriately to
express both positive and negative feelings? WHY EMOTIONAL
INTELLIGENCE IS NECESSARY FOR TEACHERS?- INTROSPECT
YOURSELF 17 Teaching is an art. Rajeev Ranjan www.rajeevelt.com
12. ¡ Check yourself- As you ask yourself the following questions,
choose the best option which suits your temperament. Write briefly
about a classroom moment that supports your response. (a) Not at all, (b)
Very little (c) Sometimes (d) Often (e) All the time ¡ Am I able to
understand what causes children to feel and behave in certain ways?
¡ Am I able to remind myself about the stages of child development, and
that sometimes a child acts in a more “mature” or “immature” manner,
and then do I focus on the whole child, not just the child’s behavior
during an isolated event? ¡ Am I able to move out of a negative feelings
state? ¡ Am I able to stop myself from saying things I will regret later
on? ¡ Am I able to stop obsessing about something that happened? ¡ The
ability to perceive emotions requires careful observation of oneself and
others. Be sure to pay attention to tone of voice, facial expression, choice
of words, and body language. WHY EMOTIONAL INTELLIGENCE IS
NECESSARY FOR TEACHERS?- INTROSPECT YOURSELF 18 Teaching is
an art. Rajeev Ranjan www.rajeevelt.com
13. ¡ Eminent Scholars View:- ¡ Emotions are an integral part of a
teacher’s job and have an impact on teacher effectiveness, behavior,
cognition, and motivation (Sutton & Wheatley 2003) as well as on
children’s behavior (Emmer 1994). Teaching requires emotion-related
competence, as it is high in emotional labor (Hochschild 1983).
Since,teachers deal with highly emotional situations daily (Maslach &
Leiter 1999), having highly developed emotional skills is an absolute
necessity. HOW SOCIAL EMOTIONAL INTELLIGENCE IS IMPORTANT FOR
TEACHERS? 19 Teaching is an art. Rajeev Ranjan www.rajeevelt.com
14. Do you listen your students? Do you talk with students? Do you
laugh with students? Do you make eye contact with students? Do you
observe your student minutely? Can you notice your student’s changing
moods? How many times you shared your concern with students inside
the classroom or outside the classroom? How many times you exchange
 positive facial expression with students? How many times you give a pat
to your students? HOW CAN AN EDUCATOR ORGANIZE EFFECTIVE
CLASS CONSIDERING SOCIAL EMOTIONAL INTELLIGENCE? 20
Teaching is an art. Rajeev Ranjan www.rajeevelt.com
15. ¡ Teacher deals directly with students’ feeling, relationships and
problems, whether they are part of the curriculum or not. If you are a
classroom teacher, you are not only teaching students’ academic
content, but also fostering in them essential skills for handling
emotions such as frustration, worry and anger. In fact, we know that
students learn better in positive relationship environments. ¡ Students
can learn social and emotional skills through a combination of learning
strategies and in a variety of settings, including at school, in the home
and in the community. HOW SOCIAL EMOTIONAL INTELLIGENCE IS
IMPORTANT FOR TEACHERS? 21 Teaching is an art. Rajeev Ranjan
www.rajeevelt.com
16. ¡ Educator will:- ¡ The ability to perceive emotions requires
careful observation of oneself and others. Be sure to pay attention to tone
of voice, facial expression, choice of words, and body language. ¡ When
things are going well and everyone is productive, avoid the temptation
to add additional activities for the children to accomplish, because they
may produce stress and serve as a tipping point. ¡ Imagine yourself in a
challenging situation: you are tired and stressed out, and your
supervisor asks for a detailed, written lesson plan for the next few weeks.
How do you respond? Knowing your capacity for productivity, do you,
for example, produce an inferior plan, ignore the request, tell the
supervisor she expects too much, or say you need several days to comply
with the request? ¡ HOW CAN AN EDUCATOR ORGANIZE EFFECTIVE
CLASS CONSIDERING SOCIAL EMOTIONAL INTELLIGENCE? 22
Teaching is an art. Rajeev Ranjan www.rajeevelt.com
17. ¡ Educator will:- ¡ Spend some time in front of a mirror,
practicing facial expressions for each of the six basic human emotions:
joy, anger, surprise, sadness, disgust, and fear. ¡ Make notes each time
something unexpected happens in your class or outside school that
catches you off guard and causes you to experience a negative feeling
(annoyance, anger, sadness, disgust) when you were feeling either
neutral or positive (content or happy, for example). ¡ Source:-
¡ Teachers Early Childhood Professional-Janet Pickard Kremenitzer
 and Regina Miller ¡ https://www.wcu.edu/WebFiles/PDFs/CEAP-HS-
BK_EmotionalIntelligenceQuiz_LoriCaudle.pdf HOW CAN AN
EDUCATOR ORGANIZE EFFECTIVE CLASS CONSIDERING SOCIAL
EMOTIONAL INTELLIGENCE? 23 Teaching is an art. Rajeev Ranjan
www.rajeevelt.com
18. Make Your Classroom an Emotionally Intelligent Environment
vHold positive and high expectations for all children (all children can
and will learn) vHave high regard, a caring attitude, and respect for all
children and their efforts vRespect individual’s dignity in the
classroom vAlways listen your students in the classroom v Always
Respond your student compassionately vMake your classroom safe and
secure for all children v Exchange loving and caring gestures inside
and outside the classroom vInitiate formal and informal talk inside
and outside the classroom vBuild up children’s confidence and bring a
feeling of “s/he can” in the classroom HOW CAN AN EDUCATOR
ORGANIZE EFFECTIVE CLASS CONSIDERING SOCIAL EMOTIONAL
INTELLIGENCE? 24 Teaching is an art. Rajeev Ranjan www.rajeevelt.com
19. Make Your Classroom an Emotionally Intelligent Environment v
Your loving, caring, affectionate, kind-hearted and warm gestures can
be reincarnation of a child and can have great impact in a child’s life
v Let the child feels a father, brother, sister, mother, friend in you to
whom s/he can share joy, anger, surprise, sadness and fear vListen
him/her, show a kind attitude with children will help you to impart
quality learning outcomes in the classroom and it ensures holistic
development of a child i.e. mental, physical, emotional and academic
performance. Child feels the purity of love, care and compassion. vBe a
compassionate educator, you will write the history. Remember “Teachers
change either because they see the light or because they feel the heat.
(Carol Ann Tomlinson) HOW CAN AN EDUCATOR ORGANIZE
EFFECTIVE CLASS CONSIDERING SOCIAL EMOTIONAL INTELLIGENCE?
25 Teaching is an art. Rajeev Ranjan www.rajeevelt.com
20. Conclusion Teachers with high self-efficacy (and high EI) appraise
and interpret teaching-related job demands as more of a challenge
rather than a threat, which can certainly aid in the management of
negative affective experiences. Schwarzer and Hallum’s (2008) HOW
CAN AN EDUCATOR ORGANIZE EFFECTIVE CLASS CONSIDERING
SOCIAL EMOTIONAL INTELLIGENCE? 26 Teaching is an art. Rajeev
Ranjan www.rajeevelt.com
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SOCIAL INTELLIGENCE
#SOCIAL INTELLIGENCE (SI) IS THE ability to successfully build
relationships and navigate social environments .
#strong relationships improve our immune system and help combat
disease.
#loneliness and weak relationships are one of the major source of
stress, , health problems and depression.
#our relationships affect every area of our lives -from colleagues to
spouses to friends to kids.
@ the theory of social intelligence was first brought to the forefront by
American psychologist Edward Thorndike in 1920.
@ he defined it as , “ the ability to understand and manage men and
women and boys and girls ,to act wisely in human relations . “
@ no one is born socially intelligent .instead ,it involves a set of skills
that an individual learns over time ,
SOCIAL BRAIN- * Goleman argues that we have specific structures in our
brain built to optimize relationships. .
 A spindle cell is the fastest acting neuron in our brain that guides
our social decisions .human brains contain more of these spindle
cells than other species.
 Mirror neurons help us predict the behaviour of people around us by
subconsciously mimicking their movements .this helps us feel as they
feel ,move as they move .
 When a man gets a look from a woman he finds attractive ,his brain
secretes dopamine -a chemical that makes us feel pleasure.
 SIGNS OF SOCIAL INTELLIGENCE-
 *effective listening
 *conversational skills
 *reputation management
 *Lack of arguing
 STRATEGIES TO DEVELOP SOCIAL INTELLIGENCE
 *pay close attention to what (and who) is around you.
 *work on increasing your emotional intelligence.
 *respect cultural differences.
 *practice active listening.
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*appreciates the important people in your life.
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EMOTIONAL INTELLIGENCE-

@ emotional intelligence (e.I ) refers to the ability to perceive ,control ,and evaluate
emotions.
 @ some researchers suggest that emotional intelligence can be learned and
strengthened ,while others claim it’s an inborn characteristic .
 @ The subset of social intelligence that involves 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. -JACK MAYOR AND PETER SALOVEY
 @ the innate potential to feel ,use ,communicate ,recognise ,remember ,learn from manage
and understand emotions.-S.HEIN
COMPONENTS OF EMOTOINAL INTELLIGENCE
$ emotional appraisal and expression of emotion
$ emotional facilitation of thinking
$ understanding and analysing emotions employing emotional knowledge.
$ regulation of emotion to promote emotional and intellectual growth.
COMPONENTS /SKILLS OF EMOTIONAL INTELLIGENCE
& the ability to perceive emotions
# the ability to reason with emotions
# the ability to understand emotions
# the ability to manage emotions
COMPONENTS OF EMOTIONAL INTELLIGENCE
@ PERCEIVING EMOTIONS: the first step in understanding emotions is to perceive them accurately .In
many cases ,this might involve understanding non verbal signals such as body language and facial
expressions .
@ REASONING WITH EMOTIONS : the next step involves using emotions to promote thinking and
cognitive activity .emotions help prioritize what we pay attention and react to ;we respond emotionally to
things that garner our attention.
@ UNDERSTANDING EMOTIONS : the emotions that we perceive can carry a wide variety of
meanings .if someone is expressing angry emotions,the observer must interpret the cause of the person’s
anger and what it could mean .for example,if your boss is acting angry ,it might mean that they are
dissatisfied with your work , or it could be because they got a speeding ticket on their way to work that
morning or that they have been fighting with their peartner.
@ MANAGING EMOTIONS : the ability to manage emotions effectively is a crucial part of intelligence
and the highest level .regulating emotions and responding appropriately as well as responding to the
emotions of others are all important aspects of emotional management.
HABITS OF EMOTIONALLY INTELLIGENT PEOPLE
1.emotionally intelligent people pay attention to what they are feeling.
2.they understand how other people feel.
3.they are able to regulate their emotions.
4.they are motivated.
5.they have great social skills.
6.they are willing and able to discuss feelings with others.
7.they are able to correctly identify the underlying causes of their emotions.
Being low on emotional intelligence can have a number of drawbacks ,but
having a very high level of emotional skills can also come with challenges.
@research suggests that people with high emotional intelligence may actually
be less creative and innovative.
@ highly emotionally intelligent people may have a hard time delivering
negative feedback for fear of hurting other people’s feelings .
@ research has found that high E.Q can sometimes be used for manipulative
and deceptive purposes.
HOW EMOTIONAL INTELLIGENCE IS MEASURED
@ A number of different assessments have emerged to measure levels of emotional intelligence. .
@ the two types are : self-report tests and ability tests.
@ self-report tests are the most common because they are the easiest to administer and score.on such tests
,respondents respond to questions or statements by rating their own behaviours.
@ ability tests involve having people respond to situations and then assessing their skills .such tests often
require people to demonstrate their abilities ,which are then rated by a third party.
EMOTIONAL AND SOCIAL COMPETENCE INVENTORY (ESCI) is based on an older
instrument known as the self – assessment questionnaire and involves
having people who know the individual offer ratings of that person ‘s
abilities in several different emotional competencies . the test is designed
to evaluate the social and emotional abilities that help distinguish people as
strong leaders.
MAYER-SALOVEY-CARUSO EMOTIONAL INTELLIGENCE TEST (MSCEIT) is an ability
based test that measures the four branches of Mayer and Salovey’s EI
Model. Test-Takers perform tasks designed to asses their ability tpo perceive,
identify, understand, and Manage Emotions..
#Emotional Intelligence can be used in many different ways in your daily life. Some Different ways to
practice empotional intelligence include:

#Being Abled to accept criticism and responsibility

#Being able to move on after making a mistake.

#Being able to say no when you need to.

#Being able to share feelings with others.

#Being Able to solve problems in ways that work for everyone.

#Having empathy for other people.

#Having Great Listening Skills.

#Knwoing why you do the things you do.

#Not being judgemental of others.

Impact of Emotional Intelligence
@ THINKING BEFORE REACTING

@ GREATER SELF-AWARENESS

@ EMPATHY ON OTHERS

Low Emotional Intelligence

# Low emotional intelligence refers to the inability to accurately perceive emotions (in both yourself and
others.

#They always have to be right.

# They are oblivious to other people’s feelings.

# They behave insensitively.

#They blame others for others for their prolems.

# They have poor cooping skills.

# They have emotional outbursts.

#They struggle with relationship.

#They turn conversations themselves.

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