DON BOSCO COLLEGE

SULTHAN BATHERY

Webinar on
“THE ROLE OF EMOTIONAL INTELLIGENCE DURING COVID 19 AMONG
STUDENTS,TEACHERS AND LEADERS ”
Presented by
Dr.Karthick K
IQAC Coordinator
DBC,Sulthan Bathery
 Introduction
Emotional Intelligence is the ability to:
 recognize your emotions, understand what they're telling you, and realize how your
emotions affect people around you.
understand your perception of others: when you understand how they feel, this allows you to
manage relationships more effectively.
“The capacity for recognizing our own feelings and those of others, for
motivating ourselves, for managing emotions well in ourselves and in our
relationships.”
(Goleman,1995)

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 Introduction
An emotionally intelligent person is good at four areas:
 Identifying emotions
 Using emotions
 Understanding emotions and
 Regulating emotions

Positive Emotions Negative Emotions

Joy Hate
Hope Angry
Gratitude Jealousy
Inspiration Sadness
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Pride Anxiety
What teachers can do to stimulate
EI skills in their students?
EMPATHY GETTING ALONG WITH
SELF AWARENESS OTHERS
DECISION MAKING GENTLENESS
PROBLEM SOLVING
SELF MOTIVATION
SHARING
PATIENCE SELF CONTROL
LISTENING
CARING

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EI = Social-Emotional Learning
Social-emotional Competencies are:
• Self-awareness - the ability to recognize one's own feelings,
interests and strengths
• Self-management - skills allow individuals to handle daily
stresses and control their emotions under difficult situations
• Social- awareness - allows individuals to take other
perspectives into account and to empathize with others
• Relationship Management – allows to develop and maintain
healthy relationships with others and seek help when needed
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How Can Teachers Use Emotional Intelligence?
Pay attention to self and other’s body language

Listen more; speak less - develops empathy

Get curious, not furious - Watch what you say especially when frustrated
or annoyed. Reframe negative emotions

Remember that emotions are communicable - A person's emotions

(negative or positive) always influences others. Teachers should be careful
to show only those emotions, which they want to see in others.
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 Basic Components of EI
Self -
Awareness

Self -
Empathy
Regulation

Motivation Social Skills

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 The five elements of the EI model:

According to Goleman (1995) [3], there are five components or elements of emotional intelligence:
1. Self-Awareness
2. Self-Regulation
3. Motivation
4. Empathy
5. Social Skills
Self-awareness can be defined as the ability to recognize and understand your own emotions. It is the foundational building block of emotional intelligence since
regulating ourselves, having empathy for others; and so on all rely on identifying and understanding emotion in us.
Self-regulation is one step further-to have high EI, we must not only be able to recognize our own emotions, but we must also be able to appropriately express,
regulate, and manage them.
People who have high EI also generally possess more intrinsic motivation. In other words, people high in EI are motivated for internal reasons rather than external
rewards like gaining wealth, respect, or fame. Those with high EIs are motivated for their own personal reasons and work toward their own goals.
Empathy can be defined as the ability to understand how other people are feeling and recognize, on an intimate level, how you would feel if you were in their position.
It does not mean you sympathize with, validate, or accept their behavior just that you can see things from their perspective and feel what they feel.
Finally, social skills are what allow people to interact socially with one another and to successfully navigate social situations. Those with high EI generally have
higher-than-average social skills and are able to effectively pursue their goals and get the outcomes they want when interacting with others
(Salovey and Mayer, 1990)

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 Emotional Intelligence and COVID-19
1. Self-awareness
 Am I aware of my own tendencies?
 When stressed, do I tend to process verbally and find relief from talking about what is bothering
me
 or do I prefer to re-focus myself upon tasks?
 Do I benefit from expressing emotions or is that hard for me?
 Is my fear triggered when those around me express their fears?
 We all have blind-spots. How do people experience me?

2. Self management
 Based upon my self-awareness (and the other dimensions of Emotional Intelligence), am I able to
moderate my behavior in ways that are most helpful to me and those around me?
 Can I talk, remain silent, express emotions, listen attentively, set boundaries, and focus on tasks
in productive ways even though they may not be my natural tendency?
 Can I “coach” myself?

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 3. Social awareness
Do I read the people and situations around me accurately?
If I am expressing strong emotions, what cues am I receiving from the other person regarding its impact upon them?
Do I pick up indicators that someone really needs to talk or wishes to be left alone?
Can I read non verbals?
Do I know when to stop?
4. Relationship management
When aware of my tendencies and the needs of those around me, can I communicate with them in a way that
navigates toward community?
Can I participate in discussion that balances human caring and work productivity?
We all need to acknowledge this unprecedented situation and the potentially divisive conditions it creates. Sometimes
it really helps to apologize in advance:
“None of us have been through this before. I know I am uncertain about how to handle it as a person and as part of a
team. I wish to say that I am sorry if I do or say something that bothers you. Please be really direct in asking for what
you want from me and letting me know if I am not being helpful. Together we’ll get through this.”

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 Role of Emotional Intelligence
among students

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There is a strong co-relation between students emotional intelligence and their
classroom behavior .
Students with low emotional intelligence:-
Struggle to focus
Struggle to have healthy relationship with their peers
-Show aggression
Result :-
(i)Struggle to express their feelings
(ii)Struggle to form friendship with classmates
(iii)Struggle to maintain relationships with adults.
Reasons
Lack of skills to communicate or manage their emotions appropriately.
 These behavior problem starts typically at preschool and elementary school and
increase in seriousness from that point.
 What skills?
Self-awareness:- Identify your emotions; ask
“How am I feeling today”. Put a name to that
emotion. Take a couple of hours time out and think
through as to what made you feel that way. Also
identifying what thought led to this emotion will
help us to understand the reason for the way we feel.

Empathy :- Start observing others emotions,

respond to others in a way that you would want
someone to respond to you. Try to put yourself
in other shoes and understand their perspective
being empathetic will help you handle the
situations well.
Communicating:- It plays an important role in
developing and maintaining good relationships. Developing
quality relationships has a very positive effect on all. The
ability to express personal concerns without anger or
passivity is a key asset.

Dealing with Exam Stress:-Stress is not always

bad. Stress is just emotional strain and body’s response to
demanding circumstances. There are 2 kinds of stress
-Eustress (positive stress)
-Distress (negative stress).
Managing emotions:- It is important to realize what is
behind feelings. Beliefs have a fundamental effect on the ability to
act and on how things are done. Many people continually give
themselves negative messages. Hope can be a useful asset. In
addition, finding ways to deal with anger, fear, anxiety and
sadness is essential
The Emotional Factor at Work
 Emotions play critical role in success of every organization
 Many decision-makers fail to understand the important role of emotions at work
 Need to do business with meeting of minds and meeting of the hearts
 Today, firms realize the importance of establishing, building, and maintaining a
relationship with employees and customers
 Compassion key to long-term success
 Machines will never have the ability to reach out with warmth through
eye contact
physical touch
words
Why is Emotional Intelligence so important

Infusing emotional intelligence settings can:

Enhance Self awareness

Enhance personal development
Address learning outcomes
Foster leadership skills
Improve interpersonal relationships
Address civility
Enhance ability to work with groups
And…..ultimately improve student success and
persistence.
Over past two decades children have become more:
 Depressed and Lonely  
 Impulsive and disobedient  
 Nervous, prone to worry and irritable  
 Prone to eating disorders

What are some possible causes?

 Parents have less free-time with their children
 Less relatives in children’s life
 these days  Both parents often work  
 There is more TV watching and computer games Emotional
Role of EI in Leadership

an emotional leader an emotionally intelligent leader

Leadership
The process of influencing the activities of an organized group
toward goal achievement
Doing jobs through other people

An Emotionally Intelligent Leader

Self-Awareness
Self-Regulation
Motivation
Empathy
Social Skill
Leaders with Self-Awareness
• not taking actions which are unsuitable with
organization's capabilities

• encourages to enhance the assets in order to

succeed in obtaining the better results

• Self-confidence about anything

(e.g. speaking in public)
Leaders with Self-Regulation

• Think first before taking an action

• Not easy in getting angry and panic

• React to any condition with a smile

Leaders with Motivation
Self-motivation

Be optimistic in responding the result whether it is bad or good

Remain hopeful and overcome failure without frustration

Leaders with Empathy
 Understanding what workers feel and what they want by being
aware of their needs, perspectives, feelings, concerns, and
senses of the developmental needs of them

 Behaving carefully in terms of instructing the staff

 Becoming a good listener to employees ‟initiation without

interruption”
Leaders with Social Skill
Working together with the subordinates

Not only just socializing with the followers but also developing
them

Being supportive and having ability to communicate as well as

inspire people

A proficiency in resolving conflicts, collaboration and forming a

good team work
 Emotional Intelligence Vs Covid 19
There is no doubt that leadership will be one of the most heavily tested skills
throughout the corona virus pandemic. Here are some specific suggestions to help
leaders achieve (or get closer to) these shifts during the time of COVID-19.
Spend time on your own self-awareness. At the core of EI, self-awareness is the area
that leaders typically least enjoy or spend time on. They may see it as self-focused or a
waste of time, but we can effectively work with others only if we get really good at
knowing ourselves, our thoughts, our emotional reactions, and our tendencies.
Practice empathy. A lot is written about empathy, but few know how to break it down
into actual steps, practice them, and get skilled at them. Behavioral scientists have
studied this and outlined that it includes mental a physical aspect (observation of tone,
gestures). awareness (imagining you are the other person), communication (what you
say, how you say it), and try considering all three of these with each team member.

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 Emotional Intelligence Vs Covid 19
Label the fear.  Labeling the fears of your team members tells them that you are aware. This is
particularly critical in times like now. Such statements may include something like, “We
understand that you were all hired to do jobs that may not be working the same way right now.
You may feel like we are treating you unfairly or are making decisions without each of you and
your personal situations in mind.”
Be real. This is common advice, but let’s break down what it means. Share with others your own
personal worries, concerns, and common thoughts. Or perhaps share your concern for an older
family member.
Take care of yourself. We have all seen posts or videos of leaders who frankly just look
exhausted. Any leader (business, parent, teacher, politician) is still human, and we cannot care for
others without being healthy ourselves. Positive psychology is real science that rewires your brain
and leads to greater productivity and stress reduction.
Change your internal thoughts. Changing thoughts to be more helpful will have a huge impact
on the intensity of your emotions and shift your behaviors to be much more productive.

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 Making your emotions work for you — and against
COVID–19
Begin with you
Today, the most common emotions you and your co-workers, family and friends are probably
experiencing are stress, anxiety and fear.
Practice to inspire
Research indicates that emotional intelligence accounts for up to 90% of the difference between
star performers and average performers in a wide range of fields,
Emotion-spotting
Self-awareness is the ability to recognize and understand your moods, emotions and drives, as
well as their effect on others.
Ask yourself: What is my current emotional state? Am I experiencing discreet feelings and
emotions? Can I name them?
As you identify emotions, describe them aloud or write them down.
Feel your emotions physically.

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 Making your emotions work for you — and against
COVID–19
 Listen — and share

 Take advantage of technology — to slow yourself down

 Be patient with yourself and others 

 Take care of yourself

 Set a schedule 

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Other places where EI can help:

Prisoners
Alcohol treatment participants
Therapists and their clients
Academic drop out  
Aggression in the work place
Suicide attempts
Ability to recover from mental illness
 Emotional Intelligence and Emotional Stability in Crises
Emotional intelligence affects decision-making: Related to the previous point, high emotional
intelligence
will also improve decision-making abilities. Those who have a good understanding of themselves and those around
them are more likely to weigh all the options, keep an open mind, and remove all irrelevant emotions from the
decision-making process.
Emotional intelligence and communication: To expand a bit on the previous section, emotional
intelligence
is closely related to communication skills; people with high EIs tend to be proficient in their communication
abilities.
Building resilience with emotional intelligence: Finally, another important reason to pay attention to
emotional intelligence
is how it affects one’s resilience. People who are high in EI are also generally able to pick
themselves up when they fall. In fact, emotional intelligence is considered by some to be a direct source of
resilience. It was found that emotional intelligence is directly related to resilience and, through that connection,
it’s related to achievement and achievement motivation.

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 How to reduce stress in crises

Sharing the facts about COVID-19 and understanding the actual risk to
oneself and people he cares about can make
an outbreak less stressful. On sharing accurate information about COVID-
19 it can help making people feel less
stressed and allow connection with them.

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 Recommendations
There are certain ways to ease the Corona virus anxiety:
1. Searching and learning: Do as much research as you can about you can about the risks. Having procedural
knowledge has been shown to be a strong protective factor.
2. Identifying the source of anxiety: if we can identify our anxiety-driven reactivity, we can get some distance
from it, rather than being propelled into action before we have calmed down enough to do our best thinking.
3. Accepting the worries: Having an emotional reaction as anxiety, fear, anger or frustration is absolutely
normal and is a sign that our body’s natural protective mechanisms have been triggered.
4. Considering the received information: Try and challenge the information you receive by questioning how
rational and free from bias it is. You may find it useful to restrict your input to sources of information or
consciously seek out information only from trusted outlets and bodies.
5. Taking self-care: we can learn ways to calm ourselves down and find a little peace of mind. Action is
powerful, even if we start with just one thing.
6. Practicing self-compassion: don’t be hard on yourself when you can’t shut yourself off from fear and pain.
Fear isn’t fun, but it signals that we are fully human.
7. Thinking about the impact on others: Take a moment to consider how others are feeling about the
Corona virus threat at the moment. This might be those who are currently suffering, or those that are
quarantined and waiting to find out if they have the virus.

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 Contd...
8. Asking for help: so avoid being a do-it-yourselfer when you’re not qualified. Grab some other clear-thinking
person to ask what he thinks or what he would do.
9. Connecting and connecting: social distancing and mandates to shelter in place may require us to stay in our
homes, but that doesn’t mean we have to isolate. It’s essential to stay in communication with family, friends,
neighbors and other resources.
10. Avoiding shaming and blaming: anxiety can be useful when it signals a problem and motivates us to unite to
solve it. If we make a deliberate effort to hold on to our humanity, it can bring us together.
11. Focusing on what could be controlled: You may see that you are taking lots of your time and energy
worrying about things you can’t control rather than taking actions you can. Create a list of two columns; in
the first column write everything that you can control and focus your efforts and thoughts on what you can do
to control the threat and protect yourself.
12. Thinking about prevention not avoidance: People who, when under threat, are able to consider how others
are thinking and feeling, and are more likely to engage in productive health behaviors (preventive behavior) that
contribute much better to wellbeing of yourself and others than avoiding people and places.

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Conclusion
“Emotional Intelligence is a way of recognizing, understanding,
and choosing how we think, feel, and act.

It defines how and what we learn; it allows us to set priorities; it

determines the majority of our daily actions.

It shapes leaders‟ interactions with the subordinates and

understanding of themselves.”
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