Emotional

Intelligence:
Lessons in
Learning to
Learn
Vaibhav P. Birwatkar
Research Scholar
The true measure of a nations standing is
how well it attends to its children their health
and safety, their material security, their
education and socialization, and their sense of
being loved, valued, and included in the
families and societies into which they are
born.
UNICEF, Innocentii Report Card 7, 2007

Abstract

employees and mediocre employees.

Emotional intelligence refers to the

Inteligena
emoional:
Lecii despre
nvarea
nvrii
Vaibhav P. Birwatkar
Cercettor
Adevrata msur a strii unei naiuni este
felul n care se preocup de copiii si de
sntatea
i
sigurana
lor,
bunstarea
material,
educaia
i
socializarea
lor,
cultivarea convingerii c sunt iubii, apreciai
i integrai in familia i societatea n care s-au
nscut.
UNICEF, Innocentii Report Card 7, 2007

The success in life for a child is dependent

not only on cognitive ability but also on
the emotional intelligence skills such as
self-awareness,
motive
control,
collaborative working and sensitivity to
ones own emotions and to those of
others. Therefore, when designing a
curriculum for preschool, the inclusion of
an emotional intelligence development
program should be seriously considered
by the teachers.
The following article describes the
rationale that an emotional intelligence
education program can influence a childs
emotional intelligence. How enhancing
emotional abilities in early years provide
children with a useful tool in achieving
success during adulthood.
What is Emotional Intelligence?
Psychologists Mayer and Salovey coined
the term emotional intelligence in 1990,
but it originated from McClellands
research comparing the distinguishing
competencies
between
exceptional

Rezumat
Succesul unui copil n via nu depinde
doar de performanele sale cognitive, ci i
de abilitile innd de inteligena
emoional precum: contiina de sine,
autocontrolul, capacitatea de a lucra n
echip,
inteligena
intrapersonal
i
interpersonal. De aceea, n momentul
alctuirii unei programe pentru precolari,
profesorii ar trebui sa ia n considerare, cu
toat
seriozitatea,
includerea
unui
program pentru dezvoltarea inteligenei
emoionale.
Articolul de fa descrie felul n care un
program pentru educarea inteligenei
emoionale poate influena dezvoltarea
unui copil; modul n care formarea
timpurie a abilitilor emoionale poate
deveni un instrument pe calea spre
success a adultului de mai trziu.
Ce este inteligena emoional?
Termenul a fost introdus de psihologii
Mayer i Salovey n 1990, dar conceptul a
rezultat din cercetarea lui McClelland care
1|Page

a comparat anumite
angajailor excepionali

competene

ale

capacity for recognizing our own feelings

and those of others, for motivating
ourselves and for motivating emotions
well in ourselves and in our relationships.
It is the ability to perceive accurately,
appraise and express emotions, generate
feelings that facilitate thoughts and an
ability to regulate emotions to promote
growth. It is also defined as an array of
non-cognitive capabilities competencies
and skills that influence ones ability to
succeed in coping with environmental
demands and pressure.
The four main domains of emotional
intelligence are self-awareness, selfmanagement, social awareness, and social
skills. Self-awareness includes an accurate
self-assessment and self-confidence. Selfmanagement pertains to emotional selfcontrol, adaptability achievement, and
optimism. Social awareness refers to
empathy
and
service,
meeting
stakeholders
needs.
Relationship
management
covers
inspirational
leadership, influence, teamwork, conflict
management, being a change catalyst,
and building bonds.
Recent studies on emotional intelligence
showed the formation of emotional skills is
much easier in the formative years from
birth to the late teens. Looking at existing
structures, school is the focal activity in
that age group but emotions rarely have a
place in schools. Beyond infants school
and early primary school, almost all efforts
are concentrated on cognitive skills like
reading, writing, mathematics. There is
nothing in the standard training of
teachers that prepares them from instilling
emotional intelligence skills in students.
Also there is no subject where the quality
and ability of teachers would be more
crucial.
In a time of budget cuts, intense societal
pressures on children, and national testing
standards, the strain on educational funds
to fulfil the diverse needs of our children is
becoming increasingly apparent. This calls
for innovative approaches to addressing

the academic, social, psychological, and

physical health needs of developing
students.
cu
abilitile
angajailor
mediocri.
Inteligena emoional este capacitatea de
a recunoate att propriile sentimente, ct
i pe cele ale altor persoane, cu scopul de
a ne automotiva i de a-i motiva pe
ceilali.
Inteligena
emoional
este
abilitatea de a percepe corect, de a evalua
i de a exterioriza propriile emoii, de a
trezi sentimente n ceilali, de a folosi
emoiile in mod constructiv. Inteligena
emoional a mai fost definit ca un set de
abiliti, competene i deprinderi care
influeneaz capacitatea persoanei de a
face fa presiunilor i cerinelor din
exterior.
Cele
patru
domenii
principale
ale
inteligenei emoionale sunt: contiina de
sine, autocontrolul, contiina social i
abilitile de socializare. Contiina de sine
include o percepie de sine corect, alturi
de ncrederea n sine. Autocontrolul se
refer
la
echilibrul
emoional,
adaptabilitate i optimism. Contiina
social implic empatie i disponibilitate,
deschidere i generozitate. Abilitile de
socializare nseamn leadership motivant,
capacitatea de a influena, de a lucra n
echip,
managementul
conflictelor,
promovarea schimbrii i capacitatea de a
crea noi relaii interumane.
Studiile
recente
asupra
inteligenei
emoionale arat c formarea abilitilor
emoionale este mult mai uoar n primii
ani de via, pn spre sfritul perioadei
adolescenei. n societatea actual, coala
este principala activitate pentru grupul de
vrst respectiv, dar emoiile sunt rareori
binevenite n coal. Dup anii de
grdini, eventual primele dou clase
primare, toate eforturile se concentreaz
asupra competenelor cognitive: scrisul,
cititul, socotitul. Nu exist nicio secven
n formarea obinuit a profesorilor care
s-i pregteasc pentru formarea i
dezvoltarea inteligenei emoionale a
viitorilor elevi. Aceasta n condiiile n care
niciun alt obiect de studiu nu solicit n
egal msur calitile i abilitile
profesorului.

2|Page

ntr-o epoc a reducerilor bugetare, a unei

presiuni
sociale
fr
precedent,
nvmntul
Introducing emotional intelligence in
schools would be a radical change.
Teachers, specialists, and administrators
should work together to develop a
cohesive program, which should be
reinforced daily in the classroom.
Emotional Intelligence and Academic
Achievement
Children achieve at the highest academic
level when they feel safe, valued, and
cared about in an educational atmosphere
that encourages the development of
optimism and empathy for each other. In
the early grades, children are introduced
to the basic vocabulary of emotions. They
learn cooperation and problem-solving
skills and develop an understanding of
what it means to be a member of a group.
The ability to pay attention to their
emotions, experience feelings with clarity
and be able to recover from negative
states of mind has a decisive influence on
students
mental
health,
and
this
psychological balance in turn is related to
and
ultimately
affects
academic
performance. Students with less emotional
intelligence are likely to experience stress
and emotional difficulties during their
studies, and consequently will benefit
more from the use of adaptive emotional
skills that allow them cope with these
difficulties. Emotional Intelligence can act
as a moderator of the effects of cognitive
skills on academic performance.
Students with high emotional intelligence
tend to demonstrate better school
attendance than their classmates with
lower EQ scores and are less likely to drop
out of school than their peers. It helps
them to manage the complexities and
pressures that would otherwise derail
them. This effect occurs both on an
individual basis and in terms of the overall
school climate.

trebuie
s
rspund
unor
nevoi
diversificate. Aceasta implic demersuri
inovative pentru satisfacerea cerinelor de
acumulare a cunotinelor teoretice, dar i
sociale, psihologice i de dezvoltare fizic
armonioas ale beneficiarilor. Preocuparea
pentru dezvoltarea inteligenei emoionale
ar
revoluiona
coala.
Profesorii,
specialitii i persoanele implicate n
administraie ar trebui s-i uneasc
eforturile pentru dezvoltarea unui program
coerent, care s se fac simit permanent
n sala de clas.
Inteligena emoional i rezultatele
la nvtur
Copiii se ridic la cel mai nalt nivel
academic atunci cnd emoional se simt n
siguran, ncurajai i apreciai, ntr-o
atmosfer
educaional
bazat
pe
optimism i empatie. Inc din primii ani de
coal, copiii nva abc-ul emoiilor. Ei
sunt ncurajai s coopereze, s gseasc
soluii
mpreun,
s
contientizeze
apartenena la un grup.
Capacitatea de a-i percepe propriile
emoii, de a le decodifica i de a depi o
stare de spirit negativ are o influen
crucial asupra sntii mentale a
elevului, echilibrul psihic influennd n
mod decisiv rezultatele sale academice.
Elevii cu o inteligen emoional redus
sunt predispui stresului i problemelor
emoionale, n timpul anilor de studiu.
Acetia ar avea un plus de beneficiu n
urma formrii abilitilor de adaptare
emoional, care i-ar ajuta s fac fa
provocrilor de orice fel. Inteligena
emoional ar putea aciona ca un
catalizator al oglindirii abilitilor cognitive
n performana colar.
Elevii cu o inteligen emoional ridicat
au o frecven mai bun la cursuri i se
implic activ, fa de colegii lor cu un
coeficient sczut, acetia din urm fiind
predispui abandonului colar. Coeficientul
ridicat de inteligen emoional i ajut
pe cei dinti s fac fa cerinelor
complexe i stresului care altfel i-ar
debusola. Fenomenul apare att la nivel

3|Page

individual, ct i la nivelul ntregii

comuniti colare.
Hence, it is essential to develop the
emotional intelligence of student teachers
during pre-service.
How
do
you
teach
Emotional
Intelligence?
Emotionally Intelligent teachers help
students
with
improved
motivation,
enhanced
innovation,
increased
performance, effective use of time and
resources, improved leadership qualities
and improved team work.
Teaching emotional intelligence has
become a necessary task in the
educational realm and most teachers
consider mastery of these skills a priority
in the socio-economical and personal
development of their students. It is
important to select a program which
explicitly includes emotional skills based
on the ability to perceive, understand and
regulate emotions. Teaching these skills
depends on giving priority to practice,
training and improvement, and not so
much on verbal instruction. The important
thing is to exercise and practice emotional
skills, enabling them to become just one
more adaptive response within a students
natural repertoire.
Brain researchers now accept that our
repeated experiences help shape the brain
itself and that this neural plasticity
continues throughout life. Childhood
experiences have special potency in this
process. This means that the school years
are a neurological window of opportunity,
a chance to ensure that all children will
get the right experiences to help them
flourish in their careers and life.
Today many schools, in its own way in the
form of school-based programs, offer
children valuable lessons or techniques in
emotional intelligence such as:
a) Circle Time, in which students are able
to share emotionally charged issues
that concern them and are coached in
positive
ways
of
listening
and
responding to each other.

Iat de ce este esenial cultivarea

inteligenei emoionale n timpul
formrii iniiale a profesorilor.
Cum
se
pred
inteligena
emoional?
Profesorii cu o inteligen emoional
ridicat stiu s-i motiveze elevii,
manifest
spirit
inovativ,
obin
performane
superioare,
folosesc
eficient timpul i resursele materiale,
dovedesc caliti de lideri i spirit de
echip.
Dezvoltarea inteligenei emoionale a
devenit un obiectiv obligatoriu n
domeniul nvmntului i cei mai
muli profesori consider formarea
acestor
abiliti
o
prioritate
n
dezvoltarea
elevilor
lor.
Este
important alegerea unui program
care include, n mod explicit, formarea
abilitilor de a percepe corect, de a
nelege i de a stpni emoiile.
nvarea acestor abiliti se bazeaz,
n principal, pe abordarea practic n
defavoarea celei teoretice. Cel mai
important
lucru
este
exersarea
abilitilor emoionale, astfel nct s
devin
o
a
doua
natur
n
comportamentul elevilor.
Oamenii de tiin care au investigat
activitatea creierului admit acum
faptul c experienele repetate las o
amprent iar creierul este ntr-o
continu formare de-a lungul vieii.
Experienele din copilrie au o
influen decisiv n acest proces.
Aceasta nseamn c anii de coal
sunt
o
adevrat
fereastr
a
oportunitilor din punct de vedere
neurologic, cea mai bun ans de a
oferi copiilor experiene de via
adecvate, care s-i ajute mai apoi n
carier i n viaa personal.
n zilele noastre, multe instituii de
nvmnt,
prin
intermediul
curriculumului la decizia colii, ofer
copiilor lecii valoroase de inteligen
emoional precum:
a) Circle Time sau adunarea de
diminea, care le prilejuiete
elevilor mprtirea nelinitilor, a
4|Page

b)

c)
d)

e)

f)

problemelor
cu
ncrctur
emoional.
Students checking in the morning,
during the taking of the attendance
e.g. by responding with a number or a
colour that corresponds to their level
of alertness or their mood.
Explicit lessons on social, emotional
and behavioural skills e.g. making use
of role play and other techniques.
Training students in negotiation or
conflict resolution skills which they
make
use
of
in
dealing
with
playground disputes.
Setting
quizzes
that
encourage
emotional
reflection
and
selfknowledge e.g. How optimistic are
you?
Teaching explicit techniques such as
calming or stilling that enable children
to stop and think in the heat of the
moment and so avoid inflaming
situations e.g. students are taught the
sequence Stop! Keep calm. Take five
deep breaths. Praise yourself for doing
well.

Research has proved that helping children

gain abilities in self-awareness, in
managing
distressing
emotions,
in
empathy, and in relationship skills could
act as an inoculation against a range of
danger e.g. violence and crime, substance
abuse, unwanted pregnancies, eating
disorders, and depression. Hence, every
school should develop its own flexible
approach, based on open and authentic
communication and this approach should
continually evolve and develop through
observation and learning from new
situations and different personalities.
Teacher-child Relationship
Today schools are committed to nurturing
emotional intelligence as an integral part
of their philosophy. They are recognizing
the importance of this aspect of the
childrens education in endowing them
with skills in relationships, conflict
resolution, empathy, emotional honesty,
and self-discipline. These skills are the
building blocks of academic success.

b) Copiii anun, de la sosire, un

numr
sau
o
culoare
care
corespunde strii lor de spirit din
ziua aceea.
c) Lecii cu un coninut explicit de
formare
a
abilitilor
sociale,
emoionale i de comportament,
folosind jocul de rol i alte tehnici
didactice.
d) Antrenarea
elevilor
pentru
medierea conflictelor, ncepnd cu
acelea de pe terenul de joac.
e) Aplicarea unor chestionare care
ncurajeaz
reflecia
asupra
problemelor
emoionale
i
autocunoaterea, prin ntrebri de
genul: Ct de optimist eti?
f) nvarea
unor
tehnici
de
autocontrol
care
s
permit
copilului s-i regseasc echilibrul
n mijlocul unei situaii conflictuale,
s evite escaladarea conflictului.
Elevii sunt obinuii cu urmtoarele
imperative: Oprete-te! Pstreazi calmul. Inspir adnc de cinci ori.
Fii mndru de tine c te descurci
bine n aceast situaie.
Cercetrile au dovedit c dobndirea
abilitilor de gestionare a emoiilor,
de relaionare i empatie, i feresc pe
copii de pericole precum violena i
crima, consumul de droguri, sarcinile
nedorite, anorexie, bulimie, depresii.
Iat de ce fiecare instituie colar ar
trebui s conceap propriul demers
educative, bazat pe o comunicare
autentic i adaptat mereu nevoilor
educative de grup i individuale.
Relaia profesor-elev
n zilele noastre, colile au tendina de
a
integra
n
propria
filozofie
dezvoltarea inteligenei emoionale. Se
recunoate
astfel
importana
echiprii copiilor cu abiliti de
relaionare,
de
management
al
conflictelor, empatie, sinceritate i
auto-disciplin. Toate acestea sunt
crmizile succesului profesional.

5|Page

Respectful and authentic relationships are

taught through example and experience
rather than as a theory. Hence there is an
emphasis on the daily communication
skills of the teaching staff as teachers are
role models for the children and it is the
teachers who create the culture of the
classroom.

Copiilor li se ofer exemple concrete de

relaii autentice, dominate de respect. De
aici i accentul pus asupra comunicrii
zilnice profesor-profesor i profesor-elev,
innd cont de faptul c profesorii sunt
modelele i de ei depinde climatul
instaurat n slile de clas.

In the teacher-child relationship, it is

important to distinguish both the teachers
authority on the one hand and the human
relationship on the other. The aim should
be to integrate both these aspects of the
relationship in order to foster close
personal relationships with the children
while at the same time providing the
safety of adult authority and boundaries.
The teachers approach is certainly
authoritative rather than authoritarian and
the language used is clear and direct
rather than threatening. Expectations of
respectful, courteous behaviour are high
and children may be firmly corrected or
reprimanded without being shamed or
embarrassed. As it is important that
children learn to express their feelings, at
the same time it is equally important for
them to learn to manage their emotions. It
is therefore imperative to encourage the
expression of feelings in an appropriate
way, so that children know they will be
listened to and acknowledged as long as
their behaviour is acceptable. In this way,
feelings are accepted but not indulged.

n relaia profesor-elev, este important s

se aib n vedere nevoia profesorului de ai impune autoritatea, pe de o parte i
relaia sufleteasc, pe de alt parte. Ideal
ar fi mbinarea ambelor aspecte pentru a
ncuraja o relaie apropiat cu copiii, fr a
lipsi ns autoritatea care impune reguli i
le confer un sentiment de siguran.
Profesorul trebuie s fie mai degrab sigur
pe sine dect dictatorial, s foloseasc un
limbaj direct i explicit, nu amenintor. S
dea de neles elevilor c se ateapt, din
partea lor, la un comportament adecvat,
respectuos, iar manifestrile nepotrivite
vor fi corectate fr ca autorul lor s se
simt umilit. Este la fel de important ca
elevii s nvee s exprime ceea ce simt,
dar i s-i stpneasc emoiile. Ei
trebuie s se obinuiasc s-i manifeste
sentimentele ntr-o manier adecvat,
astfel nct s se fac ascultai i
acceptai. Tratat astfel, recunoaterea i
nelegerea tririlor copiilor nu devine pur
indulgen.

When children are in conflict with each

other, teachers help them to take
responsibility for their own problems and
the finding of mutually acceptable
solutions. Teachers and supervisors see
their role as facilitators so that children
can learn to solve their own problems
under the guidance of trained adults.
As the children move up through the
school they are expected to take more
responsibility for the smooth running of
their communities, and the aim of all
teachers should be to create an open and
honest community where differences are
respected, as well as providing children
with emotional and relationship skills that
will serve them for life.

n cazul unui conflict elev-elev, profesorii i

vor ajuta s-i asume responsabilitatea i
s gsesc soluii acceptabile pentru
ambele pri. Profesorii i supraveghetorii
devin mediatori, asfel nct copiii s nvee
cum s-i rezolve problemele, sub
ndrumarea unui adult.
Pe msur ce elevii nainteaz n anii de
coal, sunt implicai treptat n viaa
comunitii lor, nvnd de la profesorii
lor promovarea unei societi deschise,
corecte, n care diferenele s fie
respectate. n acelasi timp, ei dobndesc
abiliti de relaionare care le vor fi de
folos ntreaga via.

6|Page

Is Emotional Intelligence the key to

life (or school) success?

Este inteligena emoional cheia

succesului n via (sau la coal)?

Learning has an interesting place in this

approach to Emotional Intelligence. It is
both the means whereby intelligence
changes and one of the forms of
intelligence itself. It helps us get wiser
about when and how we get angry. And it
can also turn round on itself, and help us
get sharper about learning. That is why
learning to learn is such an important
responsibility of education and why it
often gets linked in schools, with
Emotional Intelligence.

Procesul de nvare ocup un loc

interesant n dezvoltarea inteligenei
emoionale. Este n acelai timp mijlocul
prin care inteligena evolueaz i una
dintre formele inteligenei. Ne ajut s
devenim mai contieni de furiile noastre.
Pe de alt parte, ne nva cum s
nvm- ceea ce a devenit un deziderat
major al colii de azi, adeseori corelat cu
inteligena emoional.

Every moment of every lesson, every

students brain is weighing up the pros
and cons of the different options on the
emotional menu and so is the teachers.
This does not mean, however, that
teachers are somehow debarred from
interfering with nature. We try to influence
each others brains all the time but it does
mean that, whatever a student is doing, it
necessarily reflects their brains best
attempt to weigh up the odds and choose
the best option. One might think what he
or she is doing is self-defeating but that is
only because our brain does not see the
world the way their brain sees it. This view
invites us to be patient and to try to
understand our students more so that we
can help them see more clearly when and
what it is safe and in their real interests to
learn.
Research has illustrated how emotional
intelligence can substantially decrease
anti-social behavior and aggression,
school
suspensions
and
discipline
problems while increasing personal and
social competency, school attendance,
satisfaction and academic achievement.
Social and emotional development is
central to children's success in school. By
incorporating emotional intelligence into
existing educational programs, we can
promote our children's achievement in the
present and secure their success for the
future.

n fiecare moment al unei lecii, elevul, dar

i profesorul se confrunt cu provocri la
nivel emoional. Cu toate ncercrile
profesorilor
de
a
influena
comportamentul elevilor, manifestrile
neplcute nu oglindesc neaprat o alegere
contient din partea lor, Ceea ce elevii
consider auto-aprare, profesorului i
apare ntr-o cu totul alt lumin. Mintea
lor proceseaz realitatea ntr-un mod
diferit. De aceea adulii nu trebuie s-i
piard calmul i s ncerce s neleag ce
anume i-a determinat pe elevi s se
comporte ntr-un anumit fel. Acest mod de
a aborda problemele trebuie transmis i
elevilor.
Cercetrile au dovedit c dezvoltarea
inteligenei emoionale poate reduce
drastic incidena comportamentelor antisociale, a agresivitii, a abandonului
colar i a problemelor de disciplin. Pe de
alt parte, mbuntete performanele
personale i sociale, participarea la
cursuri, obinerea de rezultate superioare
la nvtur.
Dezvoltarea social i emoional este
cheia
succesului
colar.
Integrnd
inteligena
emoional
n
actualele
programe colare putem s mbuntim
performanele copiilor i s le asigurm
succesul n via.

Conclusion
7|Page

In an era when children frequently feel

disconnected from friends and family,
where rapid social change is the norm,
educators recognize the human need for
developing social and emotional skills.
The foregoing discussion proposes a
number of guidelines for teachers which
will assist them in developing and
implementing emotional intelligence in
schools. These include:
a) Emotional Intelligence is not a fad. It
helps students get ready to cope well
with the full rainbow of emotions that
inevitable accompany the vicissitudes
of
life.
Furthering
Emotional
Intelligence is an honourable ambition
for any teacher or school but a hard
one to fulfil.
b) Being emotionally literate helps you to
talk fluently about emotions which are
very different from being emotionally
sensitive
and
adept
in
ones
spontaneous life. The former by no
means guarantees the latter. Helping
students develop their emotional
vocabulary is a worthwhile thing to do
but it may not contribute a great deal
to
their
all-round
emotional
intelligence.
c) By all means offer opportunities for
students to explore their feelings but
always allow them to decline. They
have just as much right to their privacy
as you do. Many cultures do not see it
as a good thing for a person to disclose
their inner life especially to people
they do not know extremely well.
Research proves that talking about
emotions in a soulless way can do
students more harm than good.
d) How you deal with your own emotions
in front of a class and how open you
are about your emotional ups and
downs, probably have greater impact
on students development than setpiece discussions and activities. A
teacher who announces
Concluzii

ntr-o perioad n care copiii se simt

adesea izolai, ignorai att de prieteni,
ct i de familie, cnd schimbrile rapide
nu mai surprind pe nimeni, educatorii
trebuie s recunoasc nevoia uman de
relaionare social i emoional.
Studiul de mai sus propune o serie de
soluii care-i vor ajuta n implementarea
educrii
inteligenei
emoionale
n
instituiile de nvmnt. Acestea includ:
a) Inteligena emoional nu este doar
un concept la mod acum. Aceasta
i pregtete pe elevi pentru
confruntarea
cu
viaa
real.
Dezvoltarea inteligenei emoionale
este un obiectiv meritoriu, dar greu
de realizat, pentru orice educator.
b) Abilitile legate de inteligena
emoional ajut la exprimarea
fluent a strilor sufleteti, ceea ce
nu
trebuie
confundat
cu
deschiderea
emoional
sau
sensibilitatea. Educarea inteligenei
emoionale nu garanteaz aceste
caliti. Formarea, la elevi, a unui
vocabular emoional este foarte
important, dar nu determin
nemijlocit
dezvoltarea
lor
emoional.
c) Oferii elevilor ansa de a-i
explora strile sufleteti, dar
acceptai i rezervele lor. Au
acelai drept la intimitate ca i
dumneavoastr. n multe culturi,
nu este ncurajat dezvluirea celor
mai intime gnduri, mai ales n faa
persoanelor mai puin apropiate.
Cercetrile au dovedit c a vorbi
despre
emoii
fr
o
trire
autentic provoac mai mult ru
dect bine.
d) Felul n care ne stpnim propriile
emoii n faa unei clase, ct de
dispui suntem
cheerfully I am in a bad mood
today, so you would better watch
out, and models a kind of semiplayful bad temper, may be being a
8|Page

better
emotional
intelligence
educator than one who insists on
an earnest discussion, packed with
unacknowledged
moralising
messages,
about
an
earlier
playground dispute.
e)

f)

Do not assume you understand

students emotions or problems.
They
are
infinitely
more
complicated than you think. Show
some humility and learn always to
check
any
assumptions
or
interpretations
you
might
be
making about why they are as they
are.
Students feelings and moods are
triggered by their perception of
events i.e. the interpretations and
values that their brains create.
Thats what you have to work with.
It may well not work simply to try
to persuade them they are wrong.

g) Changing emotional habits is

possible and it is somewhere
between quite challenging and
very hard, depending on how deeprooted the habit is, remember the
people struggling for months or
years
in
counselling
or
psychotherapy. Remember how
hard it might have been to give up
smoking or lose weight. Do not fall
for the idea that a well-designed
worksheet and a quick discussion
will achieve very much. It may be a
start but no more than that.
h) Anyone who isnt an academic
neuroscientist probably does not
know what they are talking about,
when it comes to the brain. Do not
let them get away with phrases like
reptilian
brain
or
amygdala
highjack. Ask them hard questions
till you are convinced.

s le recunoatem are un impact

mai mare asupra elevilor dect
orice discuie
i activitate formal. Un profesor
care anun, pe un ton vesel:
Astzi sunt prost dispus, avei
grij! i, mai n joac, mai n
serios, se arat nervos, poate fi un
model mai bun dect acel educator
care insist asupra unor discuii
deschise, sincere, presrate cu
sfaturi moralizatoare, cu privire la o
disput petrecut pe terenul de
joac.
e) Nu pretindei c nelegei strile
sufleteti i emoiile elevilor. Sunt
mult mai complicate dect v
putei imagina. Renunai la orgolii
i verificai orice presupunere sau
interpretare
pripit
asupra
motivelor comportamantului lor.
f)

Sentimentele i dispoziiile de
moment
ale
elevilor
sunt
determinate
de
percepia
lor
asupra evenimentelor i de ierahia
personal a valorilor. Aici s-ar
putea s trebuiasc s intervenii.
S-ar putea s nu fie suficient s le
spunei c greesc.

g) Schimbarea obiceiurilor emoionale

este dificil, dar n acelai timp o
provocare, depinde ct de adnc
nrdcinat este acel obicei. Uneori
este nevoie de luni i chiar ani de
consiliere
sau
psihoterapie.
Amintii-v ct de greu a fost cnd
ai hotrt s renunai la fumat
sau s urmai o cur de slbire. Nu
v lsai nelai de ideea c o fi
de lucru bine ntocmit i o discuie
rapid vor rezolva problema. Poate
fi un bun nceput, nimic mai mult.
h) Oricine nu este chiar specialist n
neurologie recunoate c creierul
uman
reprezint
o
mare
necunoscut. Nu v lsai nelai
de
formulri
precum:
mintea
reptilian sau luat de val

9|Page

(amygdala
emoional

highjack

reacie

As the concept of emotional Intelligence

becomes better understood, it is likely
that it will become integrated into
educational policy in particular ways.
While many of these guidelines are
indisputable,
whether
an
emotional
intelligence curriculum or intervention
based on
a trait or ability conceptualization of
emotional intelligence is the best way
forward is a matter that remains to be
addressed by scientific investigation.
However, educators are unlikely to wait
until the scientific community has
completed its studies, as they will want to
introduce programmes into schools with
the hope that they might have some
beneficial effects. It is up to researchers in
education and psychology to make sure
that such programmes become part of the
scientific investigation by making sure the
interventions are rigorously evaluated, in
relation to the different models of
emotional intelligence.
References
CIARROCHI, J. V., CHAN, A. Y. C. and
BAJGAR, J. (2001) Measuring Emotional
Intelligence in Adolescents, Personality
and Individual Differences.

necontrolat,
amigdala
fiind
considerat partea emoional a
creierului n.t).
Punei-le ntrebri dificile pn
cnd v vor convinge.
Pe msur ce conceptul de inteligen
emoional este mai bine neles, este de
presupus c va fi integrat n politicile
educaionale. Dincolo de adevrurile
indiscutabile, cercetarea tiinific va
stabili dac este mai potrivit un ntreg
curriculum dedicat inteligenei emoionale
sau intervenia asupra cte unei trsturi,
precedat de teoretizarea acesteia.
n orice caz, este puin probabil ca
educatorii
s
atepte
concluziile
cercetrilor tiinifice. Ei vor dori s
introduc n coli noi programe de la care
ateapt un efect benefic. Cercettorii din
nvmnt i psihologii vor trebui s se
asigure c acest fel de programe vor face
parte din demersul lor i s evalueze
corect
rezultatele
acestui
tip
de
intervenie asupra inteligenei emoionale.
Bibliografie

MAYER, J. D., CARUSO, D. and SALOVEY, P.

(2000) Emotional Intelligence Meets
Traditional Standards for an Intelligence,
Intelligence.
MAYER, J. D. and COBB, C. D. (2000)
Educational
Policy
on
Emotional
Intelligence: Does it Make Sense?,
Educational Psychology Review.
SUTTON, J. and KEOGH, E. (2000) Social
Competition in School: Relationships with
Bullying,
Machiavellianism
and
Personality, British Journal of Educational
Psychology.
Vaibhav P. Birwatkar este liceniat n comer la Mumbai University, Mumbai, India i
doctorand la - Yashwantrao Chavan Maharashtra Open University (YCMOU), Nasik, India.
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Teza sa se intituleaz: An Exploratory study of Emotional Intelligence with reference to

Corporate Sector in Mumbai. A studiat rolul inteligenei emoionale n funcionarea
organizaiilor, dezvoltnd un model de comunicare pentru nelegerea i aplicarea
inteligenei emoionale n dezvoltarea leadershipului managerial, a creat instrumente
pentru evaluarea gradului de dezvoltare a inteligenei emoionale a managerilor i a
organizaiilor, a condus 60 de workshopuri pentru diferite corporaii din India i
multinaionale. Deine un masterat n administrarea afacerilor.

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