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 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 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 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 | P a g e a
comparat anumite competene ale angajailor excepionali 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 | P a g e 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 | P a g e 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 si 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 | P a g e problemelor cu ncrctur
emoional. b) 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. c) Explicit lessons on social, emotional and
behavioural skills e.g. making use of role play and other techniques. d) Training
students in negotiation or conflict resolution skills which they make use of in dealing
with playground disputes. e) Setting quizzes that encourage emotional reflection
and selfknowledge e.g. How optimistic are you? f) 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. Teacherchild 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! Pstreaz- i 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
| P a g e 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. 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. 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. 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. n
relaia profesor-elev, este important s se aib n vedere nevoia profesorului de a- i
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. n cazul unui conflict elevelev, 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 | P a g e Is Emotional
Intelligence the key to life (or school) success? 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. 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 selfdefeating 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. Este
inteligena emoional cheia succesului n via (sau la coal)? 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. 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 ntrun 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 | P a g e 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 | P a g e better emotional intelligence educator than one who insists on an
earnest discussion, packed with unacknowledged moralising messages, about an
earlier playground dispute. e) 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. f) 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 | P a g e
(amygdala highjack reacie emoional 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. 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. 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 Vaibhav P.
Birwatkar este liceniat n comer la Mumbai University, Mumbai, India i doctorand
la - Yashwantrao Chavan Maharashtra Open University (YCMOU), Nasik, India. 10 | P
a g e 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.