Balance Between EQ and IQ:
How teachers can help students achieve it
Group Members:
Nurul Farihan binti Arefin
Intan Mariati binti Abdul Manaf
Ayu Safarina binti Sukri
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Introduction
Definition of IQ and EQ
Comparisons between IQ and EQ
Examples of IQ and EQ
Key Point
Benefits
INTRODUCTION
 For decades that a lot of emphasis has
been put on certain aspects of intelligence
such as logical reasons, math skills,
spatial skills, understanding analogies,
verbal skills, etc.
INTRODUCTION
 The knowledge that IQ is a genetic given that
cannot be changed by life experience, and that
our destiny in life is largely fixed by these
attitudes.
 That argument ignores the more challenging
question:
 What can we change that will help our
children fare better in life ?
 What factors are at play when people of high
IQ flounder and those of modest IQ do
surprisingly well ?
DEFINITIONS
Definition of :
a) EQ [Emotional Quotient]
b) IQ [Intelligence Quotient]
DEFINITIONS
 EQ - is a measure of your emotional
intelligence, or your ability to use both your
emotions and cognitive skills in your life.
 Emotional intelligence competencies
include but are not limited to empathy,
intuition, creativity, flexibility, resilience,
coping, stress management, leadership,
integrity, authenticity, intrapersonal skills
and interpersonal skills.
DEFINITIONS
 IQ - a number used to express the apparent
relative intelligence of a person that is the ratio
multiplied by 100 of the mental age as reported
on a standardized test to the chronological age.
 IQ is the measure of cognitive abilities, such as
the ability to learn or understand or to deal with
new situations; the skilled use of reason; the
ability to apply knowledge to manipulate one's
environment or to think abstractly as measured
by objective criteria (as tests); mental acuteness;
logic and analytical skills.
COMPARISON BETWEEN IQ and EQ
EQ
 EQ gets you through life.
 Appealing to reason and
emotions to convince
someone
 Using your emotions as
well as your cognitive
abilities to function more
effectively
IQ
 IQ gets you through
school
 Trying to convince
someone by facts alone
 Relying solely on your
cognitive skills
COMPARISONS BETWEEN IQ and EQ
 Intelligence is the capacity to learn, think, and understand and
know. It is your mental ability.
 Most people think that your intelligence quotient is more
important than your emotional quotient, but actually your
emotional quotient gets you farther in your life than your
intelligence quotient.
 Your emotional quotient affects how good you feel. Your
emotional quotient is not fixed at birth.
 If you have a high emotional quotient, you are more likely to do
well in life.
 If you feel very good, then you will very likely do better in things
than others that have a low emotional quotient. If you have high
emotional quotient, you will be a good lawyer.
EXAMPLES
 Samuel had a high IQ. He could reason, was
analytical and logical, and had a steel-trap focus on
tasks. He learned new things quickly. However, he
ignored how he was feeling and how others were
feeling. If things didn't do the way he expected
them to, he would lose his temper and lash out at
others. He was unable to relate to people who
weren't as smart as he was and lacked empathy.
This limited his ability to be effective in team
situations even though his IQ was very high.
EXAMPLES
 Jose had a high EQ. He got along well with people,
and managed his own emotions well. This made
him highly effective in his work, even though there
were others in the firm with higher IQs. Jose was
able to consider the emotional component of
interactions, using both his cognitive abilities and
his understanding of emotions. He was able to
influence and motivate people because he
understood what mattered to them and was an
excellent communicator. He was flexible and
creative when faced with a challenge, and resilient
in the face of temporary defeats. He was well-liked
and well-respected.
KEY POINT
 Your EQ has more to do with your success
and happiness in life than your IQ and it can
be learned.
BENEFITS
 When you recognize the difference between
EQ and IQ, you can work to develop your
EQ.
 It can be learned but has often been
neglected in our education both at home
and at school.
Emotional Quotient [EQ]
 Importance of Emotion
 Signs of High and Low EQ
“Anyone can become angry –that is easy. But to be angry
With the right person, to the right degree, at the right time,
For the right purpose, and in the right way.”
ARISTOTLE…The Nicomachean Ethics.
Steve Hein wrote that EQ: Knowing how you and others feel and what
to do about it.
 Knowing what feels good, what feels bad,
and how to get from bad to good.
 The emotional awareness, sensitivity and
management skills which help us maximize
our long term happiness and survival.
Importance of Emotions
 It is recognized that emotions have effect on
human behaviors and lead to the success of
lives in careers , relationships, happiness and
others.
 Steve Hein (1999) clarified the importance of
emotions as being importance to human
beings as :-
Importance of Emotions
 Survival
 Nature developed our emotions over millions of years of
evolution.
 As a result, our emotions have the potential to serve us
today as a delicate and sophisticated internal guidance
system.
 Our emotions alert us when natural human needs is not
being met.
 For example , when we feel lonely, our need for
connection with other people is unmet. When we feel
afraid, our need for safety is unmet. When we feel
rejected, it is our need for acceptance which is unmet.
Importance of Emotions
 Decision Making
 Our emotions are valuable source of information.
 Our emotions help us make decisions. Studies show
that when a person’s emotional connections are
severed in the brain, he cannot make even simple
decisions.
 Why? Because he doesn’t know how he will feel
about his choices.
Importance of Emotions
 Boundary Setting
 When we feel uncomfortable with a person’s
behavior, our emotions alert us.
 If we learn to trust our emotions and feel confident
expressing ourselves we can let the person know we
feel uncomfortable as soon as we are aware of our
feeling.
 This will help us set our boundaries which are
necessary to protect our physical and mental
health.
Importance of Emotions
 Communication
 Our emotions help us communicate with others. Our
facial expressions, for example, can convey a wide range
of emotions.
 If we look sad or hurt, we are signaling to others that we
need their help.
 If we are verbally skilled, we will be able to express more
of our emotional needs and thereby have a better
chance of filling them.
 If we are effective at listening to the emotional troubles
of others, we are better able to help them feel
understood, important and cared about.
Importance of Emotions
 Unity
 Our emotions are perhaps the greatest potential source
of uniting all members of the human species.
 Clearly, our various religious, cultural and political
beliefs have not united us.
 Far too often, in fact, they have tragically and even
fatally divided us.
 Emotions , on the other hand, are universal.
 Charles Darwin wrote about this years ago in one of his
lesser-known book called "The Expression of Emotion in
Man and Animal".
 The emotions of empathy, compassion, cooperation,
and forgiveness, for instance, all have the potential to
unite us as a species.
Signs of High and Low EQ
Signs of High EQ
 A person with high EQ:
 Expresses his feelings clearly and directly with three word
sentences 'beginning with "I feel..."
 Does not disguise thoughts as feeling by the use of "I feel
like...... and "I feel that...... sentences.,
 Is not afraid to express her feelings.
 Is not dominated by negative emotions such as:
 Fear, Worry, Guilt, Shame, Embarrassment,
Obligation, Disappointment,
 Hopelessness,
 Powerlessness, Dependency, Victimization,
Discouragement
Signs of High EQ
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Is able to read non-verbal communication.
Lets his feelings guide him through life.
Balances feelings with reason, logic, and reality.
Acts out of desire, not because of duty, guilt, force
or obligation.
 Is independent, self-reliant and morally
autonomous.
 Is intrinsically motivated.
Signs of High EQ
 Is not motivated by power, wealth, status, fame, or
approval.
 Is emotionally resilient.
 Is optimistic; Does not internalize failure.
 Is interested in other people's feelings.
 Is comfortable talking about feelings.
 Is not immobilized by fear or worry.
 Is able to identify. multiple concurrent feelings.
Signs of Low EQ
 Doesn't take responsibilities for his feelings; but blames
you or others for them.
 Can't put together three word sentences starting with "I
feel..."
 Can't tell you why she feels the way she does, or can't do
it without blaming someone else.
 Attacks, blames, commands, criticized, interrupts,
invalidates, lectures, advises and judges you and others.
 Tries to analyze you, for example when You express your
feelings.
 Often begins sentences with "I think you..."
Signs of Low EQ
 Lays guilt trips on you.
 Withholds information about or lies about his
feelings. (Emotional dishonesty)
 Exaggerates or minimizes her feelings.
 Lets things build up, then they blow up, or react
strongly to something relatively minor.
 Lacks integrity and a sense of conscience.
 Doesn’t tell you where you really stand with her.
Intelligent Quotient [IQ]
 An intelligence quotient or IQ is a score derived from a
set of standardized tests of intelligence.
 Intelligence tests come in many forms, and some tests
use a single type of item or question. Most tests yield
both an overall score and individual subtests scores.
 Regardless of design, all IQ tests are intended to
measure the same general intelligence. Component
tests are generally designed and chosen because they
are thought to be predictable of later intellectual
development, such as educational achievement.
History
 Intelligence testing began in earnest in France,
when in 1904 psychologist Alfred Binet was
commissioned by the French government to find a
method to differentiate between children who were
intellectually normal and those who were inferior.
 The purpose was to put the latter into special
schools where they would receive more individual
attention.
 In this way the disruption they caused in the
education of intellectually normal children could be
avoided.
 Proponents of such tests also believe IQ
correlates with job performance, socioeconomic
advancement, and "social pathologies".
 Recent work has demonstrated links between IQ
and health, longevity, and functional literacy.
However, IQ tests do not measure all meanings
of "intelligence", such as creativity.
 IQ scores are relative (like placement in a race), not
absolute (like the measurement of a ruler)
 It has yet to be established whether IQ, if it does exist
as an objective measure, is heritable (i.e., can be
attributed to genetic variation) or the result of
environmental factors.
 In the United States, marked variation in IQ occurs
within families, with siblings differing on average by
12 points.
 The average IQ scores for many populations were
rising during the 20th century: a phenomenon
called the Flynn effect. It is not known whether
these changes in scores reflect real changes in
intellectual abilities.
 On average, IQ scores are stable over a person's
lifetime, but some individuals undergo large
changes. For example, scores can be affected by
the presence of learning disabilities.
IQ and general intelligence factor
 Modern IQ tests produce scores for different areas (e.g.,
language fluency, three-dimensional thinking, etc.), with
the summary score calculated from subtest scores.
 Individual subtest scores tend to correlate with one
another, even when seemingly disparate in content.
 Analyses of individuals' scores on the subtests of a
single IQ test or the scores from a variety of different IQ
tests (e.g., Stanford-Binet, WISC-R, Raven's Progressive
Matrices, Cattell Culture Fair III, Universal Nonverbal
Intelligence Test, and others) reveal that they all
measure a single common factor and various factors that
are specific to each test.
 This kind of factor analysis has led to the theory that
underlying these disparate cognitive tasks is a single
factor, termed the general intelligence factor (or g), that
corresponds with the common-sense concept of
intelligence.
 In the normal population, g and IQ are roughly 90%
correlated and are often used interchangeably.
 Where an individual has scores that do not correlate with
each other, there is a good reason to look for a learning
disability or other cause for the lack of correlation. Tests
have been chosen for inclusion because they display the
ability to use this method to predict later difficulties in
learning.
Inheritance of Intelligent
 The role of genes and environment (nature vs.
nurture) in determining IQ is reviewed in Plomin et
al. (2001, 2003).
 The degree to which genetic variation contributes to
observed variation in a trait is measured by a
statistic called heritability
 Heritability scores range from 0 to 1, and can be
interpreted as the percentage of variation (e.g. in IQ)
that is due to variation in genes.
 Twins studies and adoption studies are commonly
used to determine the heritability of a trait.
 These studies find the heritability of IQ is
approximately 0.5; that is, half of the variation in IQ
among the children studied was due to variation in
their genes.
 The remaining half was thus due to environmental
variation and measurement error.
Environment
 Environmental factors play a major role in
determining IQ in extreme situations.
 Proper childhood nutrition appears critical for
cognitive development; malnutrition can lower IQ.
 Other research indicates environmental factors
such as prenatal exposure to toxins, duration of
breastfeeding, and micronutrient deficiency can
affect IQ.
 In the developed world, there are some family
effects on the IQ of children, accounting for up to a
quarter of the variance.
 However, by adulthood, this correlation disappears,
so that the IQ of adults living in the prevailing
conditions of the developed world may be more
heritable.
 Nearly all personality traits show that,
contrary to expectations, environmental
effects actually cause adoptive siblings
raised in the same family to be as different
as children raised in different families
(Harris, 1998; Plomin & Daniels, 1987).
 Active genotype-environment correlation, also
called the "nature of nurture", is observed for IQ.
 This phenomenon is measured similarly to
heritability; but instead of measuring variation in IQ
due to genes, variation in environment due to
genes is determined.
 One study found that 40% of variation in measures
of home environment are accounted for by genetic
variation. This suggests that the way human beings
craft their environment is due in part to genetic
influences.
 A study of French children adopted between the
ages of 4 and 6 shows the continuing interplay of
nature and nurture.
 The children came from poor backgrounds with
I.Q.’s that initially averaged 77, putting them near
retardation.
 Nine years later after adoption, they retook the I.Q.
tests, and all of them did better.
 The amount they improved was directly related to
the adopting family’s status.
Result
 Children adopted by farmers and laborers had
average I.Q. scores of 85.5.
 those placed with middle-class families had
average scores of 92.
 The average I.Q. scores of youngsters placed in
well-to-do homes climbed more than 20 points,
to 98."
 This study suggests that IQ is not stable over the
course of ones lifetime and that, even in later
childhood, a change in environment can have a
significant effect on IQ.
Mental retardation
 About 75–80 percent of mental retardation is
familial (runs in families), and 20–25 percent is due
to organic problems, such as chromosomal
abnormalities or brain damage.
 Mild to severe mental retardation is a symptom of
several hundred single-gene disorders and many
chromosomal abnormalities, including small
deletions
 Based on twin studies, moderate to severe mental
retardation does not appear to be familial, but mild
mental retardation does.
 That is, the relatives of the moderate to severely
mentally retarded have normal ranges of IQs,
whereas the families of the mildly mentally
retarded have IQs skewing lower.
IQ score ranges:
 mild mental retardation: IQ 50–55 to 70;
children require mild support; formally called
"Educable Mentally Retarded".
 moderate retardation: IQ 35–40 to 50–55;
children require moderate supervision and
assistance; formally called "Trainable Mentally
Retarded".
 severe mental retardation: IQ 20–25 to 35–40;
can be taught basic life skills and simple tasks
with supervision.
 profound mental retardation: IQ below 20–25;
usually caused by a neurological condition;
require constant care.
Facts…
 The rate of mental retardation is higher among
males than females, and higher among blacks
than whites, according to a 1991 U.S.
- Centers for Disease Control and Prevention
(CDC) study.
 By race, the overall rate was 16.6 per 1000 for
blacks and 6.8 per 1000 for whites. Rates of
mental retardation for black males, the group with
the highest rates, were 1.7 times higher than
black females, 2.4 times higher than white males,
and 3.1 times higher than white females.
 Individuals with IQs below 70 have been
essentially exempted from the death
penalty in the U.S. since 2002.
 Mankind is slowly discovering that all of us have
inside of us the germ of at least one great new
idea that will improve the world. This is the
ancient dream of Moses and of John Calvin and
all the saints and heroes of history."
-- William Maxwell, Professor of Human
Development, the University of Advancing
Technology, Tempe, Arizona
How teacher can influence the EQ and
IQ of the students?
 Constantly showered their students with
encouragement.
 While educating the students, teachers have to
constantly upgrade themselves and continue to
reflect and learn.
 By creating a conducive environment in the
classroom.
How teachers can help
to achieve the balance
between EQ & IQ?
How teachers can help??
 By educating himself or herself about IQ and
EQ.
 Teachers have to know the importance of
balance between EQ and IQ.
 Teachers have to help educate the parents
about the importance of balancing EQ and IQ.
How teachers can help the
students to achieve the
balance between EQ and IQ?
How teachers can help?
By coaching and mentoring the students.
By giving the students challenging
assignments.
By encouraging team building in
classroom.
Teacher should give positive feedbacks or
response to the students.
Teacher should educate the students
about the important of EQ and IQ and the
balance between EQ and IQ.
Teachers have to be able to strike a
balance between challenging a student,
exposing him or her to new ideas and
activities and try to have a meaningful and
light hearted conversations with the
students.
 By helping the students to understand their own
emotions
 By helping the students to motivate themselves.
 By helping the students to recognize emotions in
others.
 By helping the students to manage emotions.
 By helping the students to handle relationships
better.
Discussion
How many of you all think IQ is better than
EQ? Which one is more prominent in the
society?