EMOTIONAL INTELLIGENCE
THEORY AND PRACTICE
HOW TO DEVELOP A PROACTIVE
APPROACH TO LEARNING:
EMOTIONAL INTELLIGENCE AND
ITS IMPACT ON
ENGLISH LANGUAGE TEACHING
Hillside Press
academic
achievement
in ELT
?
?
?
Hillside Press
academic
achievement
Students’ awareness
in ELT
Hillside Press
academic
achievement
Students’ awareness
in ELT
Hillside Press
academic
achievement
Students’ awareness
in ELT
???
Hillside Press
academic
achievement
Students’ awareness
in ELT
???
Students’ feelings
???
Hillside Press
academic
achievement
Students’ awareness
in ELT
EMOTIONAL
INTELLIGENCE
Students’ feelings
EMOTIONAL
INTELLIGENCE
Hillside Press
EMOTIONAL INTELLIGENCE
A more reliable predictor of
academic achievement than
the IQ
Goleman (1995)
EMOTIONAL INTELLIGENCE
Our emotions play a far greater role in
thought, decision making and individual
success than it is commonly acknowledged.
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Emotional Intelligence (EQ)
includes
Self-awareness
Impulse control
Persistence
Zeal and motivation
Empathy
Social deftness
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EMOTIONAL INTELLIGENCE
EMPATHY
empathy: ? ? ?
empathy: ? ? ?
empathy: ? ? ?
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EMOTIONAL INTELLIGENCE
EMPATHY
empathy:
awareness of the feelings of others
empathy:
as a result of experience & interaction with others
empathy:
a lifelong skill through learning experience
lack of empathy: ? ? ?
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EMOTIONAL INTELLIGENCE
EMPATHY
empathy:
awareness of the feelings of others
empathy:
as a result of experience & interaction with others
empathy:
a lifelong skill through learning experience
lack of empathy:
negative impact on: interpersonal relationships
academic achievement
Hillside Press
Goleman (1995)
EMOTIONAL INTELLIGENCE
Knowing what one’s feelings are
and using that knowledge to make
good decisions
use problem solving
approach
develop students’
critical thinking
let students
make decisions
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EMOTIONAL INTELLIGENCE
Emotional literacy
The emotional-literacy movement
turns the term affective education
inside out – instead of using affect to
educate, it educates affect itself.
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An extract from Emotional Intelligence
by D.Goleman
As a teacher calls their names the students respond not with a
vacant “Here” standard in schools, but instead call out a number
that indicates how they feel; one means low spirits, ten high energy.
Today spirits are high:
“Jessica.” “Ten: I’m jazzed, it’s Friday.”
“Patrick.” “Nine; excited, a little nervous.”
“Nicole.” “Ten: peaceful, happy…”
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ELT
CLASSWORK
ELT
PAIRWORK
ELT
GROUPWORK
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GROUPWORK
GW
GW
for homework
(projects)
In class
Problem solving
Report back
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Forming the GROUPS
Basic principles
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the coordinator
members of the group
mixed ability students
multi-cultural background students
set the time
assign specific tasks
problem solving approach
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