• "I am a survivor of a concentration camp.

My eyes
saw what no man should witness: Gas chambers
built by learned engineers, children poisoned by
educated physicians, infants killed by trained
nurses. Women and babies shot and buried by
high school and college graduates. So I am
suspicious of education.

• My request is: Help your students become more

human. Your efforts should never produce learned
monsters, skilled psychopaths, educated
Eichmans. Reading, writing and arithmetic are
important only if they serve to make children
more humane”
 The B.A.R.E. Necessities

• The main principles of

Emotional Intelligence can be
conveniently remembered
using the acronym of BARE,
for Balance, Awareness,
Responsibility, and Empathy
Look at the 4 pictures that follow and
tell me
1) What you think and
2) How you feel. Then tell me how
you think this boy is feeling.
3)Then tell me what you think might
help him feel better.
4)Then tell me what would help you
feel better
Here is a close up.
• Question Group 1
• When I look at these
pictures:
• 1. I think...
• 2. I feel...
• 3. He is probably
feeling...
• 4. He would probably feel
better if...
• 5. I would feel better if...
Now look at this picture and answer
the same questions
Here is a close up
• Question Group 2
• When I look at these
pictures:
• 1. I think...
• 2. I feel...
• 3. She is probably
feeling...
• 4. She would probably
feel better if...
• 5. I would feel better if...
Four Branch Model of Emotional
Intelligence
• 1. Emotional Perception and Expression - the
ability to accurately identify and express feelings
• The ability for self-awareness; to be aware of your
own feelings as they are occurring.
• The ability to become emotionally literate. The
ability to learn to identify and label specific
feelings in yourself and others and the ability to
clearly and directly communicate and discuss
these emotions.
• 2. Use of Emotions - the ability to use your
feelings constructively
• The ability to let your feelings guide you to
what is important to think about
• The ability to use your feelings to help you
make better decisions
• 3. Emotional Understanding - the ability to
understand the meanings of emotions and
how they can change
• This includes the ability to understand...
• The purpose of emotions; understanding
their survival value to the species
• The relationships between emotions; how
and why they can change from one feeling
to another
• The emotions which lead to the behavior in
yourself and others
• The relationship between thoughts and
feelings
• The causes of emotions and their relationship
to our human psychological needs, especially
our unmet emotional needs.
• 4. Emotional Management - the ability to
manage emotions for personal and social
growth
• The ability to take responsibility for one's own
feelings and happiness
• The ability to turn negative emotions into
positive learning and growing opportunities
• The ability to help others identify and benefit
from their emotions
• Is it really an intelligence? How do
we know, and what is an
intelligence anyway?
• Touted as the key to educational
and corporate success, is EQ
really just another “flavor of the
month”?
• It all began about 2,000 years ago when
Plato wrote, “All learning has an emotional
base.”
• Unfortunately, for a large part of those two
millennia, common thought was,
“Emotions are in the way. They keep us
from making good decisions, and they
keep us from focusing
• “It is very important to understand that
emotional intelligence is not the opposite
of intelligence, it is not the triumph of heart
over head -- it is the unique intersection of
both.”
• Candace Pert is a leading neurobiologist who
wrote Molecules of Emotion, was the chief of the
brain chemistry section of the NIH from 1982 to
1988, and is now a professor at Johns Hopkins
Medical School.
• Pert’s perspective is that “thinking” occurs in the
brain and the body. All kinds of “information” is
processed throughout the body -- ideas,
feelings, and maybe even spiritual impulses.
While the brain has the most processing power,
it is not necessarily driving the system.
• It is disturbing that the development of
emotion regulation does not currently
have a definable place in the curriculum
• The stressors in children's lives have
increased dramatically in the past few
years
• They signal the need for a comprehensive
and holistic teaching approach that
encompasses the development and
management of emotions.
• Current approaches to handling problem
situations include dismissal from school,
referral to counseling or therapy;
medication, and/or parent-teacher
conferences.
• Such external management strategies
rarely do more than provide temporary
solutions, since the source of the
disturbance remains untapped
• These measures can become more
effective, however, if they are used in
conjunction with teaching children to
identify stressors, develop effective coping
skills, and choose appropriate
management strategies
• Emotion intelligence courses
cannot be an add-on to the
existing curriculum, for example,
a time set aside once a week to
discuss emotion regulation
• A curriculum that employs instructional
strategies encompassing the needs of the
whole child -- intellectual development and
emotion regulation-- is the only one that
will meet twenty-first century educational
needs.
• Clearly, a child is made up of far more
than cognitive capacities, and it is not a
failure of [cognitive capacities] that brings
about the violence and social decay that
increasingly troubles this nation
• it is becoming more and more critical to
focus our efforts on interventions that
address the social, emotional, and
motivational structures within a child
• All children need assistance in forming a positive
self-image, in learning to interact in
relationships, and in experiencing emotions
• Whether emotions can become for the child a
rich, life-enhancing source of experience or a
frightening, incomprehensible array of feelings
may depend on how well parents and schools
can impart a healthy understanding of emotions
and emotional self-regulation
• An undue emphasis on formal academics
in early childhood programs contributes
also to a decline in emotional "warmth" in
classrooms
• Children are spending less & less time
with parents - this does two things - 1)
makes kids more emotionally needy 2)
makes teacher's role in emotional
development relatively more important
• Emotions are universal. Darwin reported
this in his book on the expression of
emotion
• Different cultures, though, teach which
emotions and which ways of expression
are permitted, acceptable and tolerated by
teachers, parents, religious leaders.
• An emotion-centered curriculum explicitly
recognizes the central importance of
emotions in young children's development
• The development of emotional
competence is seen as an essential
foundation for effective academic and
social functioning
 Ingredients
• Emotional engagement
• Warm child adult relationships
• Direct expressions of feelings
• Individuality
• Attunement to others (empathy)
• Emotionally relevant activities
• Creating a secure emotional environment
• Helping children understand emotions
• Modeling genuine, appropriate emotion
• Supporting their regulation of emotion
• Recognizing and honoring emotional
expressiveness and individuality and
styles
• Uniting learning with positive emotions
The emotionally competent person:
• 1.Is aware of his own emotional state,
including the possibility of experiencing
multiple emotions.
• 2. Is able to discern others' emotions
• 3. Is proficient in verbal emotional
communication
• 4. Is capable of empathy
• 5. Is able to realize that inner
emotions may not be matched by
outer expressions
• 6. Is aware of culturally accepted
rules for the display of feeling
• 7. Is able to take individuality into
account when assessing emotions
• 8. Is able to understand that his way
of expressing emotions affects others,
and takes this into account.
• 9. Is capable of managing unpleasant
emotions both in terms of their
intensity and duration
• 10. Recognizes the element of
emotional intimacy and
genuineness with respect to
personal relationships
• 11. Views himself as feeling,
overall, the way they would prefer
to feel.
• Even children from stable
families sometimes feel that
they stand on emotionally
shaky ground, because their
parents may seem to value
them only for their academic
performances and their
adherence to adult standards."
• One of the many ways in which
teachers can help build children's
emotional intelligence is to model
genuine, appropriate emotional
responses.
• Validation, feeling voca