From my years of experience in the educational arena, Emotional Intelligence (EI) is a key component in the overall development of our ability to learn under various conditions and circumstances. In fact, I feel that unless ones emotion state is not in order, learning will not take precedence until that stability is there. Goleman reveals the basic structure of EI, which is a totally different ball game from our traditional perspective of IQ. In a nutshell, Goleman simply asserts that the Emotional Intelligence model comprised of four domains: Self Awareness, Self-Management, Social Awareness, and Relationship Management (O’Neil, 1996).
A really good strategy for developing and measuring Emotional intelligence is implementing Collaborative Learning activities via social networks. An activity as simple as constructing a Facebook or Twitter page can assist each group member “break the ice” with each other and get a feel for who they are. Something this simple can be valuable in the areas of social awareness and managing relationships, which in turn is influential in group dynamics and building rapport. As critical as these theories are, the majority of these areas are based on emotional, implicit feedback amongst individuals that can exist without saying a word. Emotions can and are passed along a group or persons, therefore can be deemed as contagious. As a result, we must take great responsibility when dealing with others, and ideally, work towards the goal of developing a positive rapport in the workplace and anywhere else we go. Goleman states, that in order to achieve this, we must have three key elements: full attention, non-verbal synchronization and positive flow. These factors increase overall Emotional Intelligence by supporting increased social awareness and positive relationship building.
With all of these findings in mind, learners can gain so much more perspective on their learning capabilities and, and thus grow into a seasoned or better yet complete learners. Despite ones learning preference, exposure to a myriad of learning modalities can benefit all involved. Even to the point, it may reaffirm a learner’s area of expertise. Now in doing this, early learners or those who are not 100% emotionally in tune with “who they are “can definitely affect be affect by being exposed to various learning situations. For example, if a learner is not in sync with the first concept of self-awareness, this could be a challenge in that their mood may play negative roll in the process of learning. To be successful or enriching, the subjects’ mental platform needs to be established. Positive dispositions often correspond to increased creativity, critical thinking, mental elasticity and efficient decision making. A person’s disposition is vital in the area of decision making, especially in the area of students. Just off of experience alone, you will not get much out of a student who is emotionally struggling with something. Interesting to note, Goleman also conversely affirms that “negatives moods tend to lessen the ability to focus and make sound decisions, stay on task, and create pessimistic bias”. With pessimistic bias you bad mood enables the learner to pay attention to detail, take on the role of a skeptic and be driven to ask probing questions. With all of this being said, mindfulness of one’s mental state builds a greater self-awareness.
Reference:
O'Neil, J. (1996). On emotional intelligence: A conversation with Daniel Goleman. Educational Leadership, 54(1), 6−11.
A really good strategy for developing and measuring Emotional intelligence is implementing Collaborative Learning activities via social networks. An activity as simple as constructing a Facebook or Twitter page can assist each group member “break the ice” with each other and get a feel for who they are. Something this simple can be valuable in the areas of social awareness and managing relationships, which in turn is influential in group dynamics and building rapport. As critical as these theories are, the majority of these areas are based on emotional, implicit feedback amongst individuals that can exist without saying a word. Emotions can and are passed along a group or persons, therefore can be deemed as contagious. As a result, we must take great responsibility when dealing with others, and ideally, work towards the goal of developing a positive rapport in the workplace and anywhere else we go. Goleman states, that in order to achieve this, we must have three key elements: full attention, non-verbal synchronization and positive flow. These factors increase overall Emotional Intelligence by supporting increased social awareness and positive relationship building.
With all of these findings in mind, learners can gain so much more perspective on their learning capabilities and, and thus grow into a seasoned or better yet complete learners. Despite ones learning preference, exposure to a myriad of learning modalities can benefit all involved. Even to the point, it may reaffirm a learner’s area of expertise. Now in doing this, early learners or those who are not 100% emotionally in tune with “who they are “can definitely affect be affect by being exposed to various learning situations. For example, if a learner is not in sync with the first concept of self-awareness, this could be a challenge in that their mood may play negative roll in the process of learning. To be successful or enriching, the subjects’ mental platform needs to be established. Positive dispositions often correspond to increased creativity, critical thinking, mental elasticity and efficient decision making. A person’s disposition is vital in the area of decision making, especially in the area of students. Just off of experience alone, you will not get much out of a student who is emotionally struggling with something. Interesting to note, Goleman also conversely affirms that “negatives moods tend to lessen the ability to focus and make sound decisions, stay on task, and create pessimistic bias”. With pessimistic bias you bad mood enables the learner to pay attention to detail, take on the role of a skeptic and be driven to ask probing questions. With all of this being said, mindfulness of one’s mental state builds a greater self-awareness.
Reference:
O'Neil, J. (1996). On emotional intelligence: A conversation with Daniel Goleman. Educational Leadership, 54(1), 6−11.