Emotional Intelligence, Implications In The Teaching-Learning Process

Emotional Intelligence, Implications in the Teaching-Learning Process

Introduction

Human beings are exposed to living in our daily lives an endless situations in which our emotions and feelings are in the skin. Emotions that are sometimes difficult to identify and even more to keep in balance. Emotional education is currently one of the most interesting issues in society, as it is part of the individual’s integral development.

In the educational context, strategies have been implemented to help and guide students to identify and manage emotions properly, since the emotional state directly influences student learning, whether negative or positive. What to do with our students and a range of emotions in the classroom?

In this sense, the present essay reflects on the importance of attending and feeding the emotional body from the classroom, addressing the emotional intelligence of (Daniel Goleman, 1996), the intrapersonal and interpersonal intelligence of (Howard Gardner, 983), as well as thePositive Psychology of (Seligman and Sikszentmihalyi, 2000), with the aim of developing skills that allow a better quality of life and well -being in the individual. As a teacher, to raise awareness of the great work that is to work with children who come from different worlds, some with emotional deficiencies, low self – esteem, fears etc., So the classroom must be a space where they can establish healthy relationships, live together harmoniously and acquire tools to develop emotional intelligence.

Developing

Emotional education is a continuous and permanent educational process, since it must be present throughout the entire academic curriculum, in the formation of every individual, throughout life. The role of emotions play an important role in the adaptation of the human being, that is why, in the educational context tools are provided for the student to understand the relevance of emotions, become aware of their own emotions and others,regulate them and have self-control in the conflicting situations that arise, also establish better interpersonal relationships in the contexts in which it is immersed.

But what are emotions? “Emotion is a complex state of the organism characterized by an excitement or disturbance that predisposes to an organized response. Emotions are generated in response to an external and internal event ”(Bisquerra, 2007, p. twenty). While it is true that having a balance of emotions allows us to have stability, that is, solve problems related to personal growth and development. In the classroom there are several cases where students live unfavorable experiences that affect the learning process, so the teacher must channel negative emotions and foster positive ones, since students have different personalities and face constant changes.

Emotions include a mental process, since there are associated thoughts every time an emotion appears, they give us a sign for ourselves, they prepare us for action, allow us to identify if things go well or badly, help us decideHow to act in a situation, in general, this learning contributes to our survival. Within emotions, we could say that the basics are: fear, surprise, disgust, anger, joy and sadness. Which are classified as positive and negative, the former generate pleasure, give us satisfaction, fullness, safety and well -being, while the latter paralyzes us, give us alarm signs in such a way that they generate problems of considerable magnitude.

Emotional intelligence is "the ability to recognize our feelings and those of others, to properly motivate and manage emotions, both for our own benefit and in our relationships" (Daniel Goleman, 2007, p. 80). To attend the emotional body in the educational field is not only. Develop in students the ability to make contact with feeling. Foster that learning is a pleasure, the stimulus of autonomy, self-responsibility and self-control.

For its part, (Howard Gardner, 1983 P.16) states in its theory of multiple intelligences, intrapersonal and interpersonal intelligence, which are related to socio-emotional aspects, “intrapersonal intelligence, allows us to knowledge of himself, a person with good intelligence has a viable modeland effective. Interpersonal intelligence is the ability to perceive the feelings of other people with whom we are in relation to ”.

In the classroom, students are exposed to various situations that hardly solve assertively, either in training, team work, by participating in class, in recess etc. The mishaps are up to date, because each one is a different world, with a very different personality. In our society, there are fathers and mothers who work outside the home, others who educate their children alone, families with unique children, which has an impact on the emotional development of the child, since the lack of attention, the lack of the father or mother,In addition to this factors such as competitiveness, consumerism, the avalanche of stimuli through the media and planned schedules, mark the type of childhood of children of school age.

Regarding the above, what to do with our students and a range of emotions in the classroom? The purpose of education is to train students capable of developing socio-emotional skills, skills that allow them to establish interpersonal relationships in a social climate favorable to work in productive and satisfactory group. Promote a learning environment of learning, in which they work and integrate into their livesand handle challenging situations constructively.

Currently, the teaching system establishes open forms of learning in the classrooms, where students’ concerns are identified and channeled, students are oriented to students to become aware of their emotions to regulate their impulses ofproper way;Like anger, tolerance to frustration, management of negative emotions etc. Emotional ignorance can be destructive.

One of the educational strategies that can favor comprehensive learning in students is free work, in this you can observe different work areas, in different classroom learning spaces, each conditioned with the necessary material, for example: aLibrary, a space for mathematics with concrete material, another for experiments etc. With this work strategy, students are given the opportunity to express their knowledge with total freedom, because it is fun for them to know that it is free, it also requires responsibility at the end of the work until the end, they develop capacities for teamworkThey learn to share materials, to help each other to get a good result. The teacher participates by observing the students, motivating them, solving doubts, organizing, moderating the conversations between the same.

(Daniel Goleman, 2007, P. 80) refers to a series of qualities that distinguish and characterize emotional intelligence, these are: self-consciousness (self-consciousness), impulse control (self-regulation), passion to achieve goals (motivation), understand the emotions of others (empathy) and sociability (social skills), which are present in all areas of life.

Collecting the contributions of (Salovey et al.1990, p. 37) Consider that emotional intelligence is:

1. Know your own emotions. The principle of Socrates "know yourself" tells us about this key piece of emotional intelligence: be aware of themselves emotions;recognize a feeling at the time it occurs. In the educational field, it is convenient to refer to emotional awareness, the correct self-assessment of oneself and self-confidence.
2. Manage emotions. The ability to handle their own feelings in order to express themselves appropriately is based on the awareness of their own emotions. The ability to soften expressions of anger, fury or irritability is essential in interpersonal relationships.
3. Motivate yourself. A motivation tends to promote an action. That is why emotions and motivation are intimately interrelated. Almail the emotions, and the consequent motivation, towards the achievement of objectives is essential to pay attention, automotivate, manage and carry out creative activities. People who possess these skills tend to be more productive and effective in the activities they undertake.
4. Recognize the emotions of others. It is based on the knowledge of their own emotions. Empathic people synchronize better with subtle signals that indicate what others need or want.
5. Establish relations. The art of establishing good relationships with others is, to a large extent, the ability to manage their emotions, people who dominate these social skills are able to interact gently and effectively with others.

Within the educational field, a subject of socio -emotional learning is implemented, where students put into practice the skills of emotional intelligence in order to increase their knowledge about emotions, and can recover more quickly in stressful situations, so thathave a better quality of life, a greater capacity to learn and even a happier and more full life.

When we talk about educating emotions in the classroom we not only talk about students but also about the teacher, since it is necessary to maintain an emotional balance to set positive relationships, when sharing our own emotions and experiences with students. For students, the teacher is a very close reference point to those who imitate with the same intensity and interest, which extends their behavior repertoire, that is why the teacher must contribute to the integral flowering of students, developing emotional intelligenceTo spread their students with positive attitudes, good self – esteem, be empathic, as well as foster compassion, intuition and commitment to ourselves and others. We cannot offer skills and ways to be our students without relying on the education of our own inner life.

On the other hand, positive psychology points out that “positive emotions solve problems related to personal growth and development, experiencing positive emotions leads to mental states and ways of behavior that indirectly prepare the individual to successfully face difficulties and adversities to come”(Fredrickson, 2001, P.56). Positive emotions allow us. Optimism, humor, resilience and creativity are some of the characteristics that favor positive emotions.

Optimism. It is a dispositional psychological characteristic that refers to positive expectations and objectives of the future and whose relationship with variables such as perseverance, achievement, physical health, and well -being (Peterson and Bossio, 1921; Scheier and Caver, 1993). Humor. It serves as an internal security valve that allows us to release tensions, dissipate concerns, relax and forget everything, says DR. Lee Berk. Resilience and posttraumatic growth. Living a traumatic event is perhaps one of the situations that most transform a person’s life. Without removing an apex of the gravity and horror of these experiences, we cannot failrethink your conception of the world and to modify your belief, so that this reconstruction can occur, and in fact there is a personal learning and growth in many cases. (Janoff-Bulman, 1992; Calhoun and Tedeschi, 1999). Creativity. It is the ability to create new things. It is the ability of the human brain to reach new conclusions and ideas and solve problems in an original way. (Csickszentmihalyi, 1996).

When we implement these qualities of positive emotion for the child in the classroom, it is easier.

But what about negative emotions?

When these are not treated from an early age, children manifest obviously negative behaviors, the lack of love and attention of parents leads to low confidence in oneself, failures are attributed to the emotional disability itself, there is a low self – esteem,lack of self – esteem what sometimes generates frustration and therefore violence.

There is the educational model that has trained personnel to serve students with these types of situations, with the best intention of favoring their learning process, providing the necessary tools to prosecute their energy to the domain of cognitive, emotional and social skills.

(Mayer and Salovey 1997. p.3-31), defines emotional intelligence with its four components: perception, assimilation, understanding and regulation. Next we will develop each. The perception consists in the ability to identify and recognize their own feelings and those of those around us. It also includes the ability to properly express the emotions and feelings perceived in others, so that this perception is as successful. Assimilation is the ability to make decisions taking into account our feelings, knowing that our mood will directly influence it. Understanding is the ability to classify emotions and recognize the connection between them, even in interpersonal situations where there is transformation of emotions, for example;From anger to guilt or feel love and hate for the same person. Regulation is considered the most complex ability to develop in emotional intelligence, since it implies opening both for positive and negative feelings and thus being able to reflect on them to moderate negative emotions by intensifying the positive. These provide the educating the development of adequate emotional balance and therefore a personal well -being.

The teacher’s task is not easy, it is a challenge for oneself and educational society, educating emotions requires arduous and constant work to forge in students the development of emotional intelligence, so that they have aRepertoire of affective competencies based on the understanding, management and regulation of their own emotions. As a result, your learning will be successful and will contribute positively to the student’s personal and social well -being.

“The mind will definitely be trained so that it can predominate. The child will be taught to rationalize their emotional desires and impulses, to discriminate against the good of the bad, the desirable of the undesirable and the essential of the non -essential ”. (Alice a. Bailey)

conclusion

The purpose of this essay is to raise awareness of the importance of educating emotions in the academic context. As a teacher we have the task of training and cultivate to guide the emotional development of our students. Recent research increasingly confirms the central role played by emotions and our ability to manage socio-affective relationships in learning.

Traditionally the school paid more attention to the development of cognitive and motor skills, leaving aside emotions, because until recently it was thought that this area was more corresponded to the family educational field than to the schoolEducation from a humanistic vision, hence the need to spend time to guide students, providing them with tools to face life assertively.

Emotional intelligence plays a fundamental and transcendental role in personal life, being present diverse in each experience and in particular in their social environment, being able to make the individual a person with a high degree of well-being and success in their socio-emotional development. We must be clear that emotional education in schools favors the academic performance of students, the ideal place becomes to foster these skills that will positively contribute to the development of emotional and social competences based on the understanding, management and regulation of theirown emotions.