Teacher Emotional Intelligence

We know that all learning takes place in a social context and that relationships of inquiry are critical in an effective classroom. We also know that teachers are the architects of these learning relationships. How does teacher emotional intelligence affect student learning? What impact does teacher self knowledge have on how we select our perceptions or construct our expectations of students? How well do we really know our professional selves?

The workshop is based on two premises. The first is that teachers with high emotional intelligence are more effective in the classroom than those with low emotional intelligence. The second premise is that emotional intelligence is malleable and can be developed. In other words, all teachers can further develop their emotional intelligence.

• The workshop is structured around the five domains of emotional intelligence:
  • Teacher self-awareness
  • Teacher self-management
  • Teacher motivation
  • Teacher social awareness
  • Teacher relationship management
• Participants in this workshop will:
  • Examine some of their basic assumptions about learning and students
  • Explore the different ways in which they come to perceive children, learning and colleagues
  • Address some difficult questions, such as: "What do we do with an unlikeable child?"
  • Understand the power of their expectations on student learning
  • Know how attribution theory can play out in the classroom
  • Engage in learning about their specific cognitive styles, representational systems and how their assumptions, beliefs and values about education may influence their decision-making and instructional behavior
  • Understand the contagious nature of emotions
  • Explore how teachers manage their emotions in the classroom
  • Understand how teachers can serve as "emotion coaches".

This workshop is appropriate for all teachers from Kindergarten through high school, school administrators, and counselors.