Emotionally Intelligent School Leadership 2/23/16
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Emotional Intelligence
WEB: ei.yale.edu | ruler .yale.eduTWITTER:: @rulerapproach | FACEBOOK: the RULER approachAPP: moodmeterapp.com | INSPIRED: inspired.facebook.com
Oakland County
Marc A. Brackett, Ph.D.
Yale Center for Emotional
Intelligence MAYA ANGELOU
“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how
you made them feel.”
How are you feeling?
Emotions Matter
Emotions influence:
• Attention, memory, and learning
• Decision making and judgment
• Relationship quality
• Physical and mental health
• Academic and Life Success
Generating different emotions (spikes) is ideal for enhancing student engagement. Yellow and green emotions (waves) are ideal for creating a healthy school climate.
Emotions Influence Attention, Memory, and Learning
Brainstorming
School Climate
Proofing
Persuading Reflecting
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Emotions Influence Decision Making and Judgment
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3
4
5
Creativity Grade
Happy Sad
Teachers in happy versus sad mood conditions assigned different grades to the same essay.
85% did not believe their emotions had an impact.
Emotions Influence Relationship Quality
Emotions are signals about the status of our relationships• Happiness = I’m here for you • Anger = I might hurt you• Disdain = Your beneath me
Emotions enhance communication• Facial expressions and emotion language let others know your needs.
E.g., Sadness and Frustration = I need support
Emotions Influence Mental and Physical Health
Stress, anxiety, and depression can all lead to significant health problems:
• Weakened immune system• Colds • Weight gain or loss• Burnout, including emotional exhaustion• Head aches• Body/back pain• Stomach problems such as acid reflux• Sleep problems
Also, when we are stressed, anxious, or depressed we are less likely to take care of ourselves (e.g., we exercise less and have poorer eating habits)
• .
Emotions Influence Everyday Effectiveness
Emotional self-awareness and self-regulation are critical to creativity and productivity
• Dealing with difficult feedback• Managing disappointing outcomes• Overcoming fear• Managing failure
The more strategies we have the more successful we can be.
Yale Center for Emotional Intelligence
VisionTo use the power of emotional intelligence to create a more healthy, effective, and
compassionate society.
MissionTo conduct rigorous research and develop innovative educational approaches to empower
people of all ages with the emotional intelligence skills they need to succeed.
What is Emotional Intelligence?
“Emotional intelligence is the ability to monitor one’s own and others’ feelings, to discriminate among them, and to use this information to guide one’s thinking and action.”
-Salovey & Mayer, 1990
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What is Emotional Intelligence?
The attitudes, knowledge, and skills associated with:
Recognizing Emotion
Identifying emotion in oneself and others by interpreting facial expressions, body language, vocal tones, and physiology
Understanding Emotion
Knowing the causes and consequences of emotions, including the influence of different emotions on thinking, learning, decisions, and behavior
Labeling Emotion
Having and using a sophisticated vocabulary to describe the full range of emotions
Expressing Emotion
Knowing how and when to express emotions with different people and in multiple contexts
Influences
• Individual differences
• Social norms (family/work)
• Culture
Regulating Emotion
The “thoughts” and “actions” we use to manage our own emotions and to help others manage their emotions
When you are stressed, what strategies do you tend to use?
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Thoughts Actions
p. 74Regulating Emotion Regulating Emotion
Ineffective Strategies• Procrastination• Ignoring the emotion or problem• Self-blame
• Withdrawing• Rumination• Acting out• Poor eating habits • Drugs, alcohol, tobacco
Regulating Emotion
Thought Strategies • Reframing• Positive self-talk• Mindfulness• Accepting the present• Visualization• Distraction
Action Strategies • Breathing• Spirituality• Physical activity• Constructive activities• Entertainment
• Avoiding/modifying situation• Social support• Problem solving• Seeking professional help
Students with Higher Emotional Intelligence:
Have less anxiety. Have less depression.
Are less aggressive and less likely to bully others.
Are less likely to abuse drugs, alcohol, and cigarettes.
Are more attentive and less hyperactive in school.
Perform better academically.
Have greater leadership skills.
Students with Higher Emotional Intelligence: Classrooms with Higher Emotional Intelligence:
Are more engaged in learning.
Demonstrate increased prosocial behavior .
Have better quality relationships with their teachers.
Perform better academically.
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Teachers with Higher Emotional Intelligence:
Report greater job satisfaction, less stress and have less burnout.
Are more positive about teaching. Receive more support from their pr incipals.
Leaders with Higher Emotional Intelligence
• Have greater sensitivity and empathy
• Are rated as more effective
• Receive higher performance ratings
• Create healthier school climates
RULER – an evidence-based approach to SEL
How Emotional Intelligence Develops
WORKBOOK PAG E 16
ollaborative for
cademic,
ocial, and
motional
earning
ollaborative for
cademic,
ocial, and
motional
earning
SEL
Self-awareness
Social awareness
Relationshi p skills
Responsible decision making
Self-management
Form positiverelationships, work in teams, deal
effectively with conflict
Form positiverelationships, work in teams, deal
effectively with conflict
Make ethical, constructive choices about personal and social behavior
Manage emotions and behaviors to achieve one’s goals
Show understandin
g and empathy for others
Show understandin
g and empathy for others
Recognize one’s emotions, values, strengths, and limitations
What is Social and Emotional Learning?
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9%ilePositive attitudes
é9%ile Prosocial Behavior
ê9%ile Conduct Problems
é11%ile Academic
Achievement
10%ileEmotional Distress
Learning Environment
SE Skills Development
22% ileSocial and
Emotional Skills
RULER Theory of Change
WORKBOOK PAG E 26
Phase I: Anchors of Emotional Intelligence
WORKBOOK PAG E 22
The Mood MeterHow are you feeling?
As a class, we want to feel…
In order to have thesefeelings consistently,
we will…
We will prevent and manage conflict by…
Emotional Intelligence Charter Take a Meta–M ment Solve problems with
The Blueprint
© 2012 Ruler Group, LLC www.therulerapproach.org
Phase II Training (K-8)
STEP 1: Personal Association
STEP 2: Academic Link
STEP 3: School-Home Partnership
STEP 4: Creative Connection
STEP 5: Strategy-Building Session
The Feeling Words Curriculum integrates emotion vocabulary into the existing academic curriculum:
WORKBOOK PAG E 23
Lessons focus on:• Mindset, v is ioning, goal setting, motivation,
well-being, personality, creativ ity, and emotional intelligence
Course is taught using:• Interactive discussions• Skill-building activ ities• Analysis of scientific , news, and video clips• Self-assessments• Reflective practices
Phase II Training (9-12)
Optimizing Intelligences is a two-semester course where students explore the question “who am I?”
Effectiveness of RULER Training
• Are less anxious and depressed• Manage their emotions more effectively• Are better problem solvers• Have greater leadership skills • Experience fewer attention, learning,
and conduct problems
Classrooms:• Have enhanced emotional climates
• Have teachers who provide greater instructional support
Students:
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Inspired.facebook.com
The Emotional Intelligence Charter:Too many rules, not enough feelings
EMOTIONAL INTELLIGENCE CHARTER
!
WS Boardman Elementary School PTA
We the members of the WS Boardman Elementary School Parent Teachers Association (PTA) work hard
every day to enhance the school life of our children. We work together as a team and hope that all of our
members feel welcomed, respected and appreciated as we fulfill our roles in the PTA.
In order to feel this way, we it is important that each one of us share necessary information so we can always be
informed about what is happening and be given responsibilities so that we feel empowered to fulfill our
job responsibilities. We should trust in each other's talents and work together with all constituents of our
school community.
In order to accomplish this, we will act as team players and always be considerate of each other's feelings. We
will welcome our members with a smile, be good listeners, and acknowledge each other's ideas with an open mind. We will show our appreciation with words as well as deeds. We will make every effort to honor
our responsibilities and fulfill whatever commitments we make to our organization.
Finally, we will lead by example and encourage all
members of our parent body to participate in our school wide events!
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EMOTIONAL INTELLIGENCE CHARTER The Mood Meter
Available on iTunes and Android
atmoodmeterapp.com
PROOFINGEDITINGSHOWINGEMPATHY
CREATIVEWRITINGBRAIN-STORMING
JOURNALWRITINGBUILDINGCONSENSUS
PERSUASIVEWRITINGDEBATING
EI Tools Enhance Teacher Effectiveness
EI Tools Align with Common CoreThe Meta-Moment
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VIKTOR E. FRANKL
“Between stimulus and response, there is a space. In that space lies our
freedom and power to choose our response. In our response lies our
growth and freedom.”
The Meta-Moment
META-MOMENTS
Practice, Practice, Practice
• Be deliberate;; have the desire to change;; look for opportunities;; and make daily goals
• Be the role model;; and realize that students and colleagues may not have the same agenda
• Give others the permission to alert you and get permission to alert others when a Meta-Moment is necessary
• Know that becoming your best self is a process
BLUEPRINT
Building Empathy and Perspective Taking
Solve problems with
The Blueprint
© 2012 Ruler Group, LLC www.therulerapproach.org
Describe
RULER Skill Me Other Person
Recognize& Label
Understand
Express& Regulate
Reflect & Plan
How did I feel?
What causedmy feelings?
How did I expressand regulate myfeelings?
How did ____ express and regulate his/her feelings?
What happened?
What could I have done to handle the situation better? What can I do now?
How did ____ feel?
What caused ____’s feelings?
• Emotions Matter!
• Emotional Intelligence is a real intelligence that predicts important outcomes
• We can either neglect or nurture children’s and adults’ emotional intelligence (we know what happens when we neglect it).
• Teaching emotional intelligence can help us to create a more healthy, effective, and compassionate society.
THE OTHER SIDE OF THE REPORT CARD
THANK YOU