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Emotional Aspects of Learning

Key theorists: Carl Rogers, Daniel Goleman

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Emotional intelligence / Emotional Literacy

Emotional intelligence, or EI is the ability to recognise, understand, handle and appropriately express emotions.

The concept of Emotional Intelligence, developed by Daniel Goleman (1996), means you have a self-awareness that enables you to recognise feelings and helps you manage your emotions. On a personal level, it involves motivation and being able to focus on a goal rather than demanding instant gratification.

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Emotional Intelligence / Emotional Literacy

Key elements: Self awareness Self concept Managing feelings Making decisions Managing stress Personal responsibility Empathy Communication Cooperation with others Conflict resolution

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Emotional intelligence Just because someone is deemed 'intellectually' intelligent, it

does not necessarily follow that they are emotionally intelligent. Having a good memory, or good problem solving abilities, does not mean you are capable of dealing with emotions or motivating yourself.

Highly intelligent people may lack the social skills that are associated with high emotional intelligence. However, high intellectual intelligence, combined with low emotional intelligence, is relatively rare and a person can be both intellectually and emotionally intelligent..

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Emotional intelligence Self-motivated students tend to do better in school exams. The ability to interact well with others and having a good

group of friends, means students are more likely to remain in education, whereas those with emotional difficulties tend to drop out.

On the negative side, low emotional intelligence can affect intellectual capabilities. Depression can adversely affect the results of an IQ test for example

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Video clip

Channel 4 documentary 2001, about Emotional Intelligence (EI).

Interesting contributions by Howard Gardner (Multiple Intelligences, LL week 2) & also Daniel Goleman, originator of Emotional Intelligence as an influential idea.

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Self-Esteem

“The task of enhancing self-esteem is the most important facing any

school.”

Mosley, J. (1993) Turn Your School Around. Wisbech:LDA

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I’ve come to the frightening conclusion that I am the decisive element in the classroom.

It’s my personal approach that creates the climate.

It’s my daily mood that makes the weather.

As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.

I can be a tool of torture, or an instrument of inspiration.I can humiliate or humour, hurt or heal.

In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanised or de-humanised.

(Haim Ginnott from Teacher & Child, Macmillan, 1972)

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Self esteem is KEY

Many children who behave badly in school are those whose self-esteem is threatened by failure. They see academic work as unwinnable. They soon realise that the best way to avoid losing in such a competition is not to enter it.

(DISCIPLINE IN SCHOOL: REPORT OF THE COMMITTEE OF ENQUIRY CHAIRED BY LORD ELTON. 1989 –known as The Elton Report)

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How children see themselves

SELF CONCEPT: a child’s picture of himself

The value the child puts on this self-image is his SELF ESTEEM.

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Characteristics of children with high self-esteem:

Have a greater capacity to be creative More likely to assume active roles in social

groups Less likely to be burdened by self-doubt, fear,

ambivalence More likely to move directly and realistically

towards personal goals Find it easier to accept differences between

own & others’ levels of performance (academic, physical & relationships)

Worry less about physical appearance So, will be more effective & successful

learners

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SOCIAL SKILLS

Self-esteem is heavily influenced by a child’s ability to interact socially.

For some children, their own poor behaviour reinforces their low self-esteem.

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Characteristics of children with poor social skills

Often don’t adapt their behaviour to accommodate needs of others

Tend to choose less socially acceptable behaviours Have difficulty in predicting consequences of their

behaviours Misunderstand social cues Unable to adapt / perform social skills required for

particular situations Unable to control impulsive or aggressive behaviour

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3 main areas need to be addressed:

Identifying & expressing feelings

Communicating with others

Self-management

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2 key approaches: 1. Circle Time

2. SEAL (Social & Emotional Aspects of Learning –(DfES 2005)

(More on this in Y2 Current Issues – but be aware if including in Assignment 2.)

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What is Circle Time? (Mosley, J. (1996), Quality Circle Time, LDA)

Circle time is a weekly, timetabled meeting. It provides a group listening system for enhancing children's self-esteem, promoting moral values, building a sense of team and developing social skills.

It is a democratic system, involving all children and giving them equal rights and opportunities.

It offers children a practical opportunity to discuss concerns, consider and debate moral values, practise positive behaviours and work out solutions and action plans in a fun context.

Circle meetings are planned around a theme such as ‘getting to know you’, ‘feelings’, ‘bullying’.

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Key Benefits of Circle Time(Mosley, J. (1996), Quality Circle Time, LDA)

Sitting in a circle symbolically promotes the notion of equal responsibility.

Participation enables children to have a sense of belonging to a group they can trust.

It actively motivates those involved to share thoughts and feelings.

It initiates collective responsibility for the promotion of self esteem and positive behaviour.

It encourages self-discipline

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Structure for Circle Time

Reminder of the rules Introductory phase; game(s) that focus(es) on one of

the five skills – thinking, looking, listening, speaking and concentrating A mix up game Ice-breaker Middle phase – open forum; solving problems and

achieving goals. Closing phase – celebration of success. Wind down – ending ritual, calm game

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Rules for Circle Time Listen Respect other people’s contributions One person to speak at a time Allowed to pass What’s said in the circle stays in the circle* No names are mentioned

*It is important to stress that you cannot promise children confidentiality. You need to repeat this in every session and give a tangible example i.e.

‘However, you might say something important that I might need to speak to Mrs Dixon about but if I told you something like I’m afraid of the dark, I wouldn’t want you telling everyone in Year 5 about it because they might laugh at me.’

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Circle Time & what it is not(Mosley, J. (2000), More Quality Circle Time, LDA)

It is not just sitting around in a circle; it is a whole-school model that concerns itself with every moment of the child’s day.

It is timetabled – you don’t have a Circle Time just because there was a fight in the playground.

It is not a quick fix for difficult behaviour – it is a long process of plan-do-review

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Video Extract:

Quality Circle Time in Action

Jenny Mosley is shown working with a Key Stage 1 class with very little experience of Circle Time.

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References: Circle Time

Bliss, T & Tetley J (1995) Circle Time, Lucky Duck Publishing Bliss, T, Robinson, G & Maines, B (1995) Developing Circle Time, Lucky Duck

Publishing(Recommended by the Hants Behaviour Support Team) *Gutteridge,D. Smith, V. (2008) Using Circle Time for PSHE and Citizenship.

Abingdon: Routledge Mosley, J (1993) Turn Your School Around, Wisbech:LDA Mosley, J (1996) Quality Circle Time in the Primary Classroom, Wisbech: LDA Mosley, J (1998) Poems for Circle Time and the Literacy Hour, Wisbech:LDA Mosley, J. (2000) More Quality Circle Time. Wisbech: LDA *Mosley, J.(2006) Step-by-step Guide to Circle Time for SEAL. Trowbridge:

Positive Press Roffey, S. (2006) Circle Time for Emotional Literacy. London: Sage www.circle-time.co.uk www.ldalearning.com/ (Publishers of the Mosley books - has some free samples) www.teachernet.gov.uk/teachingandlearning/library/circletime/

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Suggested Reading

IN READING PACK Pound, L ( 2005) ‘Emotional Intelligence in

How Children Learn. Leamington Spa: Step Forward Publications

Sharp,P.(2001) ‘What is Emotional Literacy?’, Chapter 1 in Nurturing Emotional Literacy. London: David Fulton

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Emotional Intelligence Goleman, D. (1996) Emotional Intelligence: Why it

can matter more than IQ. London: Bloomsbury Goleman, D. (1999) Working with Emotional

Intelligence. London: Bloomsbury Hook, P. & Vass, A. (2000) Creating Winning

Classrooms. London: David Fulton Sharp, P. (2001) Nurturing Emotional Literacy.

London: David Fulton

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SEAL (Social & Emotional Aspects of Learning)

All materials are downloadable from:

http://bandapilot.org.uk/primary/seal/ws_resources.html

http://www.standards.dfes.gov.uk/primary/publications/banda/seal