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3	“The world is a comedy to those that think; a tragedy to those that feel” Horace Walpole English Art Historian 1776
4	"Women Have Been" Women Have Been Accused of Being… Not Dependable … Touchy-Feely … Too Emotional!
5	Emotions affect our cognitive and moral perceptions
6	In order to: Effectively Deal with Emotions >>>Incorporate<<< Emotional Intelligence Skills in Education
7	In this paper… Emotions & Education as an Impossible Profession Emotions in the Curriculum Theory Literature
8	In this paper… What is Emotional Intelligence (EQ)? Criticisms of Emotional Intelligence
9	In this paper… How Can EQ Skills Be Incorporated in Teacher Education?
10	1. Emotions and Education as an Impossible Profession Educators are required to: Reason about their thinking Try to explore their inhibitions, their suppressed thoughts, and their fears
11	Educators have to Strive to become aware of what their ego and their unconscious refuse to admit => this highly affects their teaching
12	Educators are often faced with their imperfection their human narcissism their omnipotence and lack of altruism => they are pushed to question their ideals and everything they think they stand for
13	2. Emotions in Curriculum Theory: based on Taubman, Powell & Barber, Salvio, and Silin Taubman: Teachers should reflect on themselves in order to know how their social identities affect their teaching Teachers are supposed to work on their own biases in order not to damage their students
14	"Taubman" Taubman: Teacher education needs to address the uncontrollable experience of “jouissance”
15	"=> understand the cases in..." => understand the cases in which teachers can enjoy their own aggression towards their students in the name of a greater good
16	"Linda Powell & Margaret Barber" Linda Powell & Margaret Barber Educators in urban schools have failed to properly deal with their anxieties. Some sources of anxiety in daily work: teaching poor children whose childhoods differ from what teachers are used to > new minds whose family lives and individual development are affected by technology the economy the media
17	"Linda Powell & Margaret Barber" Linda Powell & Margaret Barber In order to deal with anxiety in schooling, we need to Follow strategies that help us deal with the sources of our anxiety Work through the unconscious Confront our anxiety
18	"Paula Salvio" Paula Salvio Teachers come with diverse historical backgrounds and it would be unfair for them to teach, to shape students’ lives, unless they have found a way to come to terms with their own backgrounds they have worked through their past.
19	"Paula Salvio" Paula Salvio Anne Sexton’s pedagogy consisted in dealing with the real emotions that lie behind feelings of guilt, sadness, rage, and horror. > (she managed to cultivate a “true self” through a pedagogy of reparation and recognizing otherness)
20	"Paula Salvio" Paula Salvio There is no way for us to tolerate others unless we have managed to make peace with ourselves explore our deep emotions and their sources understand and control them.
21	"Jonathan Silin" Jonathan Silin In order for teachers to be able to create spaces for emotions, they need to be aware of their own understand them know how to deal with them
22	"Jonathan Silin (quoting Grumet" Jonathan Silin (quoting Grumet) The curriculum should be considered a "'mediating space'... a place in which we try to reconnect to the people from whom we have been separated the things that we have lost, and later the person we once were" (p. 230).
23	Teachers are role models; their effect on students' lives is huge and eternal. They need to be trained in a way that makes their effect as positive as possible.
24	3. Emotional Intelligence (EQ) “Rule Your Feelings, Lest Your Feelings Rule You” (Publius Syrus, 1st Century BC)
25	Emotional Intelligence: 1) Knowing our emotions (self-awareness) 2) Managing our emotions (self-management) 3) Motivating ourselves (self-motivation) 4) Recognizing emotions in others (empathy, social awareness) 5) Handling relationships (Goleman, 1995 & 1998)
26	Self-Awareness Just like metacognition, self-awareness involves cognition; cognition of the way we feel versus cognition of the way we think (metacognition)
27	Self-Awareness Self-awareness allows us to recognize feelings as they occur realize what is behind them realize what has caused them
28	Self-Management Self-management involves regulating our emotions after we have become aware of them acting on them changing them
29	Self-Motivation Self-motivation involves finding ways to motivate ourselves to think positively seek to overcome obstacles have clear goals and an optimistic can-do attitude
30	Empathy Empathy entails being able to put ourselves in other people’s shoes seeing things from their perspective respecting differences in how they feel about things (Goleman, 1995, p. 268)
31	Handling Relationships Handling relationships involves the ability to inspire, influence, and develop others manage emotions be assertive communicate, listen, show warmth, negotiate compromise think win/win believe in the principle of abundance
32	4. Criticisms of Emotional Intelligence First Criticism: Implicit Quest for Pastoral Power and Social Control Second Criticism: Gender Issues: Discrimination Against Women
33	First Criticism: Implicit Quest for Pastoral Power and Social Control The individual is “seduced to police his or her emotions in the interest of neoliberal, globalized capitalism" (Boler, 1999, p. xxii)
34	First Criticism: Pastoral Power: Response Once you train people to look deeply within themselves, to become aware of their emotions, of who they are and why they are like that once you train people to understand their emotions, to question them >>
35	First Criticism: Pastoral Power: Response >>> you will be training them to use powerful cognitive skills that cannot just be shut off when the state desires so, or when the "pastor" so wishes.
36	Second Criticism: Gender Issues “Gender is powerfully ignored” (Boler, 1999, p. 62) Especially when it comes to showing empathy, which women are known to naturally do.
37	Second Criticism: Gender Issues: Response Here is the theory Here are the qualities that people in general need to have in order to be happy and successful => Each person works on improving the qualities they are lacking
38	Second Criticism: Gender Issues: Response I do not believe that EQ targets mainly men. It was coined by men, but both men and women have it and might need to improve it.
39	Second Criticism: Gender Issues: Response Men will take from this theory what they need in order to reach an ideal of behaving both rationally and emotionally so as not to be accused of insensitivity
40	"Women will also take from..." Women will also take from it what they need in order to reach an ideal of behaving both emotionally and rationally so as not to be accused anymore of being touchy-feely. >>> Win/Win Situation
41	5. On Incorporating EQ Skills in Teacher Education We all, teachers and students, have a different "emotional baggage" that we carry with us into the classroom
42	5. On Incorporating EQ Skills in Teacher Education This "emotional baggage" stems from our Backgrounds Culture Gender Race Social class, and All the events that characterize our lives.
43	5. On Incorporating EQ Skills in Teacher Education >>In order for teachers to be able to understand their students' emotional baggages, they need, first, to be aware of their own emotional baggage and understand it.
44	Incorporating EQ Skills in the Curriculum What is useful: Natural Emotional Teaching that comes with many of the liberal arts and with various value systems as well Courses directly focused on the topic should be approached cautiously (Mayer and Salovey, 1997, p. 19-20).
45	Incorporating EQ Skills in the Curriculum Literature Art programs Music Theater, etc. >> are all excellent grounds to teach Emotional Intelligence Skills
46	"EQ skills should be taught..." EQ skills should be taught exactly like academic skills “Sequentially As part of a comprehensive program To every child Every day Every year Using a present/model/practice/ apply/reward format” (Salovey & Sluyter, 1997, p. 34)
47	5. On Incorporating EQ Skills in Teacher Education School-based mentors who work with the pre-service trainee teachers can play a big role in helping those teachers improve their emotional intelligence (Hawkey, 2006)
48	5. On Incorporating EQ Skills in Teacher Education Risk of Wrongful Implementation The way EQ skills may need to be taught is through the study of the social and cultural contexts, steering away from teaching skills in individualistic conditions
49	5. On Incorporating EQ Skills in Teacher Education Risk of Wrongful Implementation It is utterly unacceptable to put the blame on the individuals because they do not have the right skills The way EQ should be implemented should actually be in harmony with EQ Teachers should be given appropriate training and follow-up in order not to fall into the behavioral modification trap
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51	Conclusion "No Man is Defeated Without until he is Defeated Within" -- Eleanor Roosevelt
52	Conclusion No teacher is defeated by education, or by his/her students, until he/she is defeated within, in his/her core. We might be able to prevent defeat by Incorporating Emotional Intelligence Skills in Teacher Preparation Programs
53	Conclusion Take our problem seriously Recognize how emotions shape our classroom interactions Brainstorm to come up with an excellent program that serves to incorporate EQ in teacher education sets the basis for the development of effective pedagogies of emotions that benefit both teacher and student
54	"DID YOU KNOW????" DID YOU KNOW???? “44% of all Long Term Disability claims by teachers are stress related. This is 3-4 times that of the general public One third of all teachers starting to teach today will leave the teaching profession within five years? Teaching is the 4th most stressful profession?” By Mike Moore- Ontario, Canada Co-coordinator of Education - Brant County Dept. Head - St. John’s College - Brantford Ontario http://www.motivationalplus.com/
55	Interesting… A first year teacher went to her principal very upset with the outrageous behavior of some of her students. They were making her life hellish. The principal listened and said, "Look, you're supposed to be a pro, so HANDLE IT." She left in tears.
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57	Some References Boler, M. (1999). Feeling power: Emotions and education. New York & London: Routledge. Britzman, D. (2009). The very thought of education: Psychoanalysis and the impossible professions. Albany: State University of New York Press. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books. Hawkey, K. (2006). Emotional intelligence and mentoring in preservice teacher education: a literature review. Mentoring & Tutoring, 14, 2, 137-147. doi:10.1080/13611260500493485 Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15, 197-215. Powell, L.C., & Barber, M.E. (2006). Savage inequalities indeed: Irrationality and urban school reform. In G. Boldt & P. Salvio (Eds.), Love's return: Psychoanalytic essays on childhood, teaching, and learning (pp. 33-60). New York: Routledge. Salovey, P. & Sluyter, D.J. (Eds.). (1997). Emotional development and emotional intelligence. New York: Basic Books. Salvio, P. (2006). On the vicissitudes of love and hate: Anne Sexton's pedagogy of loss and reparation. In G. Boldt & P. Salvio (Eds.), Love's return: Psychoanalytic essays on childhood, teaching, and learning (pp. 65-86). New York: Routledge. Silin, J. (2006). Reading, writing, and the wrath of my father. In G. Boldt & P. Salvio (Eds.), Love's return: Psychoanalytic essays on childhood, teaching, and learning (pp. 227-242). New York: Routledge. Taubman, P.M. (2006). I love them to death. In G. Boldt & P. Salvio (Eds.), Love's return: Psychoanalytic essays on childhood, teaching, and learning (pp. 19-32). New York: Routledge.
58	References They are all listed here: http://www.nadasisland.com/eq/