"Women Have Been"

Women Have Been

Accused of Being…

Not Dependable …

Touchy-Feely …

Too Emotional!

Emotions affect

our cognitive and moral perceptions

In order to:
Effectively
Deal with Emotions

>>>Incorporate<<<
Emotional Intelligence Skills
in Education

In this paper…

Emotions & Education as an Impossible Profession

Emotions in the Curriculum Theory Literature

In this paper…

What is Emotional Intelligence (EQ)?

Criticisms of Emotional Intelligence

In this paper…

How Can EQ Skills Be Incorporated in Teacher Education?

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

Educators have to

Strive to become aware of what their ego and their unconscious refuse to admit

=> this highly affects their teaching

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

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

"Taubman"

Taubman:

Teacher education needs to address the uncontrollable experience of “jouissance”

"=> 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

"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

"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

"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.

"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)

"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.

"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

"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).

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.

3. Emotional Intelligence (EQ)

“Rule Your Feelings, Lest Your Feelings Rule You”

(Publius Syrus, 1st Century BC)

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)

Self-Awareness

Just like metacognition, self-awareness involves cognition;

cognition of the way we feel versus

cognition of the way we think (metacognition)

Self-Awareness

Self-awareness allows us to

recognize feelings as they occur

realize what is behind them

realize what has caused them

Self-Management

Self-management involves

regulating our emotions after we have become aware of them

acting on them

changing them

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

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)

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

4. Criticisms of Emotional Intelligence

First Criticism:

Implicit Quest for Pastoral Power

and Social Control

Second Criticism:

Gender Issues:

Discrimination Against Women

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)

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

>>

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.

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.

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

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.

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

"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

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

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.

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.

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).

Incorporating EQ Skills in the Curriculum

Literature

Art programs

Music

Theater, etc.

>> are all excellent grounds to teach Emotional Intelligence Skills

"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)

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)

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

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

Slide 50

Conclusion

"No Man is Defeated Without until he is Defeated Within"

-- Eleanor Roosevelt

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

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

"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/

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.

Slide 56

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.

References

They are all listed here: http://www.nadasisland.com/eq/


	Women Have Been
	Accused of Being…

	Not Dependable …

	Touchy-Feely …

	Too Emotional!


	Emotions & Education as an Impossible Profession
	Emotions in the Curriculum Theory Literature


	What is Emotional Intelligence (EQ)?
	Criticisms of Emotional Intelligence


	Educators are required to:
	Reason about their thinking
	Try to explore their inhibitions, their suppressed thoughts, and their fears


	Strive to become aware of what their ego and their unconscious refuse to admit
	=> this highly affects their teaching


	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


	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


	Taubman:
	Teacher education needs to address the uncontrollable experience of “jouissance”


	=> understand the cases in which teachers can enjoy their own aggression towards their students in the name of a greater good


	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


	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


	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.


	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)


	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.


	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


	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).


	“Rule Your Feelings, Lest Your Feelings Rule You”

	(Publius Syrus, 1st Century BC)


	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)


	Just like metacognition, self-awareness involves cognition;
		cognition of the way we feel versus
		cognition of the way we think (metacognition)


	Self-awareness allows us to
	recognize feelings as they occur
	realize what is behind them
	realize what has caused them


	Self-management involves
	regulating our emotions after we have become aware of them
	acting on them
	changing them


	Self-motivation involves finding ways to motivate ourselves to
	think positively
	seek to overcome obstacles
	have clear goals and an optimistic can-do attitude


	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)


	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



	First Criticism:
	Implicit Quest for Pastoral Power
	and Social Control

	Second Criticism:
	Gender Issues:
	Discrimination Against Women



	The individual is “seduced to police his or her emotions in the interest of neoliberal, globalized capitalism"
	(Boler, 1999, p. xxii)


	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
	>>


	>>> 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.



	“Gender is powerfully ignored”
	(Boler, 1999, p. 62)

	Especially when it comes to showing empathy, which women are known to naturally do.



	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