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    DR Ben Palmer

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    This document discusses emotional intelligence and its importance in creating a high performance learning culture (HPLC) in schools. It explains that a higher ratio of positive to negative emotions leads to better student behavior and learning. The science of emotions shows how the emotion brain and thinking brain interact to influence decisions and behavior. The document then provides strategies for developing emotional intelligence in school leadership, teachers, students and parents to assess interactions and minimize negative ones. These include reflecting on emotions, understanding what triggers them, and techniques for proactive and reactive emotional management. It discusses a case study of an emotional intelligence program in Victorian schools that improved participants' capacities in building culture, self-awareness, and influencing others.

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    DR Ben Palmer

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    api-327445428
    229 views24 pages
    This document discusses emotional intelligence and its importance in creating a high performance learning culture (HPLC) in schools. It explains that a higher ratio of positive to negative emotions leads to better student behavior and learning. The science of emotions shows how the emotion brain and thinking brain interact to influence decisions and behavior. The document then provides strategies for developing emotional intelligence in school leadership, teachers, students and parents to assess interactions and minimize negative ones. These include reflecting on emotions, understanding what triggers them, and techniques for proactive and reactive emotional management. It discusses a case study of an emotional intelligence program in Victorian schools that improved participants' capacities in building culture, self-awareness, and influencing others.

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    This document discusses emotional intelligence and its importance in creating a high performance learning culture (HPLC) in schools. It explains that a higher ratio of positive to negative emotions leads to better student behavior and learning. The science of emotions shows how the emotion brain and thinking brain interact to influence decisions and behavior. The document then provides strategies for developing emotional intelligence in school leadership, teachers, students and parents to assess interactions and minimize negative ones. These include reflecting on emotions, understanding what triggers them, and techniques for proactive and reactive emotional management. It discusses a case study of an emotional intelligence program in Victorian schools that improved participants' capacities in building culture, self-awareness, and influencing others.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    229 views24 pages

    DR Ben Palmer

    Uploaded by

    api-327445428
    This document discusses emotional intelligence and its importance in creating a high performance learning culture (HPLC) in schools. It explains that a higher ratio of positive to negative emotions leads to better student behavior and learning. The science of emotions shows how the emotion brain and thinking brain interact to influence decisions and behavior. The document then provides strategies for developing emotional intelligence in school leadership, teachers, students and parents to assess interactions and minimize negative ones. These include reflecting on emotions, understanding what triggers them, and techniques for proactive and reactive emotional management. It discusses a case study of an emotional intelligence program in Victorian schools that improved participants' capacities in building culture, self-awareness, and influencing others.

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    The science of emotions and emotional intelligence

    How it underpins a High Performance Learning Culture


    Dr Ben Palmer, CEO Genos International

    The science of emotions


    Decisions

    Behaviour

    Performance

    The Science of Emotions


    Emotion Brain

    Satisfied
    Meaningful
    Valued
    Useful

    Thinking Brain

    Lateral
    Creative
    Engage

    Reward

    Decisions

    Threat

    Behaviour

    Event

    Concern
    Worry
    Frustration
    Stress

    Narrow
    Limit
    Disengage

    The ratio of +ve to ve emotions in a HPLC

    Positive

    Negative

    The higher this P/N ratio, the better the atmosphere of the classroom,
    the better the students behave, and the more they learn.
    Glenn Latham, Ed. D. Professor Emeritus of Education at Utah State
    University.

    How
    Develop emotional intelligence
    School leadership
    School teachers
    Students
    Assess and (where necessary), increase positive interactions
    and minimize negative ones, to achieve the preferred ratio.

    Emotional Intelligence
    Emotional intelligence is the capacity to
    Perceive
    Understand
    Express
    Reason with, and
    Manage emotions within oneself and others
    In the HLPC program you explored how to enhance and apply these
    skills in creating a High Performance Learning Culture in your
    school.

    Enhancing the skill of perceiving and


    understanding emotions
    1. Reflect, label and describe the way you feel
    I feel . because.

    2. Understand events that cause positive-negative emotions


    3. Examine the interaction between personality/values/beliefs
    and emotions

    SCARF
    S = Status

    C = Certainty
    A = Autonomy

    R = Relatedness
    F = Fairness

    Enhancing Self-Other Awareness


    Events

    Behaviour

    (e.g., being criticised by a peer at work)

    (e.g., being defensive)

    Values/beliefs

    Personality

    Feelings

    Thoughts

    Expressing How You Feel Effectively


    + Really important part of
    facilitating trust.

    + Trust amongst school


    leadership, staff, parents and
    students is a factor known to
    correlate with a High
    Performance Learning Culture
    which is why its a large part
    of the DET staff survey items.

    Authentic Conversations Model

    Enhancing Emotional Management


    1. Proactive techniques
    2. Reactive techniques
    3. Techniques for positively influencing the emotions and
    coping strategies of others

    Proactive Emotional Management


    Techniques That Build Resilience

    Creating the Space


    Emotional default

    event

    response
    Default

    event

    response
    Alternative

    the space

    Reactive Techniques and Strategies


    To reengage your thinking brain, when in the space, you
    can
    Label and define the way you feel
    Vent to neutral person who you trust
    Draft communications but dont send them
    Think about how youd typically respond, your
    default and what the alternative to that might
    actually look like
    Engage in the reappraisal technique
    Engage in proactive strategies

    Positive Influence Via Coaching


    Step 1

    Evidence
    Step 2

    Alternatives
    Step 3
    Actions

    What happened?
    How are you feeling about it?
    What are you thinking about doing?
    What outcome would you like?
    How else could this be viewed?
    What might others say?
    What alternative ways of responding to this are there?
    What opportunities might this situation provide?
    What feels like the best way to respond?
    What will you do?
    What support do you need?

    How
    Develop emotional intelligence
    School leadership
    School teachers
    Students
    Parents
    Assess and (where necessary), increase positive interactions
    and minimize negative ones, to achieve the preferred ratio.

    How to assess and develop the ratio


    1. General discussions around a model (SCARF or the
    system, symbols, activities of the school)

    2. Self-reflection/assessment (24hour emotions


    activity)
    3. Observer based assessment and feedback

    How Current Reality


    Teacher interactions with students
    What behaviours produce +ve emotions?
    Non-contingent attention (greetings, smiles, asking for input,
    inquiring about hobbies/interests)
    Contingent attention (praise for effort, acknowledgement of
    character strengths, gratitude for good behaviour)

    What behaviours produce -ve emotions?


    Criticizing (behaviour/performance)
    Pointing out mistakes, reprimanding
    Sarcasm, frowning, eye rolling or other nonverbal displays of
    disapproval

    Common barriers to achieving the ratio


    Too much effort
    Difficult students
    Friend vs Teacher

    Victorian schools case study


    Time 1
    Assessment

    IGNITE

    EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM


    THE SCIENCE OF EMOTIONAL INTELLIGENCE

    Time 2
    Assessment

    IGNITE

    EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM


    INSIGHT AND FEEDBACK

    IGNITE

    EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM


    SELF-OTHER AWARENESS

    IGNITE

    EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM


    AUTHENTICITY

    IGNITE

    EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM


    LEADER MODULE 5
    MANAGING EMOTIONS

    IGNITE

    EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM


    SUSTAINING THE DEVELOPMENT

    5%

    School - Accomplished Teacher

    11%
    37%

    5%

    School - Expert Teacher


    School - Leading Teacher

    School - Professional
    Development Coordinator

    21%

    School - Teacher
    21%

    School - Teaching and Learning


    Coach

    Victoria Schools Case Study

    Victorian Schools Case Study

    Participating in this program has improved


    my capacity to influence, motivate and
    inspire others
    Participating in this program has improved
    my capacity to build a positive school
    climate and culture

    Participating in this program has improved


    my self-awareness and understanding of
    the impact of my behaviour within my
    school

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