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E.Q. + I.Q.
Effective Learning / Teaching
A Presentation

Erum A. Jafri
Principal Hyderabad Schools
Introduction to EQ

What it Means to You

IQ (Intelligence
 IQ (Intelligence Quotient)
measurement of a person’s
intelligence that is calculated from
the results of special tests. It
measures the person’s cognitive
 Intelligence Quotient
 Inherited

 Upto 14 years
 7% influence
Emotion : In its most general definition, is
a neural impulse that moves on organism
to action, promoting automatic reactive
behaviour that has been adapted through
evolution as a survival mechanism to meet
a survival need. Examples are joy, anger,
fear, disgust, surprise and empathy
EQ (Emotional Intelligence)
EQ : The expression emotional intelligence or
EI indicates a kind of intelligence or skill that
involves the ability to perceive, assess and
positively influence one’s own and other
people’s emotions.
Emotional Quotient (EQ)
 Developed individually
 No age bar
 93% influence
IQ and technical skills
are important, but
emotional intelligence
is the sine qua non
IQ + EQ.
If IQ represents the intellectual raw material of
students success. EQ is the set of social – emotional
skill that enables intellect to turn in to action and as
expressed by Danial Goleman ‘accomplishment’
90/10 Principle

10% of life is made up of what

happens to you....

....90% of life is made up of your

reaction to whatever happens..!
Story time!
 Breakfast with
family. Running out
of time for work!

Daughter spills
coffee on your
Story time!
 You harshly scold
your daughter.

 She breaks down

into tears! 

 After scolding, you

criticize your
Story time!
 You rush upstairs
to change shirt.

 On coming back,
you find daughter
isn’t ready for
school as she has
been busy crying.

 Daughter misses
the school bus.
Story time!
 Spouse must leave
immediately for

 You rush to the car

to drive your
daughter to school.

 You are fined for

speeding up on the
Story time!
 Daughter reaches
school 15 minutes

 You arrive at work

20 minutes late.

 After arriving late,

you find you forgot
your briefcase at
Story time!
 Boss is angry.

 You look forward to

going home.

 On reaching home,
you find your
spouse and
daughter angry.
Causes of reaction

 Coffee?
 Daughter?
 Spouse?
 Policeman?
 YOU..???
Story time! – The other picture!
 Breakfast with
family. Running out
of time for work!

Daughter spills
coffee on your
Story time! – The other picture!
 You gently ask your
daughter to be more
careful next time.

 Your rush upstairs.

 After grabbing a new

shirt and your briefcase,
you come back down in
time to kiss your
daughter goodbye as she
leaves for the school bus.
Story time! – The other picture!
 Meanwhile, your
spouse has quickly
cleaned up the
spilled coffee from
the table.

 You then say bye

to your spouse as
she leaves for
Story time! – The other picture!
 After seeing them off,
you get into the car and
leave for your work.

 You arrive 5 mins early.

 Boss comments on how

punctual you always are,
and asks others to follow
your example.

 Difference is evident!

 2 scenarios:
Same starting.
Different ending.
Because of how YOU reacted!
Other real life implications…

 “Personal experience is the best


 The great birthday mess-up!

 Your experiences..??
Getting stuck in a traffic jam
 Common reactions:

• Do you lose your temper?

• Pound on the steering wheel?
• Do you curse yourself?
• Do you curse others?
• Does your blood pressure skyrocket?
• Do you try to bump them?
We cannot stop....
 The car from breaking

 The plane from arriving

late, thus messing up
your schedule for the

 The boss from firing us.

We can...
 Get the car fixed and
think of an alternative

 Relax, study your

surroundings. Call the
person who will receive
you to save him from the
inconvenience of waiting.

 Use your worrying energy

in trying to find another
Some useful statistics!

Millions of people
are suffering from
undeserved stress,
trials, problems
and heartache. We
must understand
and apply the
90/10 principle. It
can change our
The Impact of Emotional

 out-of-control emotions can make

smart people ineffective
Identify Core Characteristics of E.Q

a. Self awareness
b. Management and self-regulation of emotion
c. Self-motivation and performance
d. Empathy and perspective
e. Social skills
EQ in School
 No true academic and social skills without
emotional/social learning .
 School must address children’s social and emotional
 Adhere to group guidance, advising periods,
modifications for usual discipline systems .
 Classroom programs that allow time for group
problem solving and team building.
 All schools have the same type of Administration /
Program. It is only the social and emotional learning
component that would distinguish you from others.
“People in mental hospital are easy
to understand because they suffer from
extreme conditions. The mental health of
senior executives is much more subtle.”
Why educator must care about social
and emotional learning intelligence?
Reason 1. Academics learning and
performance are linked to social and
emotional skill development.
Reason 2. Social and emotional skills
are essential skills for citizenship in a
democracy – in classroom, school,
families, workplaces, teams and
Reason 3.

Promoting EQ + IQ is an essential
task for educational leaders and
Whereas cognitive intelligence
is fixed by about the age of fourteen,
emotional intelligence increases
with age.
 How well do I know my own feelings?
 How well do I know the feeling of my staff?
 Think of a recent problem in the school. How were
your feelings?
 How were your children feeling?
 How were others involved feeling?
 How much empathy do I have for the others, and how do I
express it to them?
 When was the last time I expressed empathy?
 Am I sure others are aware of my concern for them?
 Am I able to understand another’s point of view, even
during an argument?
Stress Management
 How do I cope with anger, anxiety and other stresses?
 Am I able to maintain self-control when stressed?
 How do I behave after a hard day?
 How often do I yell at others?
 When are my best and worst times, and do these vary on
different days?

 What goals do I have for achieving for

myself, my staff/my students?
 What plans do I have for achieving those
Social Behaviour
 How do I deal with everyday, interpersonal problem
 Do I really listen to others, especially by reflecting back to
people what they are saying.
 Do I approach social conflicts in a thoughtful manner?
 Do I consider alternatives before deciding on a course of

 Recognize and name one’s emotions.

 Understand the reasons for feelings as
one does at various times.
Management / Self-Regulation
of Emotion
 Verbalize and cope positively with anxiety, anger,
 Improve impulse control, and reduce aggression, self-
destructive, revengeful, antisocial behavior.
 Recognize strength in and positive feelings about self,
family, support network.
Self-Monitoring and
 Focus clearly on tasks at hand.
 Set short-and-long-term goals, modify performance in
light of feedback.
 Mobilize positive motivation in self and others.
 Activate hope and optimism in self and others.
 Work toward optimal performance states, flow, and
 Inverted U relationship between anxiety and performance
in self and others.
Empathy and Perspective
 Listen carefully and accurately.
 Increase empathy and sensitivity to others’ feelings.
 Understand others’ perspective, point of view and feeling.
 Develop feedback mechanisms to improve the use of skills
in everyday life.
Social Skills in Handling
 Manage emotions in relationship, harmonize.
 Express emotions effectively.
 Exercise assertiveness, leadership, persuasion, working as
part of a team / cooperative learning group.
 Show consistent sensitivity to social cues.
 Display everyday social decision-making and problem-
solving skills
 Respond constructively and in a problem-solving manner to
interpersonal and task obstacles.
Can Emotional Intelligence Be Learned
Time to exercise what we have
Get in groups and act out the situation
 First – Poor Emotional Intelligence
 Second – Ideal Emotional Intelligence
I do not want a new generation of
children with high intelligence quotient
and low caring quotients; with sharp
competitive edges and dull cooperative
instincts; with highly developed
computer skills but poorly developed
consciences; with gigantic commitment
to the big “I, “ but little sense of
responsibility to the bigger “we.”
“Marian Wright Edelman”
A winner…

Nick Vujicic
Nick Vujicic
Everyone wondered, If God is a God of
love, why would he let something like this
happen to anyone?

God had a
behind it…
Nick Vujicic

“One of the first

lessons I learnt
was never to
take things for
Nick Vujicic

In all things, God works for the best of those

who love him. (Quoted from Bible)
Nick Vujicic

Currently 22 yrs old

Bachelors in
Talks to and
students while using
personal example.
Nick Vujicic
Purpose in life:

– To become the best witness of God’s love

and hope.
– To become a motivational speaker, both at the
national and international level.
– To become financially independent by the age
of 25.
– To be interviewed at “Oprah Winfrey Show”.
– To write several best-selling books.
Nick Vujicic
Purpose 1: To become the best witness of
God’s love and hope.
Nick Vujicic
Purpose 2: To become a motivational
speaker, both at the national and international
Nick Vujicic
Purpose 3: To become financially
independent by the age of 25.
Nick Vujicic
Purpose 4: To be interviewed at “Oprah
Winfrey Show”.
Nick Vujicic
Purpose 5: To write several best-selling
Nick Vujicic
I believe that if you
have the desire and
passion to do
something; if it’s
God’s will, you will
achieve it in good
time. God is using
me just the way I am
and in ways others
can’t be used.

Daniel Goleman identified the five

'domains' of EQ as:
 Knowing your emotions.
 Managing your own emotions.
 Motivating yourself.
 Recognizing and understanding other people's emotions.
 Managing relationships, i.e. managing the emotions of
 We cannot solve our problems with
the same level of thinking that
created them." (Albert Einstein)