Presentation on theme: "Strategies for Creating Success in College and in Life"— Presentation transcript:
1Strategies for Creating Success in College and in Life On CourseStrategies for Creating Success in College and in LifeChapter 8Developing Emotional Intelligence
2CHOICES OF SUCCESSFUL STUDENTS DEVELOPING EMOTIONAL INTELLIGENCE
3REVIEW: COMPONENTS OF LOGICAL ARGUMENT Which component answers the question “Why?”Facts, data and stories are examples of which component?Which component includes opinions, beliefs or positions?ReasonsEvidenceConclusions
4REVIEW: TYPES OF LEARNERS What are the four learning preferences?ThinkingDoingFeelingInnovating
5REVIEW: DEVELOPING SELF-RESPECT What are two crucial choices that build up or tear down my self-respect?To live with integrity…or not.To keep commitments…or not.
6CASE STUDY IN CRITICAL THINKING AFTER MATH Decide which character in the story has the least emotional intelligence.Gather in groups with people who chose the same character as least emotionally intelligent and choose a spokesperson.Each group, provide your spokesperson with reasons and evidence that support your conclusion.Each spokesperson, use your best critical thinking skills to persuade others to leave their group and join yours.Consider allowing the students to remain in the groups and have them reach consensus on an answer to the "Diving Deeper" question.6
7CASE STUDY IN CRITICAL THINKING AFTER MATH DIVING DEEPER: Imagine that you have been asked to mentor the person whom you ranked number 5 (least emotionally intelligent). Other than recommending a counselor, how would you suggest that this person handle his or her upset in a more emotionally intelligent manner?Consider allowing the students to remain in the groups and have them reach consensus on an answer to the "Diving Deeper" question.7
8DEVELOPING EMOTIONAL INTELLIGENCE FOCUS QUESTIONSWhat is emotional intelligence?How can you experience the full range of natural human emotions and still stay on course to a rich, fulfilling life?Consider asking students to spend two minutes jotting down their initial answers to these questions.8
9FOUR COMPONENTS OF EMOTIONAL INTELLIGENCE EMOTIONAL SELF-AWARENESSKnowing your feelings in the moment.EMOTIONAL SELF-MANAGEMENTManaging strong feelings.SOCIAL AWARENESSEmpathizing accurately with other people’s emotions.RELATIONSHIP MANAGEMENTHandling emotions in relationships with skill and harmony.Create a memory device that helps you remember and understand these four components of EI.
10APPLYING THE CONCEPT EMOTIONAL SELF-AWARENESS EMOTIONAL Read each description; then decide which component of emotional intelligence is being demonstrated.EMOTIONALSELF-AWARENESSCandace notices that her breathing is accelerated, her chest feels tight and her jaw muscles are clenched and realizes her anger is escalating.Alex is furious after discovering that his roommate has eaten all of the snacks that Alex bought. Alex decides to take a long walk and think before confronting him about the situation.EMOTIONALSELF-MANAGEMENT
11RELATIONSHIP MANAGEMENT APPLYING THE CONCEPTHalalo’s friends come from very different backgrounds: one from New York city, two from St. Louis, one from a family farm in southern Missouri and one from a small town in eastern Oregon. Still, he can tell when each of them is upset about something.SOCIAL AWARENESSMikel knows that Annette flunked the same test on which Kerri scored a “95.” Instead of telling Annette she should have spent more time studying, he lets her vent her feelings about the test and the class. Later, he asks Annette if she would like to join his study team.RELATIONSHIP MANAGEMENT
12JOURNAL 28: WARM-UPWrite a list of as many emotions as you can think of. (4 minutes)Form groups of four and read your lists to each other. As you hear emotions that are not on your list, add them.One at a time, each person share the emotion that gives him/her the greatest challenge in managing. Group members, offer suggestions for how the person can better manage that emotion. (3 minutes each)
13ONE STUDENT'S STORY: Lindsey Beck Identify which component(s) of emotional intelligence got Lindsey off course.What new choice helped her get on course?What lesson from Lindsey’s story could you apply to your own life?
14FOCUS QUESTION REDUCING STRESS How can you soothe stressful feelings that make life unpleasant and threaten to get you off course?Consider asking students to spend two minutes jotting down their initial answer to this question.14
15STRESS: SYMPTOMSAs you read the symptoms appearing below, jot down each one that you are currently experiencing.high blood pressure muscle tensionheadaches backachesindigestion irritabilityulcers cold soreschronic constipation or diarrhea muscle spasmstics tremorssexual dysfunction fatigueinsomnia emotional upsetsAre there other symptoms in your life that may be caused by stress?On a scale of 1-10 (10 = high stress), what do you think is your present level of stress?
16SYMPTOMS OF STRESS From the following list, identify which emotion is most likely to get you off course:OVERWHELMANGER AND RESENTMENTFEAR AND ANXIETYSADNESS AND DEPRESSIONJOY AND HAPPINESS
17TRUTH IN CARTOONSWith a partner, examine “The Far Side” cartoon by Gary Larson in the section titled “Healthy Stress Reduction.” Discuss:What is funny about this cartoon?What truth is expressed in this cartoon?How could you apply this truth to improve your own life?
18JOURNAL ENTRY 29Pair up!Student A: Read your entire Journal Entry 29 to Student B.Student B: "What I hear you saying is...“ Then, "A question I have is...“Reverse roles and repeat Steps 2 and 3.Continue discussing what you have both learned about positive methods for reducing stress in your lives.
19ONE STUDENT'S STORY: Jaime Sanmiguel Jaime shares a common fear with many people: the fear of speaking in public.What helped Jaime choose to move past his fear and take a positive action?What fear of yours might interfere with achieving your desired outcomes and experiences?What lessons can you apply from Jaime's story to help you?
20CREATING FLOW FOCUS QUESTIONS What are you doing when you feel most happy to be alive—when you become so absorbed that time seems to disappear?How can you create more of these peak experiences in college and beyond?Consider asking students to spend two minutes jotting down their initial answers to these questions.20
21QUOTATIONSChoose your favorite quotation from the margins of the "Creating Flow" section.Form groups of three with other students who chose a different quotation.In your group, share the quotation you selected, what it means to you, and your reasons for choosing it.
22BECOMING AN ACTIVE LEARNER Skill + Challenge = BoredomSkill + Challenge = AnxietySkill + Challenge = FlowThis is an example of conveying meaning in a visual way. Translate the meaning into words.This activity forces non-visual thinkers to access a different area of the brain and develop a latent ability. It is a translation activity that should increase retention for all learners through collecting, organizing and rehearsing.Now look at the cartoon in the “Creating Flow” section (person reading a book). Translate the meaning of that visual element into words.22
23DEVELOPING EMOTIONAL INTELLIGENCE AT WORK Check the employment ads in your local paper.Find an ad that indicates that emotional intelligence (or another soft skill) is one of the requirements. (e.g., "must work well with others")Bring the ad to class and share it with a partner, identifying the required soft skill(s).Remember to provide time in the next class session for this if you decide to use this activity. An alternative is to bring employment ads to class for students to work with. After students discuss with a partner, consider having them share their ads with the entire class.23
24DEVELOPING EMOTIONAL INTELLIGENCE AT WORK On Course identifies five indicators for identifying instructors who create flow in their classrooms (see "College and Flow").Rewrite those indicators to help someone identify an employer or supervisor who would be likely to create flow in the workplace.Remember to provide time in the next class session for this if you decide to use this activity.24
25BELIEVING IN YOURSELF: DEVELOP SELF-LOVE FOCUS QUESTIONSHow much do you love yourself?What can you do to love yourself even more?Consider asking students to spend two minutes jotting down their initial answers to these questions.
26BELIEVING IN YOURSELF: DEVELOP SELF-LOVE Self-Care PlanNurture Yourself PhysicallyNurture Yourself MentallyNurture Yourself EmotionallyWhich of these is the area in which you need to work on most ?Form small groups with others who chose the same area and discuss the suggestions from the text.
27EMBRACING CHANGE: DO ONE THING DIFFERENT THIS WEEK Look at the list of nine beliefs and behaviors.Which of these choices is most likely to help you move closer to your desired outcomes and experiences?Write about your choice, using one or more of the 4E’s (examples, experiences, explanation, evidence).27
28WISE CHOICES IN COLLEGE: MANAGING MONEY Pair up and look at the chart in On Course showing level of education, median earnings and unemployment rate.Discuss:What educational degree raises your potential salary the most?What effect does education have on your likelihood of being employed?What other conclusions can you draw from the chart?What effect did examining this chart have on your motivation to continue college?Activity continued on next slide.
29WISE CHOICES IN COLLEGE: MANAGING MONEY Choose the strategy for "Increasing Money Flowing In“ that has the greatest chance of increasing your abundance.Join with one or two other students who made the same choice.Together, develop a Next Actions list to put the strategy into action.
30WISE CHOICES IN COLLEGE: MANAGING MONEY Choose the strategy for “Decreasing the Flow of Money Out“ that has the greatest chance of increasing your abundance.Join with one or two other students who made the same choice.Together, develop a Next Actions list to put the strategy into action.
31REVIEW & SUMMARYWhat are the three options or components of a self-care plan?Nurture Yourself PhysicallyNurture Yourself MentallyNurture Yourself Emotionally
32REVIEW & SUMMARY What are some of the physical symptoms of stress? high blood pressure muscle tensionheadaches backachesindigestion irritabilityulcers cold soreschronic constipation/diarrhea muscle spasmstics tremorssexual dysfunction fatigueemotional upsets insomnia
33REVIEW & SUMMARYWhat are the four components of emotional intelligence?Emotional Self-AwarenessEmotional Self-ManagementSocial AwarenessRelationship Management
34REVIEW & SUMMARYWhat are some of the positive benefits of developing emotional intelligence in the college setting?What are some of the positive benefits of developing emotional intelligence in the work setting?
35KEY CHOICES TO DEVELOPING EMOTIONAL INTELLIGENCE CreatingFlowReducingStressUnderstandingEmotionalIntelligence
36TICKET OUTWhat do you think will be the most rewarding aspect of developing Emotional Intelligence? Why?Have students show you their answers in their journals or have them write their responses on a small note card and hand those to you at the door.36