Presentation on theme: "In the age of uncertainty… ‘It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.’ Charles."— Presentation transcript:
In the age of uncertainty… ‘It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.’ Charles Darwin ‘EMOTIONAL INTELLIGENCE’ Jackie Beere
People will forget what you say, people will forget what you do but people will never forget how you made them feel.
Emotional Intelligence: adding real value to learning Objectives of the session: What does Emotional Intelligence look like in schools? What does Emotional Intelligence look like in schools? To understand how to develop E.I. in the young people we teach and why we need to To understand how to develop E.I. in the young people we teach and why we need to To consider the qualities and characteristics of emotionally intelligent school & classroom leadership To consider the qualities and characteristics of emotionally intelligent school & classroom leadership An outstanding, inspirational leader
SEAL (social and emotional aspects of learning) – ‘the most important thing to happen in education for 100 years’ Cambridge Assessment research found that EI was significant factor in value added outcomes. UICICCUCHabit
Neuroscience - the brain is an emotional organ Cerebral cortex - value driven and can only process what the limbic system lets in Cerebral cortex - value driven and can only process what the limbic system lets in Limbic system – gatekeeper - responds to what is emotionally meaningful/valued Limbic system – gatekeeper - responds to what is emotionally meaningful/valued Reptilian brain – basic survival - all that is left to us under stress Reptilian brain – basic survival - all that is left to us under stress
EVERY CHILD MATTERS SEAL is the glue…. ASSESSMENT FOR LEARNING PERSONALISED LEARNING SOCIAL AND EMOTIONAL ASPECTS OF LEARNING A NEW CURRICULUM TO ENGAGE LEARNERS Independent learning Tracking and monitoring for intervention Behaviour for learning Social cohesion Attendance/ inclusion Learning to learn The competency curriculum - PLTS SEAL Your vision, your ethos, your culture, your school Emotionally intelligent leadership Collaborative learning PLTS (personal learning and thinking skills)
EQ - a different kind of intelligence Self management Self management Self awareness Self awareness Persistence/resilience Persistence/resilience Deferred gratification Deferred gratification Mood control Mood control Stress management Stress management Empathy Empathy Optimism Optimism
Core skills- for students and staff Self awareness Self awareness Understanding and managing the emotions Understanding and managing the emotions Motivation Motivation Social skills Social skills Empathy Empathy
Self portrait Self assess Self assess Praise and advice Praise and advice Reflect and review Reflect and review
What is the impact? Staff, Students Leaders..\Jackies laptop\EQ\10 habits for success.ppt..\Jackies laptop\EQ\10 habits for success.ppt..\Jackies laptop\EQ\10 habits for success.ppt You are your habits What are yours?
What learning experiences will deliver these habits? Teaching Self assessment/peer assessment Facilitating/coaching Language for learning Active and interactive Student centred Group work – allow storming Reflection Creative focus Challenging Mistakes as learning experiences Vertical tutoring/teaching? Students talking CurriculumCollaborative?Co-designed? Strong social context? Cross curricular? Modular? Tentative? (Community of enquiry) Integrate the PLTs Team working Independent enquiry Self management Reflective learning Effective participation Creative thinking
A lesson that develop EQ... Music, laughter, fun for mood enhancement Music, laughter, fun for mood enhancement Metacognition/reflection to be clear about targets Metacognition/reflection to be clear about targets Re-inforcement of great habits – explicitly Re-inforcement of great habits – explicitly Self reflection for self awareness Self reflection for self awareness Peer support to enhance empathy Peer support to enhance empathy Challenge and frustration to enhance courage and practise deferred gratification Challenge and frustration to enhance courage and practise deferred gratification Install a belief that it can happen Install a belief that it can happen
How does EQ create great teachers? Self aware/self disciplined Self aware/self disciplined Takes feedback, takes responsibility Takes feedback, takes responsibility Learns from mistakes – resilient Learns from mistakes – resilient Creative – open to new ideas Creative – open to new ideas Reflective Reflective Curious about learning Curious about learning Uses variety, humour, novelty shamelessly Uses variety, humour, novelty shamelessly Persistent - knows they can cultivate intelligence Persistent - knows they can cultivate intelligence Self belief - they have a mission! Self belief - they have a mission! Easier to teach stuff than ways of thinking - Gardner
Students as leaders and independent learners Co-designing the learning Co-designing the learning Self differentiating, setting their own success criteria Self differentiating, setting their own success criteria Teaching and coaching each other Teaching and coaching each other Letting them take responsibility Letting them take responsibility Working harder and talking more (on task) than you do Working harder and talking more (on task) than you do Only babies need spoon feeding!
Do lots of DIRT Dedicated improvement and reflection time More meta- cognition
The perfect Ofsted lesson? Progress is at least good for different groups of students and exemplary for some students. Engagement with content and excited by tasks Resilience and independence demonstrated by students Focus on the quality of learning Students demonstrate excellent concentration and are rarely off task even for extended periods without adult direction Effective assessment used AS learning in a variety of ways Challenging activities create a commitment to succeed in all aspects of school life and the students ability to extend and improve their learning are exceptional. Technology, other adults, prior learning and other resources contribute to the learning progress of students.
How we are made to ‘feel’ by others is vital for health and happiness Emotions are contagious The leader has the strongest impact on the emotional climate Our leaders can hijack our emotional state very easily. Accountability fast-tracks to the emotional hard drive The limbic system - our emotional hard drive. Outstanding schools: Being valued, feeling part of the community, a sense of pride and belonging.
Creating the emotional climate Distributing power Distributing power Trust Trust Love Love Humour Humour Transparency Transparency Taking responsibility (all) Taking responsibility (all)
What EQ qualities do leaders need? Self Awareness Self Awareness Read emotions Read emotions Create rapport Create rapport Project positive emotions Project positive emotions Challenge and empower Challenge and empower What drives me? What holds me back? What makes me happy?