1. Emotional Intelligence for Education in the Borderlands Emotional Learning Systems COMMUNICATION IDEAS HumaNext Christi Cruz Lina De LaGarza-Dougerty Vicky Lu Rick Hammett Darwin Nelson Terry Olberg

2. Schedule & Discussion Items EI & Student Motivation EI & Self Esteem EI in Public Schools Defining Emotional Intelligence EI for College Success

3. Are people of equal IQ equally successful in life? Are people of equal IQ equally successful in life? What is Emotional Intelligence? Emotional Learning Systems COMMUNICATION IDEAS HumaNext

4. Are people of equal IQ equally successful in life? Are people of equal IQ equally successful in life? What is Emotional Intelligence? Perceive, appraise, and express emotion Access and generation feelings to facilitate cognition Understand affect-laden information... make use of emotional knowledge Regulate emotions to promote emotional & intellectual growth and well-being Salovey & Mayer (1990) Happiness & Self-actualization Bar-On (1997)

5. Defining EI for Education Nelson & Low (2003) Accurate knowledge and value of self Responsible behavior as a person of worth & dignity Variety of strong, healthy relationships Work well with others Productive reactions to demands & pressures of everyday life Are students of equal IQ equally successful in school? Are students of equal IQ equally successful in school? Emotional Learning Systems

6. EQ as Internal Dialogue Activating Event Emotional or Behavioral Response Beliefs Thoughts Values Change The tools that each of us develop in order to modify our patterns of response. The Emotional Learning System (ELS) provides a model for changing cognitive structures to improve the mediation of activating events and results in more appropriate emotional and behavioral responses. Cognitive Structures Emotional Learning Systems Source: Nelson & Low (2005). Doctoral Leadership Seminar

7. EI – Important Success Factor Emotional intelligence is the ability to think constructively and act wisely in emotional situations. EQ ≠ IQ Emotional Experiential Emotional Experiential Cognitive Academic Cognitive Academic Emotional Learning Systems

8. The Difference Between EQ & IQ COMMUNICATION IDEAS HumaNext

9. Reframing Experiences?

10. Connect The Dots Using Four Straight Lines

11. Using Three Straight Lines?

12. Good Morning Mary.... Event Mary did not say “Hello” Thought “Mary is Preoccupied” Emotion Puzzled about why Emotion Sympathy Warmth Behavior Maintains friendly, rewarding relationship with Mary Secondary Mental Reaction “Maybe something’s bother her” Thought “Mary is a snob” Emotion Anger Secondary Mental Reaction “Mary thinks she’s better than me I’ll show her what that feels like!” Behavior Develops antagonistic relationship with Mary Emotion Increase in anger Source: Seymour Epstein (1998). Constructive Thinking: The Key to Emotional Intelligence Destructive Sequence Constructive Sequence

13. In Summary Cognitive Mind Emotional Mind Appropriate Behavior Emotional intelligence is the ability to think constructively and act wisely! EQ

14. The Rio Bravo Association 17th Annual Meeting Ten Activities to Improve ESL Students' Self-esteem

15. Introduction Stephen Krashen’s theory of L2 acquisition- the fifth hypothesis, the Affective Filter hypothesis. Low motivation, low self-esteem, and debilitating anxiety can combine to raise the affective filter and form a mental block that prevents comprehensible input form being used for acquisition.

17. Build up L2 acquisition and self-esteem Strategies CALLA approach + Activities Interview Journal Design self-collage Ranking Traits Accentuate the positive Thumb Prints Create a “ Me ” Commercial Shared learning Write yourself a letter Drawing Self portrait

18. Conclusion A student enters school as a unique individual, molded by genes, environment, and a certain spark within himself. An increased awareness of how special that unique spark really makes him helps that student retain that quality. My goal as a teacher is not to produce cookie- cutter children but to nourish each student's individual soul. As an ancient Chinese proverb says: I hear …and I forget I see… and I remember I do…and I understand.

19. Emotional Intelligence In Public Schools Terry Olberg

20. Roles of the School Principal Instructional Leaders (IQ)Deal with Discipline (EI) Plan curriculum Work with testing program Analyze test data Hire staff Observe instruction Provide instructional help Order materials Meet with consultants Attend workshops Meet w/ parents—academic Special Ed. meetings/ARDS Budgeting "Management" of building "Be on duty" Resolve conflicts w/students Discipline referrals Meet w/parents—discipline Resolve conflicts w/teachers "Discipline" teachers 25%75%

21. Circles of Concern/Circle of Influence Circle of Influence Circle of Concern The 7 Habits of Highly Effective People —Steven R. Covey

22. Effects of Poor Decision-Making in School Effects of Poor Decision-Making in Schools and with School-Age Students –Poor grades –General disciplinary problems –Attendance problems –Poor relationships at school –Confrontations with authority figures –Substance abuse –Teenage pregnancy and/or marriage) –Joining gangs –Dropping out –Suicide

23. Hierarchy of Needs Abraham Maslow, 1943 Physiological Needs Safety & Security Entering into emotional states (at will) to achieve and be successful. Loving & Caring Self-Esteem Act- ualization Maslow’s

24. Implications for Schools for Developing Emotional Intelligence Become schools which –Provide for physiological needs (free lunch; health services) –Provide safe schools (bullying; unhealthy surroundings) –Provide a caring school (caring, empathetic teachers; counseling; contact with “safety net personnel; social activities) –Teach “character development” activities –Teach consequences of actions (good discipline)

25. They Don’t Care “They don’t care what you know Until they know you care.” Continuum of Teacher Caring: Kindergarten teachers love their students; High school teachers love their subjects; College teachers love themselves.

26. Generational Poverty Characteristics of generational poverty which affect education: –Low oral language tradition –Survival orientation; academics usually not prized or discussed –Importance of non-verbal communication –Negative orientation leads to belittling for mistakes –Discipline is about punishment, not change –Belief in fate; choice seldom considered –Polarized thought; options rarely considered –Time is present; there is no future –Lack of order and organization –Lives in the moment without consideration of future consequences –Are physically aggressive –Work based on liking a teacher –Don’t know courtesies –Dislike authority and rules Generational poverty is described as being in poverty for at least two generations. -- Ruby Payne, A Framework for Understanding Poverty (4th ed.), 1996 Bottom Line: Emotionally “unintelligent” behavior With poor decision-making a result

27. Addressing Generational Poverty With Emotional Intelligence Provide safe, caring environment Provide role models (personal or studied) Establish opportunities for positive relationships Provide mentors (school personnel or outsiders) Teach rules of “middle class” society Provide opportunities for oral language development (including discussion rather than action) Teach students to be organized Use discipline opportunities to help students change behavior (counseling rather than just punishment) Provide goal-setting activities, both short-term and long-term (as career path development)

28. Help build a positive out-of-school setting: –Work for positive parental involvement –Provide parent training –Help parents deal with problems (social worker and contacts with community services) –Educate parents toward future goals for kids (including ways to get to college) –Provide training for teachers on working with parents from poverty (sensitivity training, cultural training, communications skills) (As a MetLife study has shown that 20% of 1st -5th year teachers rank problems dealing with parents is their #1 problem; than percentage jumps to 40% for teachers in schools where more than 50% of students are from low-income families—and that will include students in generational poverty.) Addressing Generational Poverty With Emotional Intelligence (continued)

29. Emotional Intelligence & College Success Christi Cruz Strengthening Emotional Intelligence as the key to unlocking the door to student success

30. What is a Successful Student? Successful students (Nelson & Low 2003): –Are initiators –Are self motivators –Learn to control their impulses and delay gratification –Persevere and try to overcome personal difficulties –Effectively translate thought into action and do not procrastinate –Complete tasks –Willing to risk failure, accept responsibility, and reject self-pity –Independent and focused on meaningful goals –Balance their cognitive thinking with their emotional thinking –Self-confident and possess positive self-efficacy

31. South Texas Institutions: The At Risk Student Body Rural Students (35% of students from rural locations are poor) Working Students (39% of students work at least a part-time job while attending college) Minority Students (Hispanic population represents fastest growing racial/ethnic group) Unprepared Students (70% students attending community colleges enter unprepared) Low Socio-economic status (29% of students live in a household with an annual income below $20,000)

32. Consequential Need for Integration Evolving student body = increased diversity in the student body = lack of sense of belonging = lack of motivation to continue = increase number of students dropping out before completing degree

33. Creating Successful Students –Balance cognitive and emotional mind –Active listeners –Know and use their primary learning style –Utilize campus resources for improvement of reading and comprehension –Develop self-management (time-management) skills –Set personal goals (Drive Strength) –Organized, punctual, and dependable (Commitment Ethic and time Management) –Assertive with self, friends, and professors (Assertion)

34. Creating Successful Students cont –Effectively manage and express emotions (Stress Management) –Appreciate and value differences (Empathy and Positive Influence) –Focused on personal strengths (Self-Esteem) –Establish and maintain healthy relationships (Social Awareness and Decision Making) –Recognize and express emotions effectively (Anger and Anxiety Management) –Be flexible (Positive Change) Nelson & Low (2003) page 9.

35. Student Success Identifying and strengthening Emotional Intelligence skills is crucial not only to student success in the classroom but also in retaining the student through graduation.

36. Is E.I. Relevant to Education and Student Success? Vela, Robert H. (2003) Williams, Magdalena H. (2004)

37. Hispanic Students’ Academic Achievement Vela (2003) studied 760 first year college students from a South Texas university to determine the affects of emotional intelligence on the academic success (measured by first semester GPA, SAT scores, gender, and ethnicity) of college freshmen.

38. Hispanic Students’ Academic Achievement (continued) Nelson & Low’s ten emotional intelligence skills were used as predictors of academic success while the criterion was student GPA (See Table 4.20). Vela (2003) found time management, leadership, and commitment ethic, and stress management to be valid predictors of student GPA (accounting for 8% variance in student achievement-See Table 4.16)

39. E.I. Correlations with Student Success: GPA & Retention Williams (2004) found significant correlations between: – Drive Strength and Retention –Time Management and Retention –Commitment Ethic and Retention –Time Management and Student GPA –Commitment Ethic and Student GPA See tables 4.21 and 4.27

40. Impacting Student Success in High School Marky E. Smith (2004) used E.I. tools in her study of high school students. Why do students drop out of high school? –51% don’t like school –40% have failing grades –35% have poor student-to-teacher relationships and communication –31% inability to keep up with school work E.I. would impact each of these areas

41. Impacting Student Success in High School (continued) The study consisted of: –An experimental group, consisting of 20 students, who received treatment through a 10 week E.I. intervention program using Nelson and Low’s Personal Responsibility Map (PRM). –A control group, consisting of 20 students, who took pre/post tests but attended regular classes minus the E.I. intervention program

42. Impacting Student Success in High School (continued) Smith (2004) found Emotional Intelligence to significantly impact change, growth, improvement, and development in the experimental group of high school students.

43. Lack of preparedness leads to: Students Enrolled in Remediation Emotional Intelligence is a key factor in retaining developmental students and empowering them with the tools to succeed.

44. Developmental Students at a Glance and the associated E.I. Skill Destructive CharacteristicsCompensatory EI Skills Destructive Behavior Self-Esteem Negative Self Opinion Lack of Motivation Goal Setting, Time (Self) Management, Drive Strength Overwhelmed Poor Communication Assertion vs. Aggression Defensiveness Perception of Hostile EnvironmentDeference Fear of FailurePositive Change Orientation

45. Suggested Implementation Freshmen Orientation Course Implementation into a course specific course either as Supplemental Instruction (SI) or as a course component.

46. References Hurtado, S., & Carter, D. F. (1997, October). Effects of college transition and perception of the campus racial climate on Latino students' sense of belonging. Sociology of Education, 70, 324-345. Retrieved April 23, 2006, from JSTOR database. Nelson, D. B., & Low, G. R. (2003). Emotional Intelligence: Achieving academic and career excellence. Upper Saddle River, New Jersey: Pearson Education, Inc. Smith, M. E. (2004, July 2004). A mixed paradigm: Study of a transformational learning program for at-risk high school students (Doctoral dissertation, Texas A&M University-Kingsville, July 2004). Retrieved April 26, 2006, from http://education.tamuk/eiconf/research_page.htm http://education.tamuk/eiconf/research_page.htm Vela, R. H. (2003, December). The role of emotional intelligence in the academic achievement of first year college students (Doctoral dissertation, Texas A&M University- Kingsville, 2003). Retrieved April 20, 2006, from http://education.tamuk/eiconf/research_page.htm http://education.tamuk/eiconf/research_page.htm Williams, M. H. (2004, December 2004). Achievement and retention patterns in a predominantly Hispanic serving institution of higher education (Doctoral dissertation, Texas A&M University-Kingsville, December 2004). Retrieved March 20, 2006, from http://education.tamuk/eiconf/research_page.htm http://education.tamuk/eiconf/research_page.htm