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DEVELOPINGEMOTIONAL INTELLIGENCEIN THE CLASSROOM

Readership: primary, secondary

Disruptive behaviour can seriously impede a studentsacademic progress. Don Jordan and Joanna LeMtais present some classroom strategies whichpromote emotional growth and appropriate socialskills to help reduce classroom disruption and improvestudent time on-task.

INTRODUCTIONAs teachers, our objective is to enhance theacademic and social progress of all students. Inorder to reduce classroom disruption and improvestudent time on-task, some teachers have adoptedbehaviour modification strategies such asassertive discipline (1). However, Golemancontends that focusing solely on academicdevelopment is not enough, because theinappropriate behaviour of particular students isoften due, in part, to a lack of emotionalintelligence (2). Therefore, unless emotionalgrowth and social skilling take place, studentspass from teacher to teacher ill-equipped to dealwith their problematic behaviour.

Goleman defines emotional intelligence as:

l knowing ones feelings and using them tomake good decisions in life;

l being able to manage moods and controlimpulses;

l being motivated and effectively overcomingsetbacks in working towards goals.

Emotional intelligence includes empathy,knowing what others are feeling, managingemotions in relation to others, and being able topersuade and lead others (3).

Gardner described these intelligences asintrapersonal and interpersonal, where

Intrapersonal intelligence ... is a capacity to forman accurate, veridical model of oneself and to beable to use that model to operate effectively inlife. Interpersonal intelligence is the ability tounderstand other people: what motivates them,how they work, how to work cooperatively withthem (4).

CLASSROOM EXAMPLES

MacMullin (1994) found that students social andemotional difficulties, and their inability to usesocially skilful ways to gain teacher support, canresult in low academic achievement (5). Duringour teaching careers, we have encounterednumerous students who provide clear examplesof the effect on learning of inadequatelydeveloped emotional intelligence. Despite havingacademic ability and sound literacy skills, theiracademic performance and classroom behaviournevertheless cause concern. They tend to display

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11problems with general organisation andpresentation of work, and classroom behaviourwhich interferes with the progress of otherstudents. In their relationships with adults, theyengage in arguments to justify their behaviour orto avoid complying with a request. Despite theirinadequate social skills, they may neverthelessexpress a strong need to be involved with othersand, in rare cases, a threat to send them out of theclass is sufficient to bring about an improvementin their behaviour. Accordingly, our preferredteaching style involves students conductingmuch of their work in structured cooperativegroups. It aims to minimise off-task behaviourin the short term and to promote students socialand emotional development skills in the longerterm (6).

In this article, we present an overview of theteaching strategies adopted by the first author,under three headings, and identify ways in whichthey contribute to the development of emotionalintelligence by:

u minimising disruptive behaviour by reducingconfrontation;

u maximising on-task behaviour;

u helping students develop social skills.

CONTEXT

The class used as the basis of this researchcomprises 26 students of mixed ability, aged1012 years. The school has a supportiveschool environment policy allowing students todevelop intellectually, physically, socially andemotionally in a supportive and considerateatmosphere. The curriculum is structured to allowfor individual abilities and strengths, so thatwithin the same topic, different needs are met andachievements recognised. Opportunities aregiven for students to organise their day, within aprescribed framework, and to allow them to workindividually or in groups, helping each other inthe activities being undertaken. The day-to-daylife in the classroom is intended to contribute tothe development of a range of social skills.

The underlying teaching philosophy is thateffective learning requires mutual trust betweenstudent and teacher, that students must feel freeto take risks in their learning and that this canbest be done in a supportive and friendlyclassroom.

REDUCING CONFRONTATION

Goleman points out that the physiology of thebrain means that learning and strong emotionscompete for space in the working memory (7).Thus the emotions aroused by confrontationinhibit the learning of those directly involved, aswell as disrupting the environment of otherlearners.

Three elements commonly give rise to classroomconfrontation between a teacher and difficultstudents. First, a lack of clarity about a teachersexpectations of student behaviour andperformance. Secondly, because such studentsoften lack both empathy and social skills, theymay misinterpret a teachers intentions, andnormal interactions may be perceived asconfrontational and stimulate an aggressiveresponse. Thirdly, a teacher may react to thestudents reputation rather than to the actual levelof disruption. Such a lack of empathy may itselfprovoke inappropriate behaviour on the part ofthe student.

The following strategies, used to promoteemotional growth and appropriate social skills,focus on three stages of teacher behaviour: settingthe framework for acceptable conduct,developing a non-confrontational style andresponding to any misbehaviour which occurs.

Setting the framework for acceptableconductAt the start of each school year, the class is guidedthrough an exploration of the students andteachers rights and responsibilities, as a preludeto establishing a clear framework of expectationsor rules of behaviour. Arising from the right tolearn/teach and to individual security and privacy,rules typically govern communication,movement around the classroom, and respect forothers work and property. This approachinvolves the students in taking responsibility forcreating and maintaining an effective learningenvironment.

Developing a non-confrontational styleA non-confrontational teaching style includes thefollowing characteristics:

n using a quiet and calm voice and avoidingfinger stabbing and prolonged eye contact ingeneral classroom interaction, thereby creatinga non-threatening environment;

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11n using low-level interventions and walking

around the classroom to maintain closeproximity to students. This effectively causessome to return to their task and enables theteacher to correct misbehaviour discreetly andprivately. In this way, the teacher models andreinforces the principles of the individualsright to privacy and respect for the learningenvironment.

n using humour and distraction, whereappropriate, to reduce the tension and helpstudents recognise the need to match theirconduct to the situation.

In these ways, the teacher demonstrates empathyand appropriate patterns of social interaction soas to promote these skills on the part of allstudents. As students learn these skills, theincidence of confrontation between them alsodiminishes.

Responding to any misbehaviour whichoccursResponses to misbehaviour which refer back toagreed expectations keep the focus of disapprovalon the behaviour rather than on the student.Strategies include:

n making a statement such as Thats aninteresting choice!, followed by a gentlereminder of the consequences of that choice.This is often sufficient to cause the student toreturn to task and places the responsibility forbehaviour where it belongs, with the student.Encouraging students to reflect on theconsequences of their actions for themselvesand others promotes the development of intra-and interpersonal intelligence;

n recognising that instant obedience is unlikely,and allowing time for students to respond,enables them to comply with the teachersrequests without losing face;

n refusing to engage in public arguments. Forexample, when a student calls out rather thanrequesting help in a more acceptable way, ateacher may tactically ignore the misbehaviourinstead of formally correcting it. When thiselicits secondary behaviour such as deep sighs,or remarks to others, such as Im not goingto do this, he wont even help you, the teachermay offer an opportunity for private discussionafter class or calmly repeat the direction andmove on to other students;

n providing an opportunity for the student tomove beyond the incident and re-establish apositive relationship. This reinforces his/herunderstanding that the behaviour, and not theindividual, is unacceptable.

MAXIMISING ON-TASK BEHAVIOUR

There is a high correlation between on-taskbehaviour and learning. Off-task behaviour oftenoccurs because students are not clear aboutlearning objectives, or because they are unableto maintain their motivation or assess their needfor, and effectively seek, help. The developmentof intrapersonal intelligence helps students takeresponsibility for their learning and thusmaximises class on-task behaviour.

Within the classroom culture outlined above,effective strategies include:

n helping individual students to clarify the taskin terms of specific, short-term goals withinthe overall objectives. These objectives mayinclude social as well as academic goals;

n identifying, with each student, examples ofhis/her work which meet the standard (worktemplates), to serve as a guide. Thisprocedure involves students in the (self-)evaluation process and develops theirintrapersonal skills;

n helping students assess their needs, in termsof equipment and external help, and agreeingon ways of meeting them. This is supportedby asking non-threatening questions (Anyproblems? Need any help?) as the teachermoves around the class, which also providesan opportunity for students to develop thesocial skills of asking for help;

n helping them develop an awareness of theirperformance in relation to agreed objectivesand expectations, for example, by looking atwork in progress and asking, How are yougetting on? What should you be doing next?Work rate can similarly be monitored bynoting the time in the margin next to thestudents work and checking back a shortwhile later;

n jointly reviewing the performance ofindividual students. This helps them developawareness of their achievements and strategiesfor building on their strengths and overcomingproblems.

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11Throughout, the focus is on helping students learnproactively rather than simply doing what theteacher wants.

DEVELOPING SOCIAL SKILLS INA COOPERATIVE ENVIRONMENT

Peer relationships can be viewed as the primarycontext for the social and emotional growth ofthe individual, because it is within theserelationships that students develop the conceptsof cooperation, mutual respect and interpersonalsensitivity, and experience companionship,intimacy and affection (8).

Difficult students often have strainedrelationships with peers and can be intimidating.The principal objective is to achieve a safe,effective learning environment, involving allstudents, because it is only within a social contextthat they can develop interpersonal skills. Thismay be achieved by:

n involving students in setting social as well asacademic expectations and targets, forindividual and group activities;

n making students aware of how their behaviouris perceived by others and how it affectsothers;

n helping students develop empathy andnegotiating skills, to resolve conflict andpromote their own and others learning;

n monitoring each students behaviour towardsothers, and their contribution to achievingcollective objectives in the case of group work;

n in the event of inappropriate social interaction,temporarily relocating individual students tosafeguard the overall learning environment.However, in these circumstances, it is apriority to make the student aware of thereason for his/her relocation, of its durationand of the behavioural changes required forre-entry into the group.

A teachers ability to deal with problems firmlybut with empathy reassures vulnerable students,whilst providing a model of acceptable, assertiveinteraction for the class as a whole.

CONCLUSION

As with academic achievement, interpersonal andintrapersonal intelligence can only be developedover time. Moreover, this article has not dealtwith the involvement of colleagues and parents/carers to develop coherence in expectations acrossthe classroom, the school and the home.However, in our experience, even if limited tothe classroom, a non-confrontational approach,which focuses on students emotional as well asacademic intelligence, has resulted in better task-and person-related behaviour. The more positiveinterpersonal relationships in the classroom havealso carried over into the playground and resultedin a more relaxed and productive environmentfor all.

Notes

Don Jordan has taught for 20 years, 13 of whichas an advanced skills teacher. He is currentlystudying for a Doctor of Science (EducationalComputing) degree with Curtin University ofTechnology in Western Australia and can becontacted at: 19 Lynden Road, Bonnet Hill,Taroona 7053, Tasmania, Australia.Fax:+61 362 298716.E-mail: donjordon@trump.net.au

Joanna Le Mtais is a former teacher andadministrator. She currently directs internationalresearch at the National Foundation forEducational Research in England and Wales andcan be contacted at NFER, The Mere, Upton Park,Slough, SL1 2DQ, UK.Fax: +44 753 531458.E-mail: j.lemetais@nfer.ac.uk

References

1. Assertive discipline techniques:

CANTER, L. (1976). Assertive Discipline. ATake-Charge Approach for Todays Educator.Los Angeles, Calif.: Canter Associates, Inc.

2. The importance of emotional intelligence:

GOLEMAN, D. (1996). Emotional Intelligence.London: Bloomsbury.

KESSLER, R. (2000). The Soul of Education.Helping Students Find Connection, Compassion,and Character at School. Alexandra, VA:Association for Supervision and CurriculumDevelopment.

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113. For more detail on emotional intelligence,

see:

ONEIL, J. (1996). Emotional intelligence: aconversation with Daniel Goleman, EducationalLeadership, 53, September, 611.

4. Definitions of intra- and interpersonalintelligences are from page 9 of:

GARDNER, H. (1993). Multiple Intelligences:The Theory in Practice. New York: Basic Books.

5. The link between poor social skills and lowacademic achievement:

MacMULLIN, C. (April 1994). The importanceof social skills. Paper presented at Rokeby PoliceAcademy, Tasmania.

6. Suggestions for promoting social anddevelopment skills:

GIBBS, J. (1995). Tribes. A New Way of Learningand Being Together. San Francisco, Calif.: CenterSource Systems LLC.

GRAVES, N. and GRAVES, T. (1990). A Part toPlay: Tips, Techniques and Tools for LearningCooperatively. Kuala Lumpur: Eleanor CurtainPublishing. SRM Production Services.

JOHNSON, D.W. and JOHNSON, R.T. (1990).Social skills for successful group work,Educational Leadership, 47, 4, 2933.

ROGERS, W. (1991). You know the Fair Rule.London: Longman.

SLAVIN, R. (1993). Cooperative Learning inOECD Countries: Research, Practice andPrevalence. Baltimore, Md.: Johns HopkinsUniversity: Center for Research on EffectiveSchooling for Disadvantaged Students.

7. The effect of the physiology of the brainon learning confrontation:

GOLEMAN, D. (1996). Emotional Intelligence.London: Bloomsbury.

8. The importance of peer relationships:

JORDAN, D. (1996). Social skilling throughcooperative learning: a complementary approachto behaviour management. Master of EducationalStudies thesis, University of Tasmania.

Copying permitted

This article is reprinted with permission from setNumber 1, 1999, published by the New ZealandCouncil for Educational Research and theAustralian Council for Educational Research.Copyright is held by NZCER and ACER, whogrant all people actively engaged in education theright to copy it in the interests of better teaching.Please acknowledge the source.