Emotionally Intelligent School Leadership 2/23/16

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Emotional Intelligence

WEB: ei.yale.edu | ruler .yale.eduTWITTER:: @rulerapproach | FACEBOOK: the RULER approachAPP: moodmeterapp.com | INSPIRED: inspired.facebook.com

Oakland County

Marc A. Brackett, Ph.D.

Yale Center for Emotional

Intelligence MAYA ANGELOU

“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how

you made them feel.”

How are you feeling?

Emotions Matter

Emotions influence:

• Attention, memory, and learning

• Decision making and judgment

• Relationship quality

• Physical and mental health

• Academic and Life Success

Generating different emotions (spikes) is ideal for enhancing student engagement. Yellow and green emotions (waves) are ideal for creating a healthy school climate.

Emotions Influence Attention, Memory, and Learning

Brainstorming

School Climate

Proofing

Persuading Reflecting

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Emotions Influence Decision Making and Judgment

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3

4

5

Creativity Grade

Happy Sad

Teachers in happy versus sad mood conditions assigned different grades to the same essay.

85% did not believe their emotions had an impact.

Emotions Influence Relationship Quality

Emotions are signals about the status of our relationships• Happiness = I’m here for you • Anger = I might hurt you• Disdain = Your beneath me

Emotions enhance communication• Facial expressions and emotion language let others know your needs.

E.g., Sadness and Frustration = I need support

Emotions Influence Mental and Physical Health

Stress, anxiety, and depression can all lead to significant health problems:

• Weakened immune system• Colds • Weight gain or loss• Burnout, including emotional exhaustion• Head aches• Body/back pain• Stomach problems such as acid reflux• Sleep problems

Also, when we are stressed, anxious, or depressed we are less likely to take care of ourselves (e.g., we exercise less and have poorer eating habits)

• .

Emotions Influence Everyday Effectiveness

Emotional self-awareness and self-regulation are critical to creativity and productivity

• Dealing with difficult feedback• Managing disappointing outcomes• Overcoming fear• Managing failure

The more strategies we have the more successful we can be.

Yale Center for Emotional Intelligence

VisionTo use the power of emotional intelligence to create a more healthy, effective, and

compassionate society.

MissionTo conduct rigorous research and develop innovative educational approaches to empower

people of all ages with the emotional intelligence skills they need to succeed.

What is Emotional Intelligence?

“Emotional intelligence is the ability to monitor one’s own and others’ feelings, to discriminate among them, and to use this information to guide one’s thinking and action.”

-­Salovey & Mayer, 1990

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What is Emotional Intelligence?

The attitudes, knowledge, and skills associated with:

Recognizing Emotion

Identifying emotion in oneself and others by interpreting facial expressions, body language, vocal tones, and physiology

Understanding Emotion

Knowing the causes and consequences of emotions, including the influence of different emotions on thinking, learning, decisions, and behavior

Labeling Emotion

Having and using a sophisticated vocabulary to describe the full range of emotions

Expressing Emotion

Knowing how and when to express emotions with different people and in multiple contexts

Influences

• Individual differences

• Social norms (family/work)

• Culture

Regulating Emotion

The “thoughts” and “actions” we use to manage our own emotions and to help others manage their emotions

When you are stressed, what strategies do you tend to use?

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Thoughts Actions

p. 74Regulating Emotion Regulating Emotion

Ineffective Strategies• Procrastination• Ignoring the emotion or problem• Self-­blame

• Withdrawing• Rumination• Acting out• Poor eating habits • Drugs, alcohol, tobacco

Regulating Emotion

Thought Strategies • Reframing• Positive self-­talk• Mindfulness• Accepting the present• Visualization• Distraction

Action Strategies • Breathing• Spirituality• Physical activity• Constructive activities• Entertainment

• Avoiding/modifying situation• Social support• Problem solving• Seeking professional help

Students with Higher Emotional Intelligence:

Have less anxiety. Have less depression.

Are less aggressive and less likely to bully others.

Are less likely to abuse drugs, alcohol, and cigarettes.

Are more attentive and less hyperactive in school.

Perform better academically.

Have greater leadership skills.

Students with Higher Emotional Intelligence: Classrooms with Higher Emotional Intelligence:

Are more engaged in learning.

Demonstrate increased prosocial behavior .

Have better quality relationships with their teachers.

Perform better academically.

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Teachers with Higher Emotional Intelligence:

Report greater job satisfaction, less stress and have less burnout.

Are more positive about teaching. Receive more support from their pr incipals.

Leaders with Higher Emotional Intelligence

• Have greater sensitivity and empathy

• Are rated as more effective

• Receive higher performance ratings

• Create healthier school climates

RULER – an evidence-­based approach to SEL

How Emotional Intelligence Develops

WORKBOOK PAG E 16

ollaborative for

cademic,

ocial, and

motional

earning

ollaborative for

cademic,

ocial, and

motional

earning

SEL

Self-­awareness

Social awareness

Relationshi p skills

Responsible decision making

Self-­management

Form positiverelationships, work in teams, deal

effectively with conflict

Form positiverelationships, work in teams, deal

effectively with conflict

Make ethical, constructive choices about personal and social behavior

Manage emotions and behaviors to achieve one’s goals

Show understandin

g and empathy for others

Show understandin

g and empathy for others

Recognize one’s emotions, values, strengths, and limitations

What is Social and Emotional Learning?

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9%ilePositive attitudes

é9%ile Prosocial Behavior

ê9%ile Conduct Problems

é11%ile Academic

Achievement

10%ileEmotional Distress

Learning Environment

SE Skills Development

22% ileSocial and

Emotional Skills

RULER Theory of Change

WORKBOOK PAG E 26

Phase I: Anchors of Emotional Intelligence

WORKBOOK PAG E 22

The Mood MeterHow are you feeling?

As a class, we want to feel…

In order to have thesefeelings consistently,

we will…

We will prevent and manage conflict by…

Emotional Intelligence Charter Take a Meta–M ment Solve problems with

The Blueprint

© 2012 Ruler Group, LLC www.therulerapproach.org

Phase II Training (K-­8)

STEP 1: Personal Association

STEP 2: Academic Link

STEP 3: School-­Home Partnership

STEP 4: Creative Connection

STEP 5: Strategy-­Building Session

The Feeling Words Curriculum integrates emotion vocabulary into the existing academic curriculum:

WORKBOOK PAG E 23

Lessons focus on:• Mindset, v is ioning, goal setting, motivation,

well-­being, personality, creativ ity, and emotional intelligence

Course is taught using:• Interactive discussions• Skill-­building activ ities• Analysis of scientific , news, and video clips• Self-­assessments• Reflective practices

Phase II Training (9-­12)

Optimizing Intelligences is a two-­semester course where students explore the question “who am I?”

Effectiveness of RULER Training

• Are less anxious and depressed• Manage their emotions more effectively• Are better problem solvers• Have greater leadership skills • Experience fewer attention, learning,

and conduct problems

Classrooms:• Have enhanced emotional climates

• Have teachers who provide greater instructional support

Students:

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Inspired.facebook.com

The Emotional Intelligence Charter:Too many rules, not enough feelings

EMOTIONAL INTELLIGENCE CHARTER

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WS Boardman Elementary School PTA

We the members of the WS Boardman Elementary School Parent Teachers Association (PTA) work hard

every day to enhance the school life of our children. We work together as a team and hope that all of our

members feel welcomed, respected and appreciated as we fulfill our roles in the PTA.

In order to feel this way, we it is important that each one of us share necessary information so we can always be

informed about what is happening and be given responsibilities so that we feel empowered to fulfill our

job responsibilities. We should trust in each other's talents and work together with all constituents of our

school community.

In order to accomplish this, we will act as team players and always be considerate of each other's feelings. We

will welcome our members with a smile, be good listeners, and acknowledge each other's ideas with an open mind. We will show our appreciation with words as well as deeds. We will make every effort to honor

our responsibilities and fulfill whatever commitments we make to our organization.

Finally, we will lead by example and encourage all

members of our parent body to participate in our school wide events!

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EMOTIONAL INTELLIGENCE CHARTER The Mood Meter

Available on iTunes and Android

atmoodmeterapp.com

PROOFINGEDITINGSHOWINGEMPATHY

CREATIVEWRITINGBRAIN-­STORMING

JOURNALWRITINGBUILDINGCONSENSUS

PERSUASIVEWRITINGDEBATING

EI Tools Enhance Teacher Effectiveness

EI Tools Align with Common CoreThe Meta-­Moment

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VIKTOR E. FRANKL

“Between stimulus and response, there is a space. In that space lies our

freedom and power to choose our response. In our response lies our

growth and freedom.”

The Meta-­Moment

META-­MOMENTS

Practice, Practice, Practice

• Be deliberate;; have the desire to change;; look for opportunities;; and make daily goals

• Be the role model;; and realize that students and colleagues may not have the same agenda

• Give others the permission to alert you and get permission to alert others when a Meta-­Moment is necessary

• Know that becoming your best self is a process

BLUEPRINT

Building Empathy and Perspective Taking

Solve problems with

The Blueprint

© 2012 Ruler Group, LLC www.therulerapproach.org

Describe

RULER Skill Me Other Person

Recognize& Label

Understand

Express& Regulate

Reflect & Plan

How did I feel?

What causedmy feelings?

How did I expressand regulate myfeelings?

How did ____ express and regulate his/her feelings?

What happened?

What could I have done to handle the situation better? What can I do now?

How did ____ feel?

What caused ____’s feelings?

• Emotions Matter!

• Emotional Intelligence is a real intelligence that predicts important outcomes

• We can either neglect or nurture children’s and adults’ emotional intelligence (we know what happens when we neglect it).

• Teaching emotional intelligence can help us to create a more healthy, effective, and compassionate society.

THE OTHER SIDE OF THE REPORT CARD

THANK YOU