Emotional Intelligence is very important concept. It is very important to learn the emotions management and to use emotions to assist reasoning. We believe emotional intelligence includes the abilities to identify emotions accurately in ourselves and in other people, and use emotions to facilitate cognitive activities and motivate adaptive behaviour.
Emotionally intelligent individuals can repair their negative moods and emotions, and maintain positive moods and emotions when appropriate. This regulatory process comprises several steps.
- Believe that they can modify their emotions.
- monitor their moods and emotional states accurately.
- identify and discriminate those moods and emotions in need of regulation.
- employ strategies of alleviating negative feelings or maintaining positive feelings.
- assess the effectiveness of those strategies.
EMOTIONS AND EMOTIONAL INTELLIGENCE FOR EDUCATORS
Emotional intelligence can be seen as complementing traditional analytical intelligence. For instance, the ability to use emotions to motivate ourselves seems to be a highly important skill – if students are not motivated to solve a problem, they cannot even begin to apply their analytical abilities.
Also, emotional intelligence offers another way of optimising intelligence: by honing emotional skills learners can adapt even more efficiently to their environment, becoming better at solving inter- and intrapersonal problems rather than mere analytical problems.
For instance, not letting our anger get the better of us, or understanding how we make others feel, are skills critical to social problem-solving. Emotional intelligence appears to enhance the experience of school for learners.Teachers can also benefit from these competencies. Anyone doubting that emotional skills are necessary to being a good teacher most likely has not had experience in a classroom. Perhaps this is why educators around the world have shown a great deal of enthusiasm for emotional intelligence.
The abilities that comprise emotional intelligence – recognising the emotions of others, understanding emotional knowledge,using emotions to think clearly and creatively, and regulating emotions in ourselves and in others – are the very interpersonal skills that characterise excellent teaching. By optimising their own emotional intelligence, educators can be more effective inside and outside of the classroom.
As an example of how emotional intelligence can contribute to excellence in teaching, consider our ability to recognise individual differences in the emotional expressions of students. A teacher possessing this ability
will be able to tailor feedback and criticism to the needs of the student. Students who are more confident and resilient, for instance, may be better suited to receiving critical feedback and have little need for buffering. This
type of feedback may challenge them and stimulate their intellectual development. Students prone to negative feelings and a lack of confidence in the scholastic domain, by contrast, may need their feedback to be tempered with praise.
Evidently, educators who are able to make this distinction and read the emotions of their students will have greater success in meeting the diverse needs of the classroom. Educators with well-honed skills on all four branches of emotional intelligence may be less likely to suffer the consequences of burn-out and can be especially effective in addressing the needs of their students.