Emotional Intelligence Sample Clauses

Emotional Intelligence. To act in a congruent way with our promise a leader at Penrhos should strive to be Emotionally Intelligent in order to more fully realise the remaining Leadership Principles. Emotionally Intelligent leadership must become a focus of our recruitment, development, performance and feedback. The Emotionally Intelligent Leader checks themselves against the “EI” Inventory: Intrapersonal Skills Stress Management o Self regard, self respect, self confidence o Stress tolerance o Emotional self awareness o Impulse control o Assertiveness o Independence Adaptability o Self actualisation o Reality Testing o Flexibility Interpersonal Skills o Problem solving o Empathy (caring, nice, compassionate) o Social responsibility General Mood o Interpersonal skills o Optimism In addition to trying to be more Emotionally Intelligent, a leader at Penrhos endeavours to be: A Strategic and Visionary Thinker: The Penrhos leader has a high level view of the unique and significant value that should be created by the College (and teams within the College) in order to meet the increasing demands of the environment, and is able to think “beyond the boundaries” in order to come up with or understand the picture of the future for the College in relation to these challenges. They are able to take the role of change agent when the picture of the future requires change and they have the capacity to navigate the way through significant change while bringing others along. Successful Communication: The Penrhos leader is a balanced communicator who seeks first to understand others before making themselves understood. They use communication to develop ideas and potential and they recognise the importance of making time for effective and open communication. They understand the difference between influence and negotiation and attempt to ensure that all communication realises the dual outcomes of sharing information (with understanding) and enhancing relationships. A Goal Oriented Achiever (and sensible Risk Taker): The Penrhos leader sets worthwhile goals and articulates high expectations of performance. They delegate (responsibly) to appropriate people and encourage them to take reasonable risks in order to deliver on these goals. They understand risk as a precursor to success and recognise that risk sometimes results in mistakes that, if genuinely made, represent a genuine opportunity to find improvement. However, this acceptance of risk is not taken irresponsibly. The leader takes only those risk...
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Emotional Intelligence. We have intentionally woven into the culture at ZRES a focus on developing our learning community’s emotional intelligence. Emotional intelligence is a combination of self-awareness, self-management, social awareness, and relationship management. At the core of emotional intelligence is the goal of self-acceptance and understanding that everyone, children and adults, are capable of change. We want to cultivate a learning community that promotes a growth mindset— anything and anyone can change. We do this by focusing on LEADERSHIP & ADVOCACY. We want our students to lead in their communities and advocate for: These are the leadership habits we hope to help students develop while at ZR. Our vision is for students to show compassion and be courageous enough to communicate on behalf of themselves and those in need of their help. We want students to have the confidence to collaborate with their peers. We hope to encourage students to be courteous and show kindness as a habit. We know these are characteristics parents already teach at home and we hope to partner with you so that your student can find the leader within themselves. To report an absence you may do any of the following: ● Call the school office and report the absence at 000-000-0000 if your child is absent. ● Email the school office at xxxxxxxxxxxxx@xxxxx.xxx ● Send a note, talking point, message via synergy, dojo, etc. to your child’s teacher Students with absolute Perfect Attendance are honored at assemblies. These are students who have not been absent, late, or excused early from school.
Emotional Intelligence. Another important finding was that, no matter how knowledgeable a teacher is, teachers must read and understand learners' reactions, emotions, what they say and what is happening in the class to assess and predict different issues. Most of the participants stated that emotionally intelligent teachers demonstrate respect for their students, establish and regulate a positive atmosphere in the classroom that encourages student learning and develop skills to become more successful: Teachers don't have to exercise something called favoritism in their lessons. They have to treat everyone equally. Regardless of students' qualities or their parents' status, you have to address all students equally. If they are always treated equally, this will pass from the teacher to the students. (P5) Patience is also essential while working with primary school students. A younger group of children may be more challenging to handle, and the correct strategy to deal with the problem is to exercise patience and friendliness. (P8) Participants also added that qualities such as patience, empathy, justice, and honesty are elements of an emotionally intelligent teacher. Another element of teacher professionalism is the ability to express thoughts and ideas. As two participants shared, teachers demonstrate their professionalism through the types of communications they have with the people they work with and whom they do their work for. A teacher’s job places them in very different relationships with students, their parents, and colleagues. Thus, knowing how to act in each of them demonstrates genuine professionalism. Teachers have lots of paperwork such as writing reports and designing assignments for students. They also communicate via emails and messages. They participate in educational conferences. I think it is important for teachers to express their thoughts and ideas coherently. (P9) Ninety percent of a teacher's working time is spent communicating with other people, so it is critical to express your thoughts clearly and accurately and convey your point of view to the person. (P10) More experienced teachers stated that teachers are constantly faced with the responsibility of informing parents that their children require extra assistance with their homework. For example, a student may be misbehaving, and this information must be sent to the parents. Delivering this information clearly and constructively is essential to being a good communicator. While analyzing the answers regardi...
Emotional Intelligence. However, when asked, the respondents indicated this as one of the main characteristics of professional teachers. This is a relatively new term in domestic pedagogy in Kazakhstan, and therefore the respondents associated it with teachers’ behavior in class/and their reaction toward students’ emotions, needs, and worries. Interestingly, one respondent raised an issue of “favoritism” towards certain students because of their parent's social status, family relationships, or students' academic capabilities. The participant is specific that equal treatment that every teacher sets in class will positively impact the atmosphere in class and students’ academic success. Another respondent raised attention to teachers’ patience, especially when working with primary school students. It is true that children of younger ages need more care and patience, although teachers of all school divisions must possess the above-listed qualities. This factor perfectly matches with Xxxxx (2012), in his study he stated that there is a positive correlation between the emotional intelligence of a teacher and teacher job satisfaction. In addition, Xxxxxx and Xxxxx (2021) pointed out that possession of such qualities as emotional intelligence may undoubtedly impact teacher performance in the classroom. They also emphasized that this characteristic has an influence on learners’ motivation. Consequently, learners’ motivation is one of the significant factors that must be improved and cultivated since it will ultimately accomplish learning results.
Emotional Intelligence. This section will first explore the effect of emotional intelligence on students‟ learning processes and further employment prospects. Then, the studies focused on the effect of students‟ gender, age, and language of instruction on students‟ level of emotional intelligence will be reviewed. 2.2.1. The benefits of emotional intelligence
Emotional Intelligence. In the previous section, descriptive and inferential analyses of teacher-student relationships have been demonstrated. In this part, I will present a descriptive analysis of the data related to students‟ level of emotional intelligence. In addition to that, the descriptive analysis of students‟ emotional intelligence will be broken up by students‟ gender, age, and language of instruction.
Emotional Intelligence. Example is not the main thing in influencing others, it is the only thing. ~Xxxxxx Xxxxxxxxxx
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Emotional Intelligence ability to identify, assess and manage oneself and the impact of actions on others, to appreciate difference and to build confident professional relationships with team members to enable effective performance management processes.
Emotional Intelligence. We have intentionally woven into the culture at ZRES a focus on developing our learning community’s emotional intelligence. Emotional intelligence is a combination of self-awareness, self-management, social awareness, and relationship management. At the core of emotional intelligence is the goal of self-acceptance and understanding that everyone, children and adults, are capable of change. We want to cultivate a learning community that promotes a growth mindset— anything and anyone can change. We do this by focusing on LEADERSHIP & ADVOCACY. We want our students to lead in their communities and advocate for: These are the leadership habits we hope to help students develop while at ZR. Our vision is for students to show compassion and be courageous enough to communicate on behalf of themselves and those in need of their help. We want students to have the confidence to collaborate with their peers. We hope to encourage students to be courteous and show kindness as a habit. We know these are characteristics parents already teach at home and we hope to partner with you so that your student can find the leader within themselves. To report an absence you may do any of the following: ● Call the school office and report the absence at 000-000-0000 if your child is absent. ● Email the school office at xxxxxxxxxxxxx@xxxxx.xxx ● Send a note, talking point, message via synergy, dojo, etc. to your child’s teacher Students with absolute Perfect Attendance are honored at assemblies. These are students who have not been absent, late, or excused early from school. 1-6 grade students are honored at trimester assemblies. Teachers have established grading guidelines as a team. Appeals related to grades must be done in writing and include specific information related to the concern. Xxxxxxx Ranch is establishing a pathway for a smooth transition to middle school. With that in mind, students in grades 4-6 must turn in all assignments on time. Some teachers may choose to give students half credit for late assignments. Please check with your child’s teacher. Teachers will provide additional information on grading at their Grade Level Orientation Meetings. STATE MANDATED GUIDELINES FOR ADMINISTRATION OF MEDICATION FOR PUPILS Procedures for administration of medications at school are listed in the Education Code 49423; it sets forth procedures which must be followed if school staff are to accept the responsibility for administration of medication: Notwithstanding the provision of S...

Related to Emotional Intelligence

  • Assault Any case of assault upon a bargaining unit member by a student shall be promptly reported to the Board or its designated representative. The Board shall render all reasonable assistance to the bargaining unit member in connection with handling of the incident by law enforcement and judicial authorities. To the extent permitted by law, a teacher assaulted by a student shall upon request be advised of any disciplinary action taken against the student.

  • Assault Leave 1. An employee of Alliance City Schools who, without fault, must be absent due to physical disability resulting from an assault which occurs in the course of Board employment while on duty on school grounds during school hours or where required to be in attendance at a school sponsored function shall, after using all or three (3) days of accumulated and unused sick leave, whichever is less, be eligible for assault leave. [When an employee has no accumulated sick leave, three days of sick leave will be advanced.] Assault leave shall be granted for the period of physical disability not to exceed one-hundred eighty (180) school days upon the member's delivering to the Superintendent a signed statement indicating the nature of the injury, the date of its occurrence, the identity of the individual(s) causing the assault and the facts surrounding the assault. If medical attention is required, the member shall supply a certificate from a licensed physician stating the nature of the disability and its anticipated duration. 2. Full payment for assault leave, less Worker's Compensation, shall not exceed the member's per diem rate of pay exclusive of supplementary pay and will not be approved for payment unless and until the statement and certificate, as provided above, are submitted to the Superintendent. Falsification of either the signed statement or a physician's certificate is grounds for suspension or termination of employment under Section 3319.16 of the Ohio Revised Code. 3. Where the member exhausts his/her assault leave, he/she may use sick leave for the period of physical disability. If sick leave and the assault leave provided for herein become exhausted, the member may apply for further assault leave. Whether such additional assault leave is granted shall be determined solely by the Board in its discretion. Where the assaulted member becomes eligible for benefits under the State Teachers' Retirement System because of any disability or because of age or where the member's employment by the Board ceases for any reason whatsoever, this leave provision shall no longer apply and any assault leave payments shall automatically terminate.

  • No General Solicitation or Advertising in Regard to this Transaction Neither the Company nor any of its affiliates nor any person acting on its or their behalf (a) has conducted or will conduct any general solicitation (as that term is used in Rule 502(c) of Regulation D) or general advertising with respect to any of the Shares, or (b) made any offers or sales of any security or solicited any offers to buy any security under any circumstances that would require registration of the Common Stock under the Securities Act.

  • Behaviour No obscene or insulting language or disorderly behaviour shall be permitted. This includes any form of entertainment that may be considered lewd or inappropriate for a public place or that may offend or cause embarrassment to others.

  • Sexual and Personal Harassment The Employer shall provide and the Union and Employees shall support a workplace free from personal or sexual harassment and any other harassment based on the protected characteristics set out in Article 2.

  • Investigation of Accidents The Occupational Health and Safety Committees, as provided in Clause 22.2, shall be notified of each accident or injury and shall investigate and report to the Union and Employer on the nature and cause of the accident or injury. In the event of a fatality the Employer shall immediately notify the President of the nature and circumstances of the accident.

  • Personal Illness Employees may use accumulated sick leave for hours off due to personal illness. The employee may be required to furnish a medical certificate from a qualified physician as evidence of illness or physical disability in order to qualify for paid sick leave as per District practice. Accumulated sick leave may also be granted for such time as is actually necessary for office visits to a doctor, dentist, optometrist, etc.

  • PROFESSIONAL AUTONOMY 1. Teachers shall, within the bounds of the prescribed curriculum, and consistent with effective educational practice and the Evaluation Criteria, Local Appendix A, have individual professional autonomy in determining the methods of instruction, and the planning and presentation of course materials in the classes of pupils to which they are assigned.

  • Reporting of Abuse, Neglect, or Exploitation Consistent with provisions of 33 V.S.A. §4913(a) and §6903, Party and any of its agents or employees who, in the performance of services connected with this agreement, (a) is a caregiver or has any other contact with clients and (b) has reasonable cause to believe that a child or vulnerable adult has been abused or neglected as defined in Chapter 49 or abused, neglected, or exploited as defined in Chapter 69 of Title 33 V.S.A. shall: as to children, make a report containing the information required by 33 V.S.A. §4914 to the Commissioner of the Department for Children and Families within 24 hours; or, as to a vulnerable adult, make a report containing the information required by 33 V.S.A. §6904 to the Division of Licensing and Protection at the Department of Disabilities, Aging, and Independent Living within 48 hours. Party will ensure that its agents or employees receive training on the reporting of abuse or neglect to children and abuse, neglect or exploitation of vulnerable adults.

  • PSYCHOLOGICAL SERVICES Psychotherapy is not easily described in general statements. It varies depending on the personalities of the psychologist and patient, and the particular problems you hope to address. There are many different methods I may use to deal with those problems. Psychotherapy is not like a medical doctor visit. Instead, it calls for a very active effort on your part. In order for the therapy to be most successful, you will have to work on things we talk about both during our sessions and at home. Psychotherapy can have benefits and risks. Because therapy often involves discussing unpleasant aspects of your life, you may experience uncomfortable feelings like sadness, guilt, anger, frustration, loneliness, and helplessness. When treating insomnia specifically, therapy might cause you to experience increased sleepiness and fatigue, especially in the early phases of treatment. On the other hand, psychotherapy has also been shown to have benefits for people who go through it. Therapy often leads to better relationships, solutions to specific problems, significant reductions in feelings of distress, improved sleep, and less fatigue. But there are no guarantees as to what you will experience. Our first session will involve an evaluation of your needs. By the end of the evaluation, I will be able to offer you some first impressions of what our work will include and a treatment plan to follow, if you decide to continue with me for therapy. You should evaluate this information along with your own opinions about whether you feel comfortable working with me. At the end of the evaluation, I will notify you if I believe that I am not the right therapist for you and if so, I will give you referrals to other practitioners who I believe are better suited to help you. Therapy involves a large commitment of time, money, and energy, so you should be very careful about the therapist you select. If you have questions about my procedures, we should discuss them whenever they arise. If your doubts persist, I will be happy to help you set up a meeting with another mental health professional for a second opinion. Please note that the psychological services I provide are not for emergency situations. For emergencies, call 911 or go to the nearest emergency room. My fee is $395 for an initial evaluation lasting 90 minutes, and $250 for each subsequent psychotherapy session (either in-person or over the telephone) lasting 45 minutes. I charge this same $250 per 45-minutes rate for other professional services you may need, though I will prorate the cost if I work for periods of less than 45 minutes in increments of 15 minutes, rounded to the nearest 15-minute increment (e.g., 22 minutes of service will be charged for 15 minutes whereas 23 minutes of service will be charged for 30 minutes). Other professional services include telephone conversations or email responses lasting longer than 15 minutes, and the time spent performing any other service you may request of me. If you become involved in legal proceedings that require my participation, you will be expected to pay for any professional time I spend on your legal matter, even if the request comes from another party, at the same $250 per 45-minutes rate. I do not charge for time spent writing reports and progress notes as per the standard routine of my care of you. I also do not charge for any time I may spend collaborating with your other providers. From time to time, I may institute fee increases and these will be discussed and agreed upon ahead of time with a new Treatment Contract. If it has been more than one year since our last appointment, then you will re-initiate services at my current standard fee which may be higher than the fee you were previously paying. In addition, if it has been more than one year since our last appointment, you will be scheduled for another initial evaluation (90 minutes) and charged accordingly, with subsequent 45-minute psychotherapy sessions thereafter. You are responsible for paying your full session fee. I am not in-network with any insurance companies. If you decide to submit claims to your insurance company for reimbursement for any out-of-network benefits you might have, you may do so. However, be aware that the services provided will still be charged to you, not your insurance company, and you are responsible for the full payment. I have no role in deciding what your insurance covers. You are responsible for checking your insurance coverage, deductibles, payment rates, pre-authorization procedures, etc. Missed appointments, late cancellations (i.e., cancellations within 24 hours of service), and telephone session are not typically covered by insurance companies and therefore you will likely be responsible for the full session fee in these instances. If your insurance company doesn’t reimburse you, I am not responsible for refunding you any payment you expected to be reimbursed or otherwise. I will provide you a superbill after each session with the following information that you will need to submit to your insurance company for reimbursement for any out-of-network benefits you might have:

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