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: COMPASSION COURAGE COURTESY CONFIDENCE COMMUNICATION COLLABORATION 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. Attendance & Grading Policies ATTENDANCE: Our goal: 98-100% Daily Attendance! 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. 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.
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. 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 o Motivation The ‘EI’ Inventory is a researched model of Emotional Intelligence and can be supported by tools applied at numerous levels (recruitment through to professional development). The Inventory incorporates all the brainstormed ideas from the first leadership workshop but structures them in a more formalised way. 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 re...
Emotional Intelligence. Example is not the main thing in influencing others, it is the only thing. ~Xxxxxx Xxxxxxxxxx In this session participants will be introduced to the concept of emotional intelligence. Emotions, or lack of emotional control, often make the day’s news as leaders and their employees are called out not just for misbehaving, but also for the business impact of their behavior. This can be especially true when organizations experience tough budget times, lay-offs and program cuts. It is not enough just to gauge our capabilities and performance potential on I.Q. alone. Our ability to master “emotional intelligence” (E.Q.) plays just as significant a role in our ability to perform and to enable others to perform.
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. Strong communication skills 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 a...
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.
