1. Understanding & Supporting Behaviour Through Emotional Intelligence
Victor Allen

2. About Victor Allen
Victor Allen is a freelance educational consultant who focuses on behaviour and leadership issues, advising on improving all aspects of emotional intelligence with both students and staff.  
He is involved in training teachers at the University of Northampton, mentoring Newly Qualified Teachers  in a variety of schools and runs European training events on leadership, emotional intelligence  and special needs within mainstream schools.
He is a regular contributor to tespro (TES) on behaviour issues and in his spare time works with a semi-professional football team helping with the emotional aspects of the game. 

3. Critical questions explored
What emotional atmosphere do you think you create by being in the room?
Becoming an emotionally intelligent teacher means considering every emotional trigger influencing a situation and responding accordingly.
Different classes will have a different emotional trigger.
Reflect on those feelings and consider their influence on your thinking and delivery.
For the classes that are relaxed, enjoyable and where the pupils work with you, do you mirror your own enthusiasm and are you naturally relaxed?
For others that are harder to manage, do you try to gain control of a situation which emotionally you don’t enjoy? By becoming strict perhaps with a harder tone?

4. Influencing the room
A relaxed atmosphere allows ideas to flow more easily and openly.
Without this relaxed environment, it becomes a lot harder to think creatively
This can lead to:
A more formal, strict start to the lesson
Sterner voice tone
Quicker movements around the room
Repeating a persons name, especially if they don’t respond
Your speaking volume increases
Lessons are less inspired
What other actions have you noticed? Do sarcastic comments or thoughts start to creep in?

5. Influencing the room What are the results of a relaxed, engaged room?
Warm welcome as they arrive
Lessons are full of variety
Calmer voice tone
Smiling and friendly comments toward others
Smoother and more confident movements around the room
Praise flows more honestly and towards more people
Lessons are more engaging and aspirational
What other emotional and physical aspects tend to be present?

6. Create your OWN positive atmosphere
What influences can you bring from the classes that you feel relaxed in, to the ones that causes anxiety?
Change the thought in your mind from;
I feel nervous before the lesson to I feel excited before the lesson
This simple word change can influence your attitude, and therefore the outcome.

7. Externally and internally how do you want people to feel as they come into your classroom?
Be prepared, have resources ready for them to start, meet them at the door with a smile and encouraging words.
Consider the emotions of those entering, they will also be influenced by many things but whilst in your presence they should be influenced by you, not the other way around.
Monitor your emotions throughout the lesson, reflect on them and their influence on your thinking and actions ….... change your tone if necessary.
Inspire confidence even if you might not be feeling it. Remembering that the relaxed, creative classroom where people come to learn and enjoy learning, starts with you and the emotional atmosphere that you create.
Managing the introduction and start of a lesson will enable students to focus upon what they need to do not spend time wondering what it is they are going to have to do. The more you build a model that they can get used to the quicker they will relax and involve themselves into a lesson. Are you relaxed and confident? Then this will help them also to become relaxed and confident. Are you organised? It is not a good idea to have to spend time looking for books, PowerPoints or material which means that students are kept waiting. They will eventually arrive late thinking that there is no point arriving on time as they are just keep waiting.

8. Detention What form does your detention take?
The emotional impact of a detention goes beyond the actual event so there are things you can do to improve the outcome and future relationships.
Interview those who attend.
They are your greatest resource for finding out what is needed to win them over. What reasons do they have for not engaging with the lessons?
Have you ever tested your theory by asking them directly if that is the issue?

9. Emotionally intelligent detention
The aim of a detention is to change the cause of it, not to just live in hope that by depriving them of their time, they will learn new social and emotional skills.
Do they like your lesson, and if not, why not?
Do they see the relevance of it in their lives NOW? If not then look to see how it can become relevant by getting to know what they see as important and tying your lessons into this?
Do they find the work too easy, or too hard?
What is going on in their social and family life that might impact their study?

10. The emotionally intelligent approach
The atmosphere within your classroom is, for better or worse, influenced by the teacher.
Stay aware of your body language, tone, dress, comments, enthusiasm and how you are feeling. Respond to the changes from students and yourself so that you maintain control of what you transmit.
Three things to ask yourself;
Do they know what they have to be doing? Model
Can they manage it or know what to do if they can’t? Manageable
Is what you are teaching relevant to their lives now? Meaningful

11. Emotionally intelligent relationships
Being aware of their emotions, not just their academic ability
Being aware of the fact that their emotions can and will affect you
You can influence the whole class by modelling a calm and manageable approach.
Patience is KEY
For more on the emotional intelligent approach and classroom, download the checklist on or