1. Strategies for Creating Success in College and in Life
On Course
Strategies for Creating Success in College and in Life
Chapter 8
Developing Emotional Intelligence

2. CHOICES OF SUCCESSFUL STUDENTS DEVELOPING EMOTIONAL INTELLIGENCE

3. REVIEW: COMPONENTS OF LOGICAL ARGUMENT
Which component answers the question “Why?”
Facts, data and stories are examples of which component?
Which component includes opinions, beliefs or positions?
Reasons
Evidence
Conclusions

4. REVIEW: TYPES OF LEARNERS
What are the four learning preferences?
Thinking
Doing
Feeling
Innovating

5. REVIEW: DEVELOPING SELF-RESPECT
What are two crucial choices that build up or tear down my self-respect?
To live with integrity…or not.
To keep commitments…or not.

6. CASE STUDY IN CRITICAL THINKING AFTER MATH
Decide which character in the story has the least emotional intelligence.
Gather in groups with people who chose the same character as least emotionally intelligent and choose a spokesperson.
Each group, provide your spokesperson with reasons and evidence that support your conclusion.
Each spokesperson, use your best critical thinking skills to persuade others to leave their group and join yours.
Consider allowing the students to remain in the groups and have them reach consensus on an answer to the "Diving Deeper" question. 6

7. CASE STUDY IN CRITICAL THINKING AFTER MATH
DIVING DEEPER: Imagine that you have been asked to mentor the person whom you ranked number 5 (least emotionally intelligent). Other than recommending a counselor, how would you suggest that this person handle his or her upset in a more emotionally intelligent manner?
Consider allowing the students to remain in the groups and have them reach consensus on an answer to the "Diving Deeper" question. 7

8. DEVELOPING EMOTIONAL INTELLIGENCE
FOCUS QUESTIONS
What is emotional intelligence?
How can you experience the full range of natural human emotions and still stay on course to a rich, fulfilling life?
Consider asking students to spend two minutes jotting down their initial answers to these questions. 8

9. FOUR COMPONENTS OF EMOTIONAL INTELLIGENCE
EMOTIONAL SELF-AWARENESS
Knowing your feelings in the moment.
EMOTIONAL SELF-MANAGEMENT
Managing strong feelings.
SOCIAL AWARENESS
Empathizing accurately with other people’s emotions.
RELATIONSHIP MANAGEMENT
Handling emotions in relationships with skill and harmony.
Create a memory device that helps you remember and understand these four components of EI.

10. APPLYING THE CONCEPT EMOTIONAL SELF-AWARENESS EMOTIONAL
Read each description; then decide which component of emotional intelligence is being demonstrated.
EMOTIONAL
SELF-AWARENESS
Candace notices that her breathing is accelerated, her chest feels tight and her jaw muscles are clenched and realizes her anger is escalating.
Alex is furious after discovering that his roommate has eaten all of the snacks that Alex bought. Alex decides to take a long walk and think before confronting him about the situation.
EMOTIONAL
SELF-MANAGEMENT

11. RELATIONSHIP MANAGEMENT
APPLYING THE CONCEPT
Halalo’s friends come from very different backgrounds: one from New York city, two from St. Louis, one from a family farm in southern Missouri and one from a small town in eastern Oregon. Still, he can tell when each of them is upset about something.
SOCIAL AWARENESS
Mikel knows that Annette flunked the same test on which Kerri scored a “95.” Instead of telling Annette she should have spent more time studying, he lets her vent her feelings about the test and the class. Later, he asks Annette if she would like to join his study team.
RELATIONSHIP MANAGEMENT

12. JOURNAL 28: WARM-UP
Write a list of as many emotions as you can think of. (4 minutes)
Form groups of four and read your lists to each other. As you hear emotions that are not on your list, add them.
One at a time, each person share the emotion that gives him/her the greatest challenge in managing. Group members, offer suggestions for how the person can better manage that emotion. (3 minutes each)

13. ONE STUDENT'S STORY: Lindsey Beck
Identify which component(s) of emotional intelligence got Lindsey off course.
What new choice helped her get on course?
What lesson from Lindsey’s story could you apply to your own life?

14. FOCUS QUESTION REDUCING STRESS
How can you soothe stressful feelings that make life unpleasant and threaten to get you off course?
Consider asking students to spend two minutes jotting down their initial answer to this question. 14

15. STRESS: SYMPTOMS
As you read the symptoms appearing below, jot down each one that you are currently experiencing.
high blood pressure muscle tension
headaches backaches
indigestion irritability
ulcers cold sores
chronic constipation or diarrhea muscle spasms
tics tremors
sexual dysfunction fatigue
insomnia emotional upsets
Are there other symptoms in your life that may be caused by stress?
On a scale of 1-10 (10 = high stress), what do you think is your present level of stress?

16. SYMPTOMS OF STRESS From the following list, identify which
emotion is most likely to get you off course:
OVERWHELM
ANGER AND RESENTMENT
FEAR AND ANXIETY
SADNESS AND DEPRESSION
JOY AND HAPPINESS

17. TRUTH IN CARTOONS
With a partner, examine “The Far Side” cartoon by Gary Larson in the section titled “Healthy Stress Reduction.” Discuss:
What is funny about this cartoon?
What truth is expressed in this cartoon?
How could you apply this truth to improve your own life?

18. JOURNAL ENTRY 29
Pair up!
Student A: Read your entire Journal Entry 29 to Student B.
Student B: "What I hear you saying is...“ Then, "A question I have is...“
Reverse roles and repeat Steps 2 and 3.
Continue discussing what you have both learned about positive methods for reducing stress in your lives.

19. ONE STUDENT'S STORY: Jaime Sanmiguel
Jaime shares a common fear with many people: the fear of speaking in public.
What helped Jaime choose to move past his fear and take a positive action?
What fear of yours might interfere with achieving your desired outcomes and experiences?
What lessons can you apply from Jaime's story to help you?

20. CREATING FLOW FOCUS QUESTIONS
What are you doing when you feel most happy to be alive—when you become so absorbed that time seems to disappear?
How can you create more of these peak experiences in college and beyond?
Consider asking students to spend two minutes jotting down their initial answers to these questions. 20

21. QUOTATIONS
Choose your favorite quotation from the margins of the "Creating Flow" section.
Form groups of three with other students who chose a different quotation.
In your group, share the quotation you selected, what it means to you, and your reasons for choosing it.

22. BECOMING AN ACTIVE LEARNER
Skill + Challenge = Boredom
Skill + Challenge = Anxiety
Skill + Challenge = Flow
This is an example of conveying meaning in a visual way. Translate the meaning into words.
This activity forces non-visual thinkers to access a different area of the brain and develop a latent ability. It is a translation activity that should increase retention for all learners through collecting, organizing and rehearsing.
Now look at the cartoon in the “Creating Flow” section (person reading a book). Translate the meaning of that visual element into words. 22

23. DEVELOPING EMOTIONAL INTELLIGENCE AT WORK
Check the employment ads in your local paper.
Find an ad that indicates that emotional intelligence (or another soft skill) is one of the requirements. (e.g., "must work well with others")
Bring the ad to class and share it with a partner, identifying the required soft skill(s).
Remember to provide time in the next class session for this if you decide to use this activity. An alternative is to bring employment ads to class for students to work with. After students discuss with a partner, consider having them share their ads with the entire class. 23

24. DEVELOPING EMOTIONAL INTELLIGENCE AT WORK
On Course identifies five indicators for identifying instructors who create flow in their classrooms (see "College and Flow").
Rewrite those indicators to help someone identify an employer or supervisor who would be likely to create flow in the workplace.
Remember to provide time in the next class session for this if you decide to use this activity. 24

25. BELIEVING IN YOURSELF: DEVELOP SELF-LOVE
FOCUS QUESTIONS
How much do you love yourself?
What can you do to love yourself even more?
Consider asking students to spend two minutes jotting down their initial answers to these questions.

26. BELIEVING IN YOURSELF: DEVELOP SELF-LOVE
Self-Care Plan
Nurture Yourself Physically
Nurture Yourself Mentally
Nurture Yourself Emotionally
Which of these is the area in which you need to work on most ?
Form small groups with others who chose the same area and discuss the suggestions from the text.

27. EMBRACING CHANGE: DO ONE THING DIFFERENT THIS WEEK
Look at the list of nine beliefs and behaviors.
Which of these choices is most likely to help you move closer to your desired outcomes and experiences?
Write about your choice, using one or more of the 4E’s (examples, experiences, explanation, evidence). 27

28. WISE CHOICES IN COLLEGE: MANAGING MONEY
Pair up and look at the chart in On Course showing level of education, median earnings and unemployment rate.
Discuss:
What educational degree raises your potential salary the most?
What effect does education have on your likelihood of being employed?
What other conclusions can you draw from the chart?
What effect did examining this chart have on your motivation to continue college?
Activity continued on next slide.

29. WISE CHOICES IN COLLEGE: MANAGING MONEY
Choose the strategy for "Increasing Money Flowing In“ that has the greatest chance of increasing your abundance.
Join with one or two other students who made the same choice.
Together, develop a Next Actions list to put the strategy into action.

30. WISE CHOICES IN COLLEGE: MANAGING MONEY
Choose the strategy for “Decreasing the Flow of Money Out“ that has the greatest chance of increasing your abundance.
Join with one or two other students who made the same choice.
Together, develop a Next Actions list to put the strategy into action.

31. REVIEW & SUMMARY
What are the three options or components of a self-care plan?
Nurture Yourself Physically
Nurture Yourself Mentally
Nurture Yourself Emotionally

32. REVIEW & SUMMARY What are some of the physical symptoms of stress?
high blood pressure muscle tension
headaches backaches
indigestion irritability
ulcers cold sores
chronic constipation/diarrhea muscle spasms
tics tremors
sexual dysfunction fatigue
emotional upsets insomnia

33. REVIEW & SUMMARY
What are the four components of emotional intelligence?
Emotional Self-Awareness
Emotional Self-Management
Social Awareness
Relationship Management

34. REVIEW & SUMMARY
What are some of the positive benefits of developing emotional intelligence in the college setting?
What are some of the positive benefits of developing emotional intelligence in the work setting?

35. KEY CHOICES TO DEVELOPING EMOTIONAL INTELLIGENCE
Creating
Flow
Reducing
Stress
Understanding
Emotional
Intelligence

36. TICKET OUT
What do you think will be the most rewarding aspect of developing Emotional Intelligence? Why?
Have students show you their answers in their journals or have them write their responses on a small note card and hand those to you at the door. 36

37. End
Chapter
Eight