1. Emotional Intelligence Teaching Social Skills
Card Q: Research shows 2 important preschool skills predict eventual college or career success. What are they?
Emotional Intelligence Teaching Social Skills

2. Announcements
You can do the Learning Report as soon as you finish teaching—you do NOT have to have all your hours complete
You DO have to have all your hours complete by the last class day
You Do bring your completed, signed log to class by the last day of class—I will start collecting them right after Thanksgiving

3. Final Exam Where to find Study Guide and info about the exam:
Exam times:
12:30 class—Monday Dec 10th, 3:00
2:00 class-Tuesday, Dec. 11th, 11:30
Exam place: right here
Time to take exam: 2 hours, but many finish within 40 minutes

4. Emotional intelligence
“IQ gets you hired. EQ gets you promoted or fired.”
Emotional intelligence

5. The EQ Four:
1. The ability to understand our own emotions. (self-awareness)
2. The ability to understand the emotions and perspectives of others (perspective-taking, empathy)
3. The ability to regulate our emotions and actions (Self-regulation)
4. The ability to act appropriately (Social skills)

6. Eq component1: understanding own emotions
Can recognize how you feel—can label using emotion words
Can anticipate feelings and begin to learn useful actions
Eq component1: understanding own emotions

7. In the video clips, how does emotional intelligence change over time?
How does the ability to control emotions change over time?
How does emotional vocabulary change over time?

8. Social/emotional Resilience: Emotional Intelligence
Early Child
Middle Child
Adol
Handling of emotional problems
(Self-regulation)
Awareness of emotions
Emotional vocabulary

9. Eq component 2: perspective-taking
Definition: understanding and having empathy for how others feel--
Eq component 2: perspective-taking

10. Low Pro-social skills
Psychopaths have NO or very low pro-social skills (understand the desired behavior, but do not care of have feelings)
Opportunities to be “good” build pro-social skills
Service-learning
Helping each other learn
Practice losing and winning

11. Stages of perspective-taking—as the brain develops
Ages 3-6: Know others might feel differently than self, but generally see only their own perspective.
Ages 5-9: Understand people will feel differently if they have different experiences. Less confusion about perspectives but not quite accurate about another’s feelings.
Ages 7-12: Can “step into” another’s shoes and report how others are likely to feel.
Ages 10-15: Can see an incident from multiple perspectives, can “step into” many different pairs of shoes.
Ages 14-adult: Understands that people can have many conflicting perspectives, that perspectives change, and that larger social contexts change influence perspectives.

12. Eq component 3: regulating emotions and actions
Includes handling negative emotions--
Includes controlling impulses—difficult for students with ADHD
Eq component 3: regulating emotions and actions

13. Self-regulation Learned early http://youtu.be/G7LN96jEXHc
Often learned through modeling
Influenced by neurological maturation
Early childhood still working on this
Later for males than females
Not fully matured until possibly early 20’s (remember the teenage brain)
One attempt: Harlem Children’s Zone Baby College:

14. eQ 4: using appropriate social actions—social skills

15. Why do some kids have better social skills than others?
Social Skills require students to match language and behavior to particular environments. ..

16. 4 kinds of social skills:
1. Survival skills (e.g., listening, following directions, ignoring distractions, using nice or brave talk, rewarding yourself)
2. Interpersonal skills (e.g., sharing, asking for permission, joining an activity, waiting your turn)
3. Problem-solving skills (e.g., asking for help, apologizing, accepting consequences, deciding what to do)
4. Conflict resolution skills (e.g., dealing with teasing, losing, accusations, being left out, peer pressure

17. 4 Reasons for “bad” Social skills
Students do not know the correct way to act.
They know the expected way, but are not yet good at it.
They tried the expected way, but it didn’t work so they gave up.
They are experiencing some kind of stress or tension that interferes with their ability to act the right way.l

18. Ways to teach social skills
Modeling
Explicit teaching ;
Social skill-a-day
Social stories (especially for kids who need explicit instruction)

19. Embedding social skills into the school day—linked to online schedule
Useful websites:
(relationship driven classroom management)
Cooperative learning:
Embedding social skills in teaching: (see resources at the bottom of home page)

20. Embedding social skills into the school day
Useful websites:
(relationship driven classroom management)
Cooperative learning:
Embedding social skills in teaching: (see resources at the bottom of home page)

21. Teachers & Social-Emotional Development
For this activity: The person in your family whose last name comes first in the alphabet is #1; the second by alphabet is #2; the 3rd, is #3.
Discussion Activity:
Teachers & Social-Emotional Development

22. Discussion Triad
Person one—the power of the “pick” and facilitates the discussion.
Person two—summarizes main ideas and reports to the class.
Person three—develops a related question to ask large group—also writes on piece of paper. (Hand this in to me once you have formulated the question.)
All family members participate in discussion

23. Discussion Triad
What do you think is the best way to improve student ability to take into account the feelings of others while teaching your content?
Which of the BIG 4 skills of emotional intelligence do you think students most lack? Explain.
Most teachers agree that it is their job to help support social skills. Are there some social skills that teachers should NOT address? Explain.