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	<title>School of Educators &#187; Emotional Intelligence</title>
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	<description>A perfect resource for Principals, Coordinators, Heads and Teachers</description>
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		<title>Thinking Positively: Learning Activities</title>
		<link>http://schoolofeducators.com/2012/05/thinking-positively-learning-activities/</link>
		<comments>http://schoolofeducators.com/2012/05/thinking-positively-learning-activities/#comments</comments>
		<pubDate>Mon, 21 May 2012 02:47:57 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Adolescence & Life Skills]]></category>
		<category><![CDATA[Emotional Intelligence]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=4203</guid>
		<description><![CDATA[A man who regards his life as meaningless is not merely unhappy but also hardly fit to live- Albert Einstein Objectives Develops self-esteem Skilfull in affirmation Motivated in learning Develops positive attitudes to work Expresses optimistic attitudes to the future Core Values Positive outlook Self-esteem Affirmation Positive attitudes to learning Positive attitudes to work Positive attitudes to the future Content Understanding the concept Positive thoughts Self-esteem Positive attitudes Affirmation Positive attitudes to learning Positive attitudes to work Positive attitudes to the future Intended outcome Classroom practices Hints for peace culture-building Learning Activities 1. A quality in me, which I am proud of 2. Expressing affection 3. What am I? 4. Introducing friends 5. Something good I have done 6. Affirmation game 7. Guess the person 8. My shield 9. Demonstrating affection 10. Things that I enjoy doing 11. What I was in the past, what I am in the present 12. Playing great characters 13. Facing challenges in life 14. What it? 15. Lost friends Understanding the Concept Suppose you are thirsty and you find at last a glass, half filled with water. How do you see the glass? You may see it either half full or half empty. If you see it half full with water, then your outlook is positive. A mind with a negative outlook tends to see it half empty. As we all know,&#8217;to live with a negative mind is so distressing, because it sees the dark side of things, including one&#8217;s own self. Such a person ...]]></description>
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		<title>Understanding adolescents: How to support them</title>
		<link>http://schoolofeducators.com/2011/06/understanding-adolescents-how-to-support-them/</link>
		<comments>http://schoolofeducators.com/2011/06/understanding-adolescents-how-to-support-them/#comments</comments>
		<pubDate>Mon, 27 Jun 2011 05:41:20 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Adolescence & Life Skills]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Emotional Intelligence]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2626</guid>
		<description><![CDATA[&#8220;Adolescence is a new birth, for the higher and more completely human traits are now born&#8221; stated G. Stanley Hall. But adolescence is not the end of childhood. It is a part f it. It is not the time to get to of the children. It is the time to watch over them than ever before as they refine and define their search for their identity. At this stage, the adolescent is ready to start the pursuit of emotional independence. He is ready to get introduced to moral, ethical and cultural issues. All critical issues in the overall scheme of life. Providing the right kind of guidance at this phase will light up the path that will carry the individual through his life. What are the key characteristics of adolescence? What should we keep in mind while guiding them? How can we help adolescents live up to their full potential? The Key developmental Requirement: The most vital requirement of adolescence is the creation of the adult. In this stage, there is a conscious attempt to understand various social, moral and cultural facets with a view to carve out a place for themselves in the world. This is their search for identity. Key Characteristics: Adolescence is the search for identity. It marks the stage of great mental and social transformation where he starts to define his moral, economic, cultural and social values and examine his role in society. Emphasis of learning During Adolescence, the emphasis is on further refinement of the ...]]></description>
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		<title>Teacher tips: Reading aloud</title>
		<link>http://schoolofeducators.com/2011/05/teacher-tips-reading-aloud/</link>
		<comments>http://schoolofeducators.com/2011/05/teacher-tips-reading-aloud/#comments</comments>
		<pubDate>Sat, 14 May 2011 05:41:10 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Emotional Intelligence]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Parents]]></category>
		<category><![CDATA[Professional Development for Teachers]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[teaching and learning]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2478</guid>
		<description><![CDATA[Reading aloud to children is an art (1) &#160; Pinkali Chatterjee Reading aloud to children often comes very naturally to most parents and teachers. But to make the children listen, enjoy, participate, feel interested and understand, the simple act of reading aloud has to be perfected by love and attention towards every detail. Reading aloud to children is an art, which if perfected, can achieve a mesmerized audience who will eventually grow a love of literature. Here are a few tips to chisel the act of reading aloud and take it to the level of an art. Prepare yourself. Know your audience, their age group, their possible language skills and emotional development. Decide which book to read, go through it once, learn about the author, and think of examples and common life experiences of the children that may help them relate to the story. Think of some activities that can be done or something that you can give them at the end of the reading to bring the story to life. Choose the book with care. The choice of the book is a very important thing in making a read aloud session successful. The book should be chosen keeping in mind the age group and their possible intellectual, language and emotional development. A book that is above the emotional level of the group will not attract their attention. At the same time, you must like the book and find it interesting. If you read a book that you cannot like, ...]]></description>
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		<title>Volume 2 Month 5 Day 15 &#8211; Emotional Intelligence PPT</title>
		<link>http://schoolofeducators.com/2009/05/emotional-intelligence-ppt-2/</link>
		<comments>http://schoolofeducators.com/2009/05/emotional-intelligence-ppt-2/#comments</comments>
		<pubDate>Fri, 15 May 2009 02:07:33 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Emotional Intelligence]]></category>
		<category><![CDATA[Power point Presentations]]></category>
		<category><![CDATA[Workshops]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1289</guid>
		<description><![CDATA[Another presentation on Emotional Intelligence in a different perspective. Download : Emotional_pnr_college C. Radhakrishnan]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Emotional Intelligence &#8211; PPT</title>
		<link>http://schoolofeducators.com/2009/05/emotional-intelligence-ppt/</link>
		<comments>http://schoolofeducators.com/2009/05/emotional-intelligence-ppt/#comments</comments>
		<pubDate>Mon, 04 May 2009 06:05:32 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Emotional Intelligence]]></category>
		<category><![CDATA[Power point Presentations]]></category>
		<category><![CDATA[Workshops]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1286</guid>
		<description><![CDATA[On my recent seminar / workshop in Nagpur for Meghe Group of Schools Ispoke on Emotional Intelligence and Multiple Intelligence.   The presentation on EI is attached for your reference. You can download and use it for your School / College. Download : Emotional-intelligence Vishal Jain]]></description>
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		<slash:comments>0</slash:comments>
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		<title>EMOTIONALLY INTELLIGENT LEADERSHIP QUIZ</title>
		<link>http://schoolofeducators.com/2009/04/emotionally-intelligent-leadership-quiz/</link>
		<comments>http://schoolofeducators.com/2009/04/emotionally-intelligent-leadership-quiz/#comments</comments>
		<pubDate>Sun, 26 Apr 2009 09:57:49 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Emotional Intelligence]]></category>
		<category><![CDATA[Forms and Reports]]></category>
		<category><![CDATA[Leadership]]></category>
		<category><![CDATA[Workshops]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1257</guid>
		<description><![CDATA[EMOTIONALLY INTELLIGENT LEADERSHIP QUIZ Competent leaders drive results, develop star performers, and get a group of people to productively complete the right work. They inspire and motivate people, resonating energy and enthusiasm. Resonant leaders connect with others by being self-aware and empathetic. Leadership requires the ability to manage and retain top talent. Each of the competencies below is linked to outstanding executive success. It is based on the emotional intelligence competencies used by effective leaders. Selecting strategies that result in positive outcomes is evidence you are skilled in these competencies. Score each item according to how much of the time each statement applies to you. The Scale: 5(always), 4(often), 3(sometimes), 2 (rarely), 1(never) Top of Form   always never   I convey excitement and enthusiasm that motivates employees.       I am open, honest, and candid when dealing with others.       I understand and accept responsibility to teach, coach, and counsel.       I foster collaboration by promoting cooperative goals.       I am open about values, intentions and actions.       I feel pressured by too many demands from clients/customers/boss.       I involve others in decisions that affect them.       I develop people by focusing on their strengths.       I engender trust by acting with integrity.       I enlist others in a common vision, and am an agent of change.       I provide people meaningful work.       I create a collaborative ...]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Teaching with Emotional intelligence</title>
		<link>http://schoolofeducators.com/2009/04/teaching-with-emotional-intelligence/</link>
		<comments>http://schoolofeducators.com/2009/04/teaching-with-emotional-intelligence/#comments</comments>
		<pubDate>Mon, 20 Apr 2009 12:10:52 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Emotional Intelligence]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1234</guid>
		<description><![CDATA[Teaching with Emotional intelligence   By Alan Mortiboys  Alan Mortiboys is course leader for the Postgraduate Certificate in Education programme for academic staff at the University of Central England. He also works independently, providing staff and educational development for professionals in education and healthcare. He is the author of The Emotionally Intelligent Lecturer (SEDA 2002) and Teaching with Emotional Intelligence (Routledge 2005).  Here is a question for you. Think of any occasion when you were a learner that aroused strong feelings in you. What is the word or phrase that captures how you felt at the time?  I have asked this question of hundreds of higher education lecturers in workshops I run on teaching with emotional intelligence. The range of feelings recalled is vast but common responses include ‘angry’, ‘elated’, ‘embarrassed’, ‘frustrated’, ‘humiliated’, ‘relieved’. I ask the question in order to make the point that:  Learning itself is an intrinsically emotional business (Claxton 1999:15).  It follows that if you are responsible for assisting others to learn, then you need to recognise this emotional component of the teaching-learning exchange and to be able to work with it; in short, teachers need to use emotional intelligence. This term was popularised by Daniel Goleman with his 1995 publication, Emotional Intelligence: Why it can matter more than IQ. Goleman defined emotional intelligence as the capacity for recognising our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships (Goleman 1998: 317).  For me, to ...]]></description>
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