Emotional Intelligence for Education in the Borderlands

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Emotional Intelligence for Education in the
Borderlands
Christi Cruz Lina De LaGarza-Dougerty Vicky
Lu Rick Hammett Darwin Nelson Terry Olberg
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Schedule Discussion Items
Defining Emotional Intelligence
EI Student Motivation
EI Self Esteem
EI in Public Schools
EI for College Success
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What is Emotional Intelligence?
Are people of equal IQ equally successful in life?
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What is Emotional Intelligence?
Are people of equal IQ equally successful in life?
Salovey Mayer (1990)

• Perceive, appraise, and express emotion
• Access and generation feelings to facilitate
  cognition
• Understand affect-laden information ... make
• use of emotional knowledge
• Regulate emotions to promote emotional
• intellectual growth and well-being

Bar-On (1997)

• Happiness Self-actualization

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Defining EI for Education
Are students of equal IQ equally successful in
school?
Nelson Low (2003)

• Accurate knowledge and value of self
• Responsible behavior as a person of worth
  dignity
• Variety of strong, healthy relationships
• Work well with others
• Productive reactions to demands pressures
• of everyday life

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EQ as Internal Dialogue
Beliefs Thoughts Values
Emotional or Behavioral Response
Activating Event
Source Nelson Low (2005). Doctoral Leadership
Seminar
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EI Important Success Factor
EQ ? IQ
Emotional intelligence is the ability to think
constructively and act wisely in emotional
situations.
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The Difference Between EQ IQ
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Reframing Experiences?
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Connect The Dots Using Four Straight Lines
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Using Three Straight Lines?
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Good Morning Mary ....
Emotion Sympathy Warmth
Emotion Puzzled about why
Thought Mary is Preoccupied
Behavior Maintains friendly, rewarding relationshi
p with Mary
Secondary Mental Reaction Maybe somethings
bother her
Constructive Sequence
Event Mary did not say Hello
Destructive Sequence
Thought Mary is a snob
Secondary Mental Reaction Mary thinks shes
better than me Ill show her what that feels
like!
Behavior Develops antagonistic relationship with
Mary
Emotion Anger
Emotion Increase in anger
Source Seymour Epstein (1998). Constructive
Thinking The Key to Emotional Intelligence
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In Summary
EQ
Emotional intelligence is the ability to think
constructively and act wisely!
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The Rio Bravo Association17th Annual Meeting

• Ten Activities to Improve ESL Students'
  Self-esteem

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Introduction

• Stephen Krashens theory of L2 acquisition- the
  fifth hypothesis, the Affective Filter
  hypothesis.
• Low motivation, low self-esteem, and
  debilitating anxiety can combine to raise the
  affective filter and form a mental block that
  prevents comprehensible input form being used for
  acquisition.

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Strategies

• CALLA approach Activities

Design self-collage
Ranking Traits
Write yourself a letter
Interview
Journal
Build up L2 acquisition and self-esteem
Drawing Self portrait
Create a Me Commercial
Accentuate the positive
Thumb Prints
Shared learning
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Conclusion

• A student enters school as a unique individual,
  molded by genes, environment, and a certain spark
  within himself. An increased awareness of how
  special that unique spark really makes him helps
  that student retain that quality.
• My goal as a teacher is not to produce
  cookie-cutter children but to nourish each
  student's individual soul. As an ancient Chinese
  proverb says
• I hear and I forgetI see and I rememberI
  doand I understand.

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Emotional Intelligence InPublic Schools
Terry Olberg
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Roles of the School Principal
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Circles of Concern/Circle of Influence
Circle of Concern
The 7 Habits of Highly Effective People Steven
R. Covey
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Effects of Poor Decision-Making in School

• Effects of Poor Decision-Making in Schools and
  with School-Age Students
• Poor grades
• General disciplinary problems
• Attendance problems
• Poor relationships at school
• Confrontations with authority figures
• Substance abuse
• Teenage pregnancy and/or marriage)
• Joining gangs
• Dropping out
• Suicide

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Hierarchy of Needs Abraham Maslow, 1943
Entering into emotional states (at will) to
achieve and be successful.
Act- ualization
Self-Esteem
Loving Caring
Safety Security
Physiological Needs
Maslows
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Implications for Schools for Developing Emotional
Intelligence

• Become schools which
• Provide for physiological needs (free lunch
  health services)
• Provide safe schools (bullying unhealthy
  surroundings)
• Provide a caring school (caring, empathetic
  teachers counseling contact with safety net
  personnel social activities)
• Teach character development activities
• Teach consequences of actions (good discipline)

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They Dont Care
They dont care what you know Until they know
you care.
Continuum of Teacher Caring Kindergarten
teachers love their students High school
teachers love their subjects College teachers
love themselves.
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Generational Poverty
Generational poverty is described as being in
poverty for at least two generations. -- Ruby
Payne, A Framework for Understanding Poverty (4th
ed.), 1996

• Characteristics of generational poverty which
  affect education
• Low oral language tradition
• Survival orientation academics usually not
  prized or discussed
• Importance of non-verbal communication
• Negative orientation leads to belittling for
  mistakes
• Discipline is about punishment, not change
• Belief in fate choice seldom considered
• Polarized thought options rarely considered
• Time is present there is no future
• Lack of order and organization
• Lives in the moment without consideration of
  future consequences
• Are physically aggressive
• Work based on liking a teacher
• Dont know courtesies
• Dislike authority and rules

Bottom Line Emotionally unintelligent
behavior With poor decision-making a result
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Addressing Generational Poverty With Emotional
Intelligence

• Provide safe, caring environment
• Provide role models (personal or studied)
• Establish opportunities for positive
  relationships
• Provide mentors (school personnel or outsiders)
• Teach rules of middle class society
• Provide opportunities for oral language
  development (including discussion rather than
  action)
• Teach students to be organized
• Use discipline opportunities to help students
  change behavior (counseling rather than just
  punishment)
• Provide goal-setting activities, both short-term
  and long-term (as career path development)

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Addressing Generational Poverty With Emotional
Intelligence (continued)

• Help build a positive out-of-school setting
• Work for positive parental involvement
• Provide parent training
• Help parents deal with problems (social worker
  and contacts with community services)
• Educate parents toward future goals for kids
  (including ways to get to college)
• Provide training for teachers on working with
  parents from poverty (sensitivity training,
  cultural training, communications skills)
• (As a MetLife study has shown that 20 of 1st
  -5th year teachers rank problems dealing with
  parents is their 1 problem than percentage
  jumps to 40 for teachers in schools where more
  than 50 of students are from low-income
  familiesand that will include students in
  generational poverty.)

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Emotional Intelligence College Success
Christi Cruz

• Strengthening Emotional Intelligence as the key
  to unlocking the door to student success

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What is a Successful Student?

• Successful students (Nelson Low 2003)
• Are initiators
• Are self motivators
• Learn to control their impulses and delay
  gratification
• Persevere and try to overcome personal
  difficulties
• Effectively translate thought into action and do
  not procrastinate
• Complete tasks
• Willing to risk failure, accept responsibility,
  and reject self-pity
• Independent and focused on meaningful goals
• Balance their cognitive thinking with their
  emotional thinking
• Self-confident and possess positive self-efficacy

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South Texas Institutions The At Risk Student Body

• Rural Students (35 of students from rural
  locations are poor)
• Working Students (39 of students work at least a
  part-time job while attending college)
• Minority Students (Hispanic population represents
  fastest growing racial/ethnic group)
• Unprepared Students (70 students attending
  community colleges enter unprepared)
• Low Socio-economic status (29 of students live
  in a household with an annual income below
  20,000)

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Consequential Need for Integration

• Evolving student body increased diversity in
  the student body lack of sense of belonging
  lack of motivation to continue increase number
  of students dropping out before completing degree

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Creating Successful Students

• Balance cognitive and emotional mind
• Active listeners
• Know and use their primary learning style
• Utilize campus resources for improvement of
  reading and comprehension
• Develop self-management (time-management) skills
• Set personal goals (Drive Strength)
• Organized, punctual, and dependable (Commitment
  Ethic and time Management)
• Assertive with self, friends, and professors
  (Assertion)

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Creating Successful Students cont

• Effectively manage and express emotions (Stress
  Management)
• Appreciate and value differences (Empathy and
  Positive Influence)
• Focused on personal strengths (Self-Esteem)
• Establish and maintain healthy relationships
  (Social Awareness and Decision Making)
• Recognize and express emotions effectively (Anger
  and Anxiety Management)
• Be flexible (Positive Change)
• Nelson Low (2003) page 9.

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Student Success

• Identifying and strengthening Emotional
  Intelligence skills is crucial not only to
  student success in the classroom but also in
  retaining the student through graduation.

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Is E.I. Relevant to Education and Student
Success?

• Vela, Robert H. (2003)
• Williams, Magdalena H. (2004)

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Hispanic Students Academic Achievement

• Vela (2003) studied 760 first year college
  students from a South Texas university to
  determine the affects of emotional intelligence
  on the academic success (measured by first
  semester GPA, SAT scores, gender, and ethnicity)
  of college freshmen.

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Hispanic Students Academic Achievement
(continued)

• Nelson Lows ten emotional intelligence skills
  were used as predictors of academic success while
  the criterion was student GPA (See Table 4.20).
• Vela (2003) found time management, leadership,
  and commitment ethic, and stress management to be
  valid predictors of student GPA (accounting for
  8 variance in student achievement-See Table 4.16)

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E.I. Correlations with Student Success GPA
Retention

• Williams (2004) found significant correlations
  between
• Drive Strength and Retention
• Time Management and Retention
• Commitment Ethic and Retention
• Time Management and Student GPA
• Commitment Ethic and Student GPA
• See tables 4.21 and 4.27

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Impacting Student Success in High School

• Marky E. Smith (2004) used E.I. tools in her
  study of high school students.
• Why do students drop out of high school?
• 51 dont like school
• 40 have failing grades
• 35 have poor student-to-teacher relationships
  and communication
• 31 inability to keep up with school work
• E.I. would impact each of these areas

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Impacting Student Success in High School
(continued)

• The study consisted of
• An experimental group, consisting of 20 students,
  who received treatment through a 10 week E.I.
  intervention program using Nelson and Lows
  Personal Responsibility Map (PRM).
• A control group, consisting of 20 students, who
  took pre/post tests but attended regular classes
  minus the E.I. intervention program

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Impacting Student Success in High School
(continued)

• Smith (2004) found Emotional Intelligence to
  significantly impact change, growth, improvement,
  and development in the experimental group of high
  school students.

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Lack of preparedness leads to Students Enrolled
in Remediation

• Emotional Intelligence is a key factor in
  retaining developmental students and empowering
  them with the tools to succeed.

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Developmental Students at a Glance and the
associated E.I. Skill
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Suggested Implementation

• Freshmen Orientation Course
• Implementation into a course specific course
  either as Supplemental Instruction (SI) or as a
  course component.

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References

• Hurtado, S., Carter, D. F. (1997, October).
  Effects of college transition and perception of
  the campus racial climate on Latino students'
  sense of belonging. Sociology of Education, 70,
  324-345. Retrieved April 23, 2006, from JSTOR
  database.
• Nelson, D. B., Low, G. R. (2003). Emotional
  Intelligence Achieving academic and career
  excellence. Upper Saddle River, New Jersey
  Pearson Education, Inc.
• Smith, M. E. (2004, July 2004). A mixed paradigm
  Study of a transformational learning program for
  at-risk high school students (Doctoral
  dissertation, Texas AM University-Kingsville,
  July 2004). Retrieved April 26, 2006, from
  http//education.tamuk/eiconf/research_page.htm
• Vela, R. H. (2003, December). The role of
  emotional intelligence in the academic
  achievement of first year college students
  (Doctoral dissertation, Texas AM University-
  Kingsville, 2003). Retrieved April 20, 2006, from
  http//education.tamuk/eiconf/research_page.htm
• Williams, M. H. (2004, December 2004).
  Achievement and retention patterns in a
  predominantly Hispanic serving institution of
  higher education (Doctoral dissertation, Texas
  AM University-Kingsville, December 2004).
  Retrieved March 20, 2006, from http//education.ta
  muk/eiconf/research_page.htm