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Perceiving Emotions, Facilitating Thought, and Promoting Growth: Using Emotional Intelligence as an Effective Teaching Technique in the Freshman Composition Classroom
Abstract
One of the key issues in teaching writing to students in the Middle East and North Africa (MENA) region is that they come from diverse high school contexts. Some students have never been formally taught in English, and others have very limited experiences because they learned English as a subject rather than as a mode of communication across the high school curriculum. Students also have individual learning styles, different personalities, and a myriad of learning disabilities that can make the rite of passage from being a high school student to a university scholar a nightmare experience, especially at the freshman level. This is where a teacher's level of emotional intelligence (EI) becomes the key element to resolve any problems students will face when transitioning to university students. Research suggests that students favor classrooms where the EI of the teachers is perceived as high. The purpose of this survey-driven research is three-fold: to briefly discuss the factors that complicate the teaching of writing in the MENA region; to describe, through action research, how emotional intelligence helps bridge the learning gap; and to understand, from the teacher and student's perspective, how emotional intelligence influences classroom effectiveness and to chart its benefits from a pedagogical perspective. Teachers' emotional intelligence should not be overlooked as an important component for student learning, and should be promoted as a skill that needs to be developed for maximum teacher effectiveness.
... Las investigaciones más estrechamente relacionadas con la consciencia que los profesores tienen de sus emociones corresponden a aquellas sobre inteligencia emocional (ej., Reid & Sayed, 2016) y muestran que dicha variable se relaciona con diferentes aspectos de la enseñanza (Fernández-Barrocal et al., 2017). Sin embargo, tales estudios utilizan instrumentos cuyos reactivos recurren solo a palabras emocionales para describir esta variable. ...
Se exponen los principales resultados de un estudio cuyo objetivo fue explorar la experiencia emocional en aula de profesoras, profundizando tanto en los aspectos fenomenológicos como en los aspectos representacionales. Se utilizó un enfoque cualitativo y a un diseño con base en episodios emocionales. Se estudiaron veinte episodios vividos por cuatro profesoras distintas. Como técnicas de construcción de datos, se recurrió a reportes realizados inmediatamente después de cada clase y entrevistas semiestructuradas. Además, se utilizó una silueta humana impresa donde las participantes pudieron realizar marcas con un lápiz para apoyar sus descripciones. Se realizaron veinte reportes y veinte entrevistas, uno por cada episodio. Se llevó a cabo un análisis cualitativo de contenido de los datos construidos. Los resultados muestran distintas sensaciones que experimentaron las profesoras y diversos significados que explicaron el surgimiento de sus emociones. A partir de estos significados fue posible construir las categorías “ajuste escolar”, “desempeño profesional” y “calidad relacional”. Se discute la implicancia de estos resultados en base a criterios de orden psicológico, educativo, político y epistemológico.
... Some EI abilities can be trained and nurtured (e.g., Mattingly & Kraiger, 2019;Peterson, 2012;Reid & Sayed, 2016) while some others have a strong genetic basis (Vernon et al., 2008), which may explain the relative stability over short periods, and slight but steady increase over average time spans in EI dimensions during adolescence (Keefer et al., 2013). ...
The current study explored the effects of an experiential intervention on emotional intelligence in adolescents. A sample of 238 teenagers and adolescents aged 16 and 19 years went through an emotional intelligence (EI) development programme comprising eight exercises. The exercises were developed based on the Mayer and Salovey four-branch ability model. Participants were assessed pre- and post-intervention with the Mayer-Salovey-Caruso Emotional Intelligence Test. Scores on emotional intelligence and three of its four related branches were significantly increased after the intervention. Additionally, findings revealed that the improvements in scores were stronger for participants with initially average scores on EI. Adolescents with low levels of EI can benefit from an experiential-oriented intervention to improve their abilities in perceiving and managing their emotions in relation with themselves and others. Further conclusions, limitations, and future research prospects are also discussed.
