3/19/16
Emotional Intelligence: From Theory to Practice “I’ve learned that people will forget what you said, people will forget what you MARC A. BRACKETT, PH.D. did, but people will never forget how Director, Yale Center for Emotional Intelligence you made them feel.”
@marcbrackett [email protected] MAYA ANGELOU ei.yale.edu ruler.yale.edu R inspired.facebook.com
EMOTIONS MATTER
ATTENTION, MEMORY, AND L EARNING
DECISION MAKING ENERGY RELATIONSHIP QUALITY
PHYSICAL AND MENTAL HEALTH
EVERYDAY EFFECTIVENESS PLE ASANTNE SS
HOW DO STUDENTS FEEL IN SCHOOL?
EMOTION REVOLUTION SURVEY
1 3/19/16
DIVERSE SAMPLE HOW DO STUDENTS FEEL AT SCHOOL?
S EXUAL GENDER ORIENTATION ETH NIC ITY Among the top 10 emotions named, 8 were negative and 2 were positive.
TOP 3 CURRENT FEELINGS:
😴😴 😑😑 😖😖 HOW DO STUDENTS WANT TO FEEL AT SCHOOL? TIRED BORED STRESSED 70% of the time 80% of the time
HOW DO STUDENTS’ EXPERIENCES AT SCHOOL RELATE TO THEIR FEELINGS?
2 3/19/16
STUDENTS WHO SAID… STUDENTS WHO SAID…
Other people have been mean or cruel What I’m learning is relevant to my to me goals in life tend to feel more tend to feel more
Lonely Fearful Hopeless Interested Respected Happy
STUDENTS WHO SAID… STUDENTS WHO SAID…
In my school, teachers deliver Teachers encourage creativity engaging and interesting lessons tend to feel tend to feel
Less bored More respected Happier Happy Interested Hopeful
STUDENTS WHO SAID… WHAT IS SEL?
Students in my school get along well Self- awareness
Self- Responsible tend to feel management decision making
Accepted Connected Supported Social Relationship awareness skills
3 3/19/16
é9%ile ProsocialBehavior HOW DO WE CLOSE THE GAP?
22% ile Social and Engagement é11%ile Emotional Learning Emotional Skills Environment Academic Intelligence Achievement Emotions Relationships Matter SE Skills 9%ile ê9%ile Mindset Health Development Positive Conduct Problems attitudes Positive Decisions Emotional ê10%ile Climate Emotional Distress Academics
RECOGNIZING EMOTION EMOTIONAL INTELLIGENCE
RECOGNIZING EMOTION
Identifying emotion in UNDERSTANDING EMOTION oneself and others by interpreting facial L ABEL ING EMOTION expressions, body language, EXPRESSING EMOTION vocal tones, and physiology
REGUL ATING EMOTION
UNDERSTANDING EMOTION LABELING EMOTION
Knowing the causes and consequences Having and using a of emotions, including the sophisticated influence of different vocabulary to emotions on thinking, describe the full learning, decisions, range of emotions and behavior
4 3/19/16
EXPRESSING EMOTION REGULATING EMOTION
Knowing how and when to express emotions The “thoughts” and “actions” we use with different people to manage emotions and in multiple contexts Moving from: Influences • Negative s elf-talk to po s itive s elf-talk • Blaming to reframing • Individual differences • Pro cras tinatio n to achieving o ne’s go als
• Social norms ( family/work)
• Culture (display rules)
WHAT DOES EI PREDICT? WHAT DOES EI PREDICT?
Managers/Leaders Less Skilled More Skilled: H a ve greater sensitivity and empathy Ar e rated as more effective by direct reports §. Conduct problems §. Empathy Receive greater merit increases and performance ratings §. Aggressive behavior §. Well-being §. Hyperactivity/attention problems §. Quality relatio ns hips Teams §. Risky sexual behavior §. Prosocial behavior H a ve faster cohesion §. Subs tance abus e §. Satisfaction with school Perform more effectively in a shorter time Ar e more satisfied with team communica t ion §. So cial deviance §. Leaders hip s kills §. Anxiety/depression Receive more social support from team members §. Academic achievement CEOs, “I would do anything to take this person with me!”
RULER APPROACH TO TRAINING
R School Leaders Educators Training, Students Coaching, Our Center’s evidence-based approach to Webinars, & social and emotional learning (SEL) Early L ower Upper Middle High Childhood Elementary Elementary School School Learning Communities
Families
5 3/19/16
RULER ROLLOUT PLAN ANCHORS OF EMOTIONAL INTELLIGENCE
E m bed RULER S into Mission, Tr ain C ur r iculum , & Emotional Intelligence Charter Take a U The Moo d Mete r Solve problems with S Develop E ducator s, B ehavior S uppor t How are you feeling? Met a –M ment S chool-based The Blueprint T Tr ain S taff, Policies A Im plem entation S tudents, & Distr ict & 5 'HVFULEH :KDWKDSSHQHG" Team s/ As a class, we want I S chool Fam ilies to feel… 58/(56NLOO 0H 2WKHU3HUVRQ N Tr ain 5HFRJQL]H +RZGLG,IHHO" +RZGLGBBBBIHHO" Leader s In order to have these /DEHO 4 6RPHWKLQJKDSSHQV 6HQVH 6WRS
A (QHUJ\ Tur n-key feelings consistently, & 8QGHUVWDQG :KDWFDXVHG :KDWFDXVHG we will… P\IHHOLQJV" BBBBҋVIHHOLQJV" B Tr ainer s Cr eate ([SUHVV +RZGLG,H[SUHVV +RZGLGBBBBH[SUHVV I We will prevent and 5HJXODWH DQGUHJXODWHP\ DQGUHJXODWHKLVKHU 3 S teer ing manage conflict by… IHHOLQJV" IHHOLQJV" L Intr oduce
Com m ittee 3OHDVDQWQHVV 5HIOHFW 3ODQ :KDWFRXOG,KDYHGRQHWRKDQGOHWKH I RULER to Key VLWXDWLRQEHWWHU":KDWFDQ,GRQRZ" T S takeholder s 6HH\RXUEHVWVHOI 6WUDWHJL]H 6XFFHHG 2 © 2012 Ruler Group, LLC www.therulerapproach.org Y 1
IMP LE ME N TA TION
TOO MANY RULES, NOT ENOUGH FEELINGS!
We will create a full draft Charter for all of you to review. After everyone signs off, we’ll create a large one that will hang in the district o ffice, and smaller ones that you ca n keep for personal use.
EMOTIONAL INTELLIGENCE CHARTER
6 3/19/16
NAME IT TO TAME IT
+5
+4
+3
FACIAL EXPRESSIONS+2 BODY LANGUAGE+1 -5 -4 -3 -2 -1 +1 +2 +3 +4 +5 Energy VOCAL-1 TONES
-2 PHYSIOLOGY -3
BEHAVIOR-4
-5
Pleasantness
+5 +5 EC STA TIC ENRAGED SU R+4 PR ISED U SE POSITIVE +4 THINK ABOUT SOMEON E WH O +3 ELA TED SELF-TALK +3 ANXIOUS IN SPIR ES YOU
+2 +2 WORRIED CHEERFUL LEA VE TH E SITU A TION LISTEN TO MU SIC ANNOYED +1 JOY +1
-5 -4 -3 -2 -1 +1 +2 +3 +4 +5 -5 -4 -3 -2 -1 +1 +2 +3 +4 +5
Energy CONTENT Energy BORED -1 -1 D ISA PPOIN TED -2 CALM PUT A DIFFERENT -2 TAKE A WALK SPIN ON IT H OPELESS -3 PEA C EFU L -3 DO A BREATHING
-4 TALK TO A FRIEND -4 EXER C ISE D EPR ESSED SER EN E
-5 -5
Pleasantness Pleasantness
+5
+4 CREATIVE MOOD METER INTEGRATION PER SU A SIVE +3 W R ITIN G W R ITIN G
+2 BRAIN- DEBATING +1 STORMING
-5 -4 -3 -2 -1 +1 +2 +3 +4 +5
Energy -1 PROOFING/ JOURNAL -2 ED ITIN G W R ITIN G
-3 DEMONSTRATING BUILDING -4 EMPA TH Y CONSENSUS
-5
Pleasantness
7 3/19/16
www.moodmeterapp.com
FROM SUSPENSIONS TO SKILL-BUILDING
8 3/19/16
Solve problems with FROM… ME TO WE The Blueprint The Feeling Words Curriculum (K-8) • Feeling words are integrated into core curriculum using a 5-step process
Describe What happened? - Personal Association, Academic Link, School-Home Partnership, Creative Connection, & Strategy-Building Ses s io n RULER Skill Me Other Person
Recognize How did I feel? How did ____ feel? & Label
Understand What caused What caused Optimizing Intelligences (High School) my feelings? ____’s feelings? • Focus is on:
Express How did I express How did ____ express • Who am I? Where do I want to go? What s kills do I need to get there? & Regulate and regulate my and regulate his/her • Students learn about: feelings? feelings? • Minds et, go al s etting, mo tivatio n, well-being, personality, mind -body Reflect & Plan What could I have done to handle the co nnectio n, creativity, flo w, critical thinking, and emo tio nal intelligence situation better? What can I do now?
© 2012 Ruler Group, LLC www.therulerapproach.org
What Are Feeling Words? • p. 18 RULER MAKES A DIFFERENCE Word Family Grade: 6 Grade: 7 Grade: 8 Happy jubilant triumphant fulfilled Students: Sad despair sullen desolate • Les s anxious and depres s ed Angry hostile enraged livid Fearful apprehensive vulnerable inhibited • Mo re develo ped emo tio nal s kills Proud elated arrogant narcissistic • Fewer attentio n pro blems Guilt/Shame a ccount a ble remorse scapegoat • Better academic performance Empathy empathic compassion altruistic Anxious anxious tense paralyzed • Greater leaders hip s kills Ca lm serene cont empla t ive tranquil Motivated persistent passionate inspired deferent integrity authentic Teachers: Respect • Mo re engaging, s uppo rtive, and effective Apathy pessimistic aloof apathetic Self-Management will power impulsive restraint Classrooms/Schools: • Mo re po s itive climates and les s bullying
Inspired.facebook.com Join “educator group”
9 3/19/16
IT’S TIME FOR AN EMOTION REVOLUTION
• Emotions Matter
• Emotional Intelligence is real
• There are tools to develop emotional intelligence
• Developing emotional intelligence can help us to create a healthier, more effective and compassionate society.
THANK YOU
EMAIL: [email protected] WEBSITE: ei.yale.edu TWITTER: @marcbrackett; @YaleEmotion; @RulerApproach FACEBOOK: TheRULERApproach APP: moodmeterapp.com INSPIRED: inspired.facebook.com
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