The science of emotions and emotional intelligence
How it underpins a High Performance Learning Culture
Dr Ben Palmer, CEO Genos International
The science of emotions
Decisions
Behaviour
Performance
The Science of Emotions
Emotion Brain
Satisfied
Meaningful
Valued
Useful
Thinking Brain
Lateral
Creative
Engage
Reward
Decisions
Threat
Behaviour
Event
Concern
Worry
Frustration
Stress
Narrow
Limit
Disengage
The ratio of +ve to ve emotions in a HPLC
Positive
Negative
The higher this P/N ratio, the better the atmosphere of the classroom,
the better the students behave, and the more they learn.
Glenn Latham, Ed. D. Professor Emeritus of Education at Utah State
University.
How
Develop emotional intelligence
School leadership
School teachers
Students
Assess and (where necessary), increase positive interactions
and minimize negative ones, to achieve the preferred ratio.
Emotional Intelligence
Emotional intelligence is the capacity to
Perceive
Understand
Express
Reason with, and
Manage emotions within oneself and others
In the HLPC program you explored how to enhance and apply these
skills in creating a High Performance Learning Culture in your
school.
Enhancing the skill of perceiving and
understanding emotions
1. Reflect, label and describe the way you feel
I feel . because.
2. Understand events that cause positive-negative emotions
3. Examine the interaction between personality/values/beliefs
and emotions
SCARF
S = Status
C = Certainty
A = Autonomy
R = Relatedness
F = Fairness
Enhancing Self-Other Awareness
Events
Behaviour
(e.g., being criticised by a peer at work)
(e.g., being defensive)
Values/beliefs
Personality
Feelings
Thoughts
Expressing How You Feel Effectively
+ Really important part of
facilitating trust.
+ Trust amongst school
leadership, staff, parents and
students is a factor known to
correlate with a High
Performance Learning Culture
which is why its a large part
of the DET staff survey items.
Authentic Conversations Model
Enhancing Emotional Management
1. Proactive techniques
2. Reactive techniques
3. Techniques for positively influencing the emotions and
coping strategies of others
Proactive Emotional Management
Techniques That Build Resilience
Creating the Space
Emotional default
event
response
Default
event
response
Alternative
the space
Reactive Techniques and Strategies
To reengage your thinking brain, when in the space, you
can
Label and define the way you feel
Vent to neutral person who you trust
Draft communications but dont send them
Think about how youd typically respond, your
default and what the alternative to that might
actually look like
Engage in the reappraisal technique
Engage in proactive strategies
Positive Influence Via Coaching
Step 1
Evidence
Step 2
Alternatives
Step 3
Actions
What happened?
How are you feeling about it?
What are you thinking about doing?
What outcome would you like?
How else could this be viewed?
What might others say?
What alternative ways of responding to this are there?
What opportunities might this situation provide?
What feels like the best way to respond?
What will you do?
What support do you need?
How
Develop emotional intelligence
School leadership
School teachers
Students
Parents
Assess and (where necessary), increase positive interactions
and minimize negative ones, to achieve the preferred ratio.
How to assess and develop the ratio
1. General discussions around a model (SCARF or the
system, symbols, activities of the school)
2. Self-reflection/assessment (24hour emotions
activity)
3. Observer based assessment and feedback
How Current Reality
Teacher interactions with students
What behaviours produce +ve emotions?
Non-contingent attention (greetings, smiles, asking for input,
inquiring about hobbies/interests)
Contingent attention (praise for effort, acknowledgement of
character strengths, gratitude for good behaviour)
What behaviours produce -ve emotions?
Criticizing (behaviour/performance)
Pointing out mistakes, reprimanding
Sarcasm, frowning, eye rolling or other nonverbal displays of
disapproval
Common barriers to achieving the ratio
Too much effort
Difficult students
Friend vs Teacher
Victorian schools case study
Time 1
Assessment
IGNITE
EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM
THE SCIENCE OF EMOTIONAL INTELLIGENCE
Time 2
Assessment
IGNITE
EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM
INSIGHT AND FEEDBACK
IGNITE
EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM
SELF-OTHER AWARENESS
IGNITE
EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM
AUTHENTICITY
IGNITE
EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM
LEADER MODULE 5
MANAGING EMOTIONS
IGNITE
EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM
SUSTAINING THE DEVELOPMENT
5%
School - Accomplished Teacher
11%
37%
5%
School - Expert Teacher
School - Leading Teacher
School - Professional
Development Coordinator
21%
School - Teacher
21%
School - Teaching and Learning
Coach
Victoria Schools Case Study
Victorian Schools Case Study
Participating in this program has improved
my capacity to influence, motivate and
inspire others
Participating in this program has improved
my capacity to build a positive school
climate and culture
Participating in this program has improved
my self-awareness and understanding of
the impact of my behaviour within my
school
