I think generally speaking, one of the most productive processes I've gone through in my "growing up" is a deeper understanding of my emotional self. Understanding what pushes my buttons, instead of just stewing in whatever emotion arises when one of them gets pushed, helps me better cope and perhaps deal with things that might upset me at the outset instead of feeling like I'm just cleaning up the aftermath of allowing myself to become an emotional casserole.
In my opinion, a good bit of behavior management is grounded in cultivating emotional intelligence in young adults - who are incredibly impulsive and emotional.
So, are you self-taught in the art of impulse management, or are you the product of the careful work/teaching/coaching/guidance of a significant "Yoda"? If the latter, who?
I think for the most part, I am self-taught. As I've stated previously, I believe history is a social science, and therefore my approach to it has always been to understand "why" in evaluating historical figures and their decisions. I believe we're a product of our environments, so as I matured, I began to look at things in my environment which were positive, and which were more deleterious, and if the latter, how can I process whatever lingering emotion I have, and file that under "experience acknowledged" and move forward. (And then to draw towards the historical figures, and to reference an example I saw you post on another student's thread - what was it in Hitler's environment that influenced his way of thinking? And what of his henchmen who did his dirty work?)
Without such understanding, I think we (as humans) run the risk of acting out of impulse and without understanding, and for me, it didn't feel like the healthiest, most productive use of my fleeting time here. For me to be effective professionally and academically, I need to be effective personally.
The learning experience that lends credence to emotional intelligence. Emotional intelligence is the ability to help control the emotions of a group. This happen to me when working on projects with other people. When working in groups there are many personalities which leads to people not working well together. The emotional intelligence would help us to control each others emotions so the group can work better together.
I have been told that me emotional intelligence is written all over my face, especially when I disagree with something. Those who knew how could really use it to their advantage and really push me hard. Frustrating as it was, it also helped me up to being open to new things. I can't change my face (or the expressions that come with it) but I can control it so that people don't perceive it in the wrong way.
Sure you can. Developing and mastering the art of the "poker face" is a most valuable asset for a teacher. Those students who intuitively "read" others' emotions, and who have the devil's genetics, will continually push your buttons if they get the slightest indication (reading) that you are subject to involuntary "exposure."
I have used emotional intelligence mostly in my job and not so much in my schooling. An example of self-reporting would be my yearly employee evaluation. We are to do a self-analysis to turn in to our supervisor and then they look over it and make comments or recommendations based on what we have said. They are also to rate us and we can do a comparison betwen what we said and what they said. We then get with our supervisor to discuss it and sign off on the eval. Talk about an emotional process. Evaluations are always difficult and me being female doesn't make it any easier.
I had entered to one of classrooms where I work because I had to put somethings a closet. Students stay with ';one teacher all day. The teacher stepped out and one the student ask to talk to me. 1st thing I noticed is that this student was "high." and I he did not make sense. I was "freaking out" in my mind but I remain calm. I listen. I told him thank you for let me know and would let the principal know and ask him to go back his desk. I went back to what I was doing but I noticed that several students were watching me for a minute like if waiting for me to make a scene. But I remained calm and started helping other students. The watchful students when they notice I was calmed, they went back to work. In a few minutes, the class was like nothing had happened. I because I did not go on my emotion that diffused the negative excitement of the student.
I previously worked with all women in the office and the fear of not knowing what their emotional state would be daily was not exactly how i like to start my day. But yes facial expressions are the preceptions I usually go by.
I think generally speaking, one of the most productive processes I've gone through in my "growing up" is a deeper understanding of my emotional self. Understanding what pushes my buttons, instead of just stewing in whatever emotion arises when one of them gets pushed, helps me better cope and perhaps deal with things that might upset me at the outset instead of feeling like I'm just cleaning up the aftermath of allowing myself to become an emotional casserole.
ReplyDeleteIn my opinion, a good bit of behavior management is grounded in cultivating emotional intelligence in young adults - who are incredibly impulsive and emotional.
So, are you self-taught in the art of impulse management, or are you the product of the careful work/teaching/coaching/guidance of a significant "Yoda"? If the latter, who?
DeleteHa - what a good question...
DeleteI think for the most part, I am self-taught. As I've stated previously, I believe history is a social science, and therefore my approach to it has always been to understand "why" in evaluating historical figures and their decisions. I believe we're a product of our environments, so as I matured, I began to look at things in my environment which were positive, and which were more deleterious, and if the latter, how can I process whatever lingering emotion I have, and file that under "experience acknowledged" and move forward. (And then to draw towards the historical figures, and to reference an example I saw you post on another student's thread - what was it in Hitler's environment that influenced his way of thinking? And what of his henchmen who did his dirty work?)
Without such understanding, I think we (as humans) run the risk of acting out of impulse and without understanding, and for me, it didn't feel like the healthiest, most productive use of my fleeting time here. For me to be effective professionally and academically, I need to be effective personally.
The learning experience that lends credence to emotional intelligence. Emotional intelligence is the ability to help control the emotions of a group. This happen to me when working on projects with other people. When working in groups there are many personalities which leads to people not working well together. The emotional intelligence would help us to control each others emotions so the group can work better together.
ReplyDeleteYou'll get to "officiate" that process IF you decide to engage your students in group learning.
DeleteI have been told that me emotional intelligence is written all over my face, especially when I disagree with something. Those who knew how could really use it to their advantage and really push me hard. Frustrating as it was, it also helped me up to being open to new things. I can't change my face (or the expressions that come with it) but I can control it so that people don't perceive it in the wrong way.
ReplyDeleteSure you can. Developing and mastering the art of the "poker face" is a most valuable asset for a teacher. Those students who intuitively "read" others' emotions, and who have the devil's genetics, will continually push your buttons if they get the slightest indication (reading) that you are subject to involuntary "exposure."
DeleteI have used emotional intelligence mostly in my job and not so much in my schooling. An example of self-reporting would be my yearly employee evaluation. We are to do a self-analysis to turn in to our supervisor and then they look over it and make comments or recommendations based on what we have said. They are also to rate us and we can do a comparison betwen what we said and what they said. We then get with our supervisor to discuss it and sign off on the eval. Talk about an emotional process. Evaluations are always difficult and me being female doesn't make it any easier.
ReplyDeleteI had entered to one of classrooms where I work because I had to put somethings a closet. Students stay with ';one teacher all day. The teacher stepped out and one the student ask to talk to me. 1st thing I noticed is that this student was "high." and I he did not make sense. I was "freaking out" in my mind but I remain calm. I listen. I told him thank you for let me know and would let the principal know and ask him to go back his desk. I went back to what I was doing but I noticed that several students were watching me for a minute like if waiting for me to make a scene. But I remained calm and started helping other students. The watchful students when they notice I was calmed, they went back to work. In a few minutes, the class was like nothing had happened. I because I did not go on my emotion that diffused the negative excitement of the student.
ReplyDeletePrecisely!!!
DeleteHmmm... Was Noetic Science at work here, too?
Now that you mention it.. I think so. Wow. Interrelated.
DeleteI previously worked with all women in the office and the fear of not knowing what their emotional state would be daily was not exactly how i like to start my day. But yes facial expressions are the preceptions I usually go by.
ReplyDeleteThe art of reading body language is one that a person can refine (with relative ease actually). Might be worth investigating.
Delete