Adapted from H. Jenkins, EMOTSIA

EI

EI

EIEI

EI

EI

EI

EI

EI

EI

The ability to recognise, understand, appropriately

express and effectively handle emotional states in

ourselves and others.

SEL 2001

Intrapersonal Intrapersonal intelligenceintelligence

Interpersonal Interpersonal intelligenceintelligence

Self-awareness Other awareness

Self-management

Relationship management

I’M OK, I’M OK, YOU’RE OKYOU’RE OK

I’M OK, I’M OK,

YOU’RE NOT YOU’RE NOT OKOK

I’M NOT OK, I’M NOT OK, YOU’RE OKYOU’RE OK

I’M NOT OK,I’M NOT OK,

YOU’RE NOT YOU’RE NOT OKAYOKAY

•Circle timeCircle time•Philosophy for childrenPhilosophy for children•HWBHWB•CitizenshipCitizenship•Pupil evaluations of teachingPupil evaluations of teaching

•Good T&LGood T&L•Assessment is for LearningAssessment is for Learning•Accelerated learning/brain based Accelerated learning/brain based learninglearning•Multiple intelligencesMultiple intelligences

o2 sides that work in harmony

o3 functional areas in 1 organ

o4 lobes with a variety of functions

oConscious and unconscious brain

FRONTAL- executive; solving

PARIETAL- kinaesthetic

TEMPORAL- auditory

OCCIPITAL- sight

The Frontal Lobe is stimulated by the emotional environment through ‘Mirror Neurons’.

‘A young person’s brain will copy the brainwave pattern of a close, significantsignificant adult’

SIGNIFICANCE FOR EI WITH TEENS:- Good, strong, positive relationships necessary- Adults should be calm for children to be calm- Care should be taken for peer mentors (18+)

Brainscience

not

platitude.

I FEEL LIKE C--PI CAN’T LEARN

WHEN YOU FEEL GOOD YOU LEARN GOOD

KEY MESSAGE WITH TEENS:-How we react to antisocial behaviour can increase shame and force a brain downshift, thus potentially making the behaviour worse.

-Our emotions are echoed in the pupil’s brain (+/-)

-EL of adults is equally important to that of children the neural connections of the pupils.

1

L

2

R

3

B

4

R

5

B

6

L

7

R

8

L

9

B

10

L

11

B

12

R

13

L

14

R

15

L

16

B

17

L

18

B

19

R

20

B

““Every time we speak Every time we speak to to

another person we are another person we are

either raising or either raising or lowering lowering

their self esteem.”their self esteem.”

Positive Emotional Development(makes connections between limbic and frontal lobes)

-Role play \-Rehearsal (especially boys)-Repetition /

Promoting Strong Neural Links -Enriched physical environment

-Enriched emotional environment-Moderate stress

Physical Environment & Teaching Styles which stimulates the senses (E.g. Colour, light, sound, smell, familiarity, similarity, safety, active, visual, auditory, kinaesthetic)