Emotional Intelligence (EQ) in the Teaching Environment
This highly interactive course provides a solid introduction to the concept of emotional intelligence and its importance in the classroom. Along with key theory and methodology, the course introduces a range of different approaches and practical ideas. Teachers will gain both an understanding of this aspect of teaching, as well as ideas and tasks to explore and reflect on in the classroom. They will also be able to polish their English language skills and add to their existing teaching skills.
01 - 05 July 2019
15 – 19 July 2019
12 – 16 August 2019
07 – 11 October 2019
This course is for teachers and those who work in a traching environment who want to be able to better understand what Emotional Intelligence (EQ) is and how it affects teachers, students and the learning process.Those who will benefit include teachers at all levels of education, teacher trainers, school managers and administrators.
Participants need to be at a minimum B1 level of English.
After registration, participants on this course programme will receive:
a pre-course questionnaire which will enable trainers to learn about the participants’ teaching backgrounds
information about the Europass Mobility Certificate
a recommended reading list to prepare participants for various aspects of the course
information about York to prepare teachers for their cultural experience
By the end of the course participants will:
have an understanding of what Emotional Intelligence is and its importance in teaching
be familiar with the five ‘domains’ of EQ
understand behaviour patterns and how they affect communication and motivation
develop a knowledge of the language of EQ and enhance their own English language skills
discuss different approaches to learning and look at ways to make the learning experience safe, challenging and a positive learning space for all
have been able to discuss, create and practise the use of different teaching techniques and materials
Sessions demonstrate and train Emotional Intelligence in Teaching and the different approaches, methodologies, techniques and knowledge. An interactive communicative approach is applied, which provides participants with their own experiential learning of the activities and methodologies. Input sessions are in the form of hands-on workshops and involve brainstorming, analysis, problem-solving, and role-play, both in pair work and group work. Participants are actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.
Teachers are asked to reflect on the activities, inviting discussion with regard to their own knowledge and experience, teaching methods and contexts, and on adaptation of activities to their own teaching and learning situations. Participants are also introduced to key resources related to the further development of their teaching skills and personal professional development. Both theory and practice are explored, analyzed and discussed, further enabling the participants’ use and development of their teaching and classroom management skills regarding Emotional Intelligence in Teaching
The course ends with an evaluation session, where teachers are asked to reflect upon the value of the knowledge gained on the course. They are also encouraged in this session to create a Personal Development Action Plan, and select activities which they would like to try out in their own classes. They are invited to join the York Associates Community, which allows networking and contact with the trainers and fellow colleagues, and with participants from other courses.
Sample Course Programme
Introduction to the course: objectives and methodology
the need for EQ in mainstream education and teaching
The five ‘domains’ of EQ
Self-assessment – questionnaire Analysis of strengths and weaknesses
Language of EQ
rational self; initiative
Planning teaching activities
use of language (verbs, adjectives)
Understanding self-motivation; understanding motivation of others;
Language of EQ
Developing Social skills:
barriers to communication; building rapport;
Planning teaching activities
Developing Social awareness: empathy;
understanding working styles;
understanding learning styles