INTRODUCTION
The
term ‘Emotional Intelligence’ was introduced in 1990 by two American University
Professors Dr. John Mayer and Dr. Peter Salovey in their attempt to develop a
scientific measure for knowing the differences
in people’s ability in the areas
of emotions. The credit for popularizing this concept goes to another American
Psychologist Danian Golesman (1995)
MEANING
Emotional
Intelligence means a person’s ability to understand his or her own emotions and
of the emotions of others and to act appropriately based on this understanding.
DEFINITION
Emotional
Intelligence may be defined as “the capacity to reason with emotion in four
areas:
To perceive emotion
To integrate it in
thought
To understand it and
To manage it” .
-
John Mayer & Peter Salovey (1995)
QUALITIES OF EMOTIONALLY
INTELLIGENT PERSON
A person will be termed emotionally
intelligent in proportion if he is able to,
ü Identify and perceive various types of emotions in others.
ü Sense his own feelings & emotions.
ü Incorporate the perceived emotions in his thought.
ü Have proper understanding of the nature, intensity and outcomes of
his emotions.
ü Exercise proper control and regulation over the expression and use
of emotions in dealing with his self and others so as to promote harmony,
prosperity and peace.
MAJOR COMPONENTS OR DOMAIN
1.
Knowing our own emotions
2.
Managing our emotions
3.
Motivating ourselves
4.
Recognizing the emotions of
others
5.
Handling relationships
COMPETENCY OR DIMENSIONS
Emotional
Intelligence can be categorized into two broad competencies with their
dimensions. They are,
INTRAPERSONALCOMPETENCY OR
PERSONAL COMPETENCY
a)
Self-Awareness
b)
Self-Management
INTERPERSONAL COMPETENCY OR
SOCIAL COMPETENCY
a)
Social Awareness
b)
Relationship Management
INTRAPERSONAL COMPETENCY
SELF-AWARENESS
It
means knowing what one feels. It is the capacity for understanding ones
emotions, strengths and weaknesses. It helps one in making decisions, improves
ability to communicate and reduces misunderstanding in relationship.
SELF-MANAGEMENT
A
person who is able to manage himself/herself is impulsive but more responsible
and focused on the tasks at hand which are planned & organized. It means
being able to control the unhealthy expression of negative emotions.
INTERPERSONAL COMPETENCY
SOCIAL AWARENESS
It
is ones capacity for understanding what others say and feel & why they feel
& act as they do. This helps one to be sensitive to and respect different
view point of others.
RELATIONSHIP MANAGEMENT
It
helps one to interact with others smoothly. It is used for co-operating &
team work. They enjoy many friends and have positive approach to life.
ROLE OF TEACHERS
Ø Try to help yourself and the students develop the ability to
understand feelings in the right manners both in one self & others.
Ø Do not give away to misgivings and misinterpretations of feeling in
others.
Ø Try to teach the children and help yourself know what you feel at a
particular time.
Ø For understanding others and their feeling develop the trait of a
good listener. Effective listening makes empathy.
Ø Try to practice & teach the children the art of managing the
feelings and emotions as adequately possible.
Ø Do not allow the emotions and feeling be obstacles in their path.
Use them as a motivating agent.
Ø Try to devote more time & take efforts to develop not only the
cognitive professional skills but also the affective skills.
Ø Teach the children & yourself that all emotions are healthy.
Anger, fear, sadness & recalled negative emotions are as healthy as peace,
courage & joy. The important thing is to learn the art of expression.
Ø There should be an adequate provision of various co-curricular
activities for the full expression and outlet of emotional energies of
children.
Ø Instructional methodology and curriculum should be dynamic,
progressive and child-centered.
Ø The children should get desired love and sympathy from the teachers.
Their individuality should be recognized. The teacher should see that the basic
emotional needs of children are satisfied in the class-room or school.
Ø Teachers need to understand when behavior is normal and when it is a
symptom of something wrong.
Ø Moral and religious training should form a part of the school
programme. High ideas of life and moral principles should be made the guiding
factors of the children’s life.
Ø Emotions are caught, they are not taught. Therefore, the teacher
should refrain himself from any act or behavior which can bring undesirable
influence upon the emotion development of children.
Ø The child should get due recognition in his group and in no case he
should feel isolated or rejected by his peer group and classmates.
CONCLUSION
Most
of the problems in our lives are the results of misinterpretation of feelings
and emotions. If proper efforts are made for training the emotions and
developing proper emotional intelligence potential from their childhood then it
will surely help to lead a peaceful life.
To
progress and let others progress and
To
live and let others live are thus the ultimate
goals of any education or training provided for developing one’s potential of
Emotional Intelligence.
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