Here’s a repost from Edutopia that really captures the student experience for many traditional classrooms. It’s definitely something to think about! Click the link, below…
Due to a fortuitous convergence of related articles I have been thinking a lot about Emotional Intelligence, whether we can change it for ourselves and how one’s EQ relates to interpersonal conflicts.
Unless you live in a bubble you’re likely exposed to POTENTIAL interpersonal conflicts on a weekly (if not daily) basis. I say POTENTIAL because we have a fair bit of control over whether these actually develop into conflicts. Having two teenage children, right now, I have been reflecting A LOT on how to reduce interpersonal conflict (that should give you a clue as to how often these potential conflicts develop!). Occasionally, conflicts at work also occur… So, I read a useful article on “Five Secrets for Mastering Conflict” published by the “VitalSmarts” folks who are behind Crucial Conversations and CrucialSkills. Skills for Change. Change for Good.
Essentially, before having a crucial/difficult conversation…
- Be truthful without being brutally honest. I like to call it compassionate honesty.
- Get your facts straight first and link them to your feelings… don’t just share your feelings without facts, it turns people off and causes them to tune you out, fast.
- Don’t listen defensively, listen with true intent to understand the other’s perspective.
- Take honest responsibility for how YOU have contributed to the situation.
- Instead of being afraid of saying something because you fear the costs, if things don’t go well, consider the costs if you don’t say what needs to be said and try to think positive about how the conversation could turn out if it goes well.
The possible problem with all this is that these skills directly relate to one’s Emotional Intelligence. So… if your EQ isn’t great, what do you do? Can an EQ be increased? The good news is, it can! It’s not easy but there are some basic, positives to get us going down the path to improvement. According to Tomas Chamorro-Premuzic in the Harvard Business Review, there are 5 key points to consider:
- We CAN change our EQ but long term improvements require plenty of hard work and guidance/feedback. Luckily, our EQ tends to naturally improve with age.
- Interpersonal Skills is the most coachable characteristic of one’s EQ.
- To improve, we need specific and accurate feedback – like, 360-degree feedback and other specific, accurate coaching processes.
- Since some techniques and processes are better than others, focus on the ones that are in the “cognitive-behavioral therapy” realm NOT the “self-esteem/confidence-building” realm.
- Some people are simply more coachable than others… this is not a reason to give up! This is a reason to do a coachability pre-assessment to help initially map the journey and increase the effectiveness of the coaching.
The bottom line is, if you really want to improve, there are concrete ways to do it that can help you develop better interpersonal communication skills that can help reduce conflict. Here is another resource on improving one’s EQ:
Fleas and Revolutionaries by Michael Josephson
Here’s another great post by Michael Josephson that I want to share… with the caveat that I don’t endorse tying the idea of the glass half-full to political revolutionaries. However, there’s no doubt there’s power in positive thinking… and, positive actions! I would tie this concept to the actions of education revolutionaries!!!
We set the bar high and our students are expected to reach or exceed what might be very challenging heights of academic standards. What if they are just not motivated to try to reach those learning goals?
How do we keep our students motivated as they strive to meet increasingly challenging academic standards?
Actually, “Every student is motivated – just not necessarily in the way teachers hope” (Quate and McDermott, Sept. 2014). Two key factors are (1) helping students feel that teachers are committed to their potential AND (2) “making sure students feel intellectually challenged” (Ibid). When students know you support them and believe in them they are more motivated to do the work. Add to that (3) as many of the factors that go hand-in-hand with Project-Based Learning:
- Give students more voice and choice (still making it teacher-guided, though);
- Localize the project (for added relevance and personal connection);
- Keep it real (again, in relation to the student, personally);
- Launch the project with an entry event;
- Emphasize commitment to the team;
- Involve outside collaborators;
- Have students present their work to a public audience.
(From: John Larmer. “Boosting the Power of Projects.” Educational Leadership Sep. 2014: 42-46. Print.)
Now (1-2-3, P-B-L), we can sustain an environment of motivated learning! For immediately useful links related to PBL see my previous posts, “Stressed out about projects? Here’s a handy checklist!” and “More PBL Resources!”
By incorporating Project-Based Learning into our instructional plans we can engage students to a degree that they may not normally have been, in the past. PBL is recognized ” as a way to boost students’ motivation to learn” (Larmer, Sept. 2014). Ideally, our students will happily choose to strive to meet and/or exceed those high standards and we can continue to support their optimum learning!
- Larmer, John. “Boosting the Power of Projects.” Educational Leadership Sep. 2014: 42-46. Print.
- Quate, Stevi and John McDermott. “The Just-Right Challenge.” Educational Leadership Sep. 2014: 61-65