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A. Identify Your Feelings

- Ask yourself: How am I feeling?

- Answer using three word sentences beginning with "I feel..." - Label your feelings, not your children (or situation)

B. Take Responsibility for Them (Own them) - Don't blame the children for your feelings

- Owning your feelings means not thinking in terms of: You are making me angry

You kids are driving me crazy

- Remember that there is a little space between stimulus and response, and in this space lies your power to choose your reaction.

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C. Use Your Emotional Awareness to Learn About Yourself

- Your negative feelings reveal your unmet emotional needs. For example: If you feel You need to feel

Disrespected Respected Disobeyed Obeyed Out of control In control

But remember that the children are not there to meet your needs, you are there to meet theirs. Thus, you must either get your needs met somewhere else, or you must "let go" of some of your needs, such as your need to have so much control, or to feel obeyed. And remember that respect is something you earn, not demand. The easiest way to do this is to show respect for each individual childs feelings, and remember his negative feelings are indications of unment emotional needs. The more help the child identify and meet the needs, the happier everyone will be.

D. Work on Keeping Your Area of Acceptance Wide Open - When you feel good about yourself you are more - accepting

- tolerant - patient

- understanding - predictable

====> This helps your students feel - Accepted

- Approved of - Secure - Relaxed

- Good about themselves

These contribute to healthy self-esteem, openness to learn and willingness to cooperate * Remember that Emotions are Contagious *

II. HELPING YOUR STUDENTS FEEL BETTER THROUGH INCREASED EI A. Help them label their feelings

- Teach them a wide range of feeling words - Start expressing your feelings

- Start talking about feelings B. Give them real choices - Honor their decisions

- Don't issue orders in disguise as requests

- Ask them to help you meet your needs; don't demand it C. Respect their feelings

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- Ask them how they feel

- Ask them how they would feel before taking action

- Think about how you want them to feel - what feelings create a positive learning environment

D. Validation

- Accept their feelings

- Show understanding, empathy, caring and concern

- Whenever there is a problem remember to always first validate the feelings E. Empower them

- Ask them how they feel and "What would help you feel better"

- Teach them to solve their own problems using empathy, compassion and mutual respect for each other's feelings

F. Avoid Labels and Judgment - Avoid "shoulds"

- Avoid subjective labels (good/bad; nice/rude, etc.)

Creating classroom Environment

An EI classroom environment is necessary for students’ cognitive learning, growth, and creative expression. Teachers can create EI classrooms by affirming students’ accomplishments in noncompetitive ways, encouraging self-confidence, providing opportunities to take risks without penalty, and giving thoughtful feedback. Researchers have found that students’ emotional and academic functioning improve when caring and respectful teachers support students’ competence in a noncomparative and noncompetitive way, and support students’ autonomy through meaningful curriculum (Roeser, Eccles, & Sameroff, 2000).

The Positive relationship that develop between student and teacher and that, in turn, influence academic performance are key to creating an EI classroom environment. Teacher can foster positive relationship with their student by conveying respect and compassion for students, by listening carefully to them, and by responding to their needs and feelings. It also important that student feel that teacher will manage the classroom environment and relationship among students in ways that protect their integrity and right to learn without fear of ridicule or humiliation (e.g. where classroom norms for interacting include respect rather then put- down,) Strife or fear in the learning process create a negative “affective filter”

Teachers can create an EI classroom environment by providing targeted, positive feedback on successful elements of work in conjunction with suggestions for improvement .Positive classrooms have many ways of acknowledging students’ capabilities (for example, through teacher comments and display of student’s work). High expectations of students, combined with support, encouragement, and opportunities for success help affirm student’s accomplishments in noncompetitive ways.

Conclusion

After Qualitative Analysis method done it is conclude that that teaching and learning through the Emotional intelligences helps solve many common school problems and optimizes the learning

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experience for students and teachers alike. Students will developed with balance personality. The role and importance of emotional intelligence is it will shifts from informative learning to transformative learning. To achieve the high goals and expectations of education in the 21st century, the intentional inclusion and development of emotional intelligence skills in teacher preparation programs and student development programs are needed.

References

• Goleman, D. (1995), Emotional Intelligence: why it can matter more than IQ. New York Bantam Books

• Daniel Goleman (1995). Emotional Intelligence at work place. Bantam

• Daniel Goleman (2000). Working with Emotional Intelligence. Bantam.

• Neal M. Ashkanasy (2000). Emotions in the Workplace: Research, Theory, and Practice. Westport.

• Alan Mortyboys(2005). Teaching with Emotional Intelligence :A Step by step guide for higher and further Education professionals. Routledge

• Daniel Goleman (2007). Social Intelligence. The new style of Human Relationships. Bantam

• Daniel Goleman (2011). The brain and Emotional Intelligence, New insights. .

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