1. I SECOND THAT Teaching with
emotional
EMOTION intelligence

2. What comes to mind when you hear
the term “emotional intelligence”?

3. THE QUALITIES OF AN EMOTIONALLY
INTELLIGENT TEACHER
1. Think of a good teacher you’ve had in your
life.
2. What words/phrases capture what was good
about them? Write them on your post-it
notes.
Activity adapted from Alan Mortiboys’ Teaching with Emotional Intelligence.

4. THE QUALITIES OF AN EMOTIONALLY
INTELLIGENT TEACHER
Column 1 Column 2 Column 3
• Expert • Organized • Approachable
• Knowledgeable • Manages time well • Positive
• Authoritative • Gives useful feedback • Good listener
• Resourceful • Prepared • Empathetic
• Experienced • Clear speaking • Responsive
• Up-to-date • Clear directions • Attentive
• Can answer any • Relevant, engaging, • Non-threatening
question on the topic and challenging • Open
activities • Respectful
• Makes good use of • Recognizes learners
good materials • Avoids assumptions
 Which of the above words/phrases do you think people would
use to describe you as a teacher?
Activity and chart adapted from Alan Mortiboys’ Teaching with Emotional Intelligence

5. THE PERFECT TEACHER
Teaching and
learning
methods
Emotional Subject
intelligence expertise
(Mortiboys 2012, p. 3)

6. WHAT IS EMOTIONAL INTELLIGENCE
 EI is “the capacity for recognizing our own feelings
and those of others, for motivating ourselves, and for
managing emotions well in ourselves and in our
relationships (Goleman, 1998, 317).”
 Emotional intelligence is based on five competencies
 Self-Awareness
 Self-Regulation
 Motivation
 Empathy
 Social Skills

7. EMOTIONAL COMPETENCE FRAMEWORK
Personal Competence (how we manage ourselves)
 Self-Awareness  Adaptability
 Emotional awareness  Innovation
 Accurate self-assessment  Motivation
 Self-confidence  Achievement drive
 Self-Regulation  Commitment
 Self-Control  Initiative
 Trustworthiness  Optimism
 Conscientiousness
Adapted from Daniel Goleman’s Working with Emotional Intelligence

8. EMOTIONAL COMPETENCE FRAMEWORK
Social Competence (how we handle relationships)
 Empathy  Social Skills
 Understanding others  Influence
 Developing others  Communication
 Service orientation  Conflict management
 Leveraging diversity  Leadership
 Political awareness  Change catalyst
 Building bonds
 Collaboration &
cooperation
 Team capabilities
Adapted from Daniel Goleman’s Working with Emotional Intelligence

9. EMOTIONALLY INTELLIGENT TEACHING
Based on what we’ve discussed so far, why do
you think emotional intelligence is important
for teachers?

10. RELATING TO LEARNERS
Mortiboys (2012, p. 17) provides the following
metaphors for relationships between teachers
and students:
 Law enforcer to potential criminal
 Carer to the vulnerable
 Salesperson to customer
 Sheepdog to sheep
 Guru to followers
What would your metaphor be?

11. PLANNING WITH EMOTIONAL
INTELLIGENCE
How do you divide your planning energy?
 Imagine the energy that you put into planning a class
session as a whole pie. How much of the pie do you
devote to:
 Planning content?
 Planning methods and materials?
 Planning to use emotional intelligence?
Activity adapted from Alan Mortiboys’ Teaching with Emotional Intelligence, p. 29

12. SETTING THE TONE
Listen to our three sample session openings.
After each sample, think of a few words you
might use to describe it.
Which one do you like best?
Which is most like you?
Think of a session you’ve taught recently. How
did you introduce it? How could you have done
it differently?
Activity adapted from Alan Mortiboys’ Teaching with Emotional Intelligence, p. 30-31

13. PHYSICAL EXPERIENCE OF LEARNERS
 Know the limitations and advantages of the learning
space
 Integrating movement
 Get students into groups by asking them to move to a
different space or work with someone new
 “Promenade” – ask students to “walk and talk with
each other while carrying out a brief activity in pairs”
(Mortiboys 2012, p. 47)
 “line-up” – ask students to stand in a line, arranged
by where they stand on a certain topic or question
(Mortiboys 2012, p. 47)

14. TEACHING WITH EMPATHY
 Anticipating and responding to learner
expectations
 Set ground rules
 Explain your expectations and ask students to share
theirs
 Active listening skills
 Acknowledging individual learners (Mortiboys
2012, p. 61)
 Make eye contact
 Use learners’ names
 Refer to previous class contributions
 Understanding your audience

15. TEACHING WITH SELF -AWARENESS
Knowing your style
Playing to your strengths
Knowing your drivers (“unconscious
response[s] to messages we picked up in early
childhood” [Mortiboys 2012, p. 100])
Being aware of verbal and non-verbal
communication

16. DEVELOPING YOUR EMOTIONALLY
INTELLIGENT TEACHING PRACTICE
Personal reflection
 Self-check after a session
 Set goals and assess your progress
 Reflective journals
Learner feedback
Reflection with colleagues
 Circular response technique

17. REFERENCES
 Berman, J. (2004). Empathic teaching: Education for life .
Amherst: University of Massachusetts Press.
 Goleman, D. (1995). Emotional intelligence . New York: Bantam
Books.
 Goleman, D. (1998). Working with emotional intelligence. New
York: Bantam Books.
 Jha, A., & Singh, I. (2012). Teacher Effectiveness in Relation to
Emotional Intelligence Among Medical and Engineering Faculty
Members. Europe's Journal Of Psychology , 8(4), 667-685.
doi:10.5964/ejop.v8i4.483
 Mortiboys, A. (2012). Teaching with emotional intelligence: A
step-by -step guide for higher and fur ther education
professionals. London: Routledge.
 Wall, B. (2007). Coaching for emotional intelligence: The secret
to developing the star potential in your empl oyees. New York:
Amacom.