EMOTIONAL INTELLIGENCE IN RELATION TO TEACHER EFFECTIVENESS AND TEACHING ATTITUDE OF B.Ed. COLLEGE TEACHERS

EMOTIONAL INTELLIGENCE IN RELATION TO TEACHER EFFECTIVENESS AND TEACHING ATTITUDE OF B.Ed. COLLEGE TEACHERS PDF

Author: M. Raja Reddy

Publisher: Discovery Publishing House Pvt Limited

Published: 2019-04

Total Pages: 276

ISBN-13: 9789386841896

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In any educational system teacher education play an important role in the development of human resources with adequate knowledge skills and competencies. The teacher role changes from time to time depending upon the societal needs in which he/she is working. The teacher, by virtue of his knowledge and rational mind not only enlighten the students but also the local communities towards progress.

Training Teachers in Emotional Intelligence

Training Teachers in Emotional Intelligence PDF

Author: Elena Savina

Publisher: Taylor & Francis

Published: 2021-10-28

Total Pages: 205

ISBN-13: 1000463729

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Training Teachers in Emotional Intelligence provides pre- and in-service teachers with foundational knowledge and skills regarding their own and their students’ emotions. Teachers are increasingly charged with providing social-emotional learning, responding to emotional situations in the classroom, and managing their own stress, all of which have real consequences for their retention and student achievement. Focused on the primary/elementary level, this book is an accessible review of children’s emotional development, the role of emotions in learning, teaching, and teachers’ professional identity. The book provides strategies for teachers to foster their emotional awareness, use emotions to promote learning and relationships, foster emotional competencies in students, and stay emotionally healthy.

Emotional Intelligence in Education

Emotional Intelligence in Education PDF

Author: Kateryna V. Keefer

Publisher: Springer

Published: 2018-07-13

Total Pages: 467

ISBN-13: 331990633X

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This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders. Topics featured in this book include: Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness. Implications of preschoolers’ emotional competence for future success in the classroom. Understanding EI in individuals with exceptionalities. Applications of school-based EI and SEL programs in North America and Europe. Policy recommendations for social-emotional development in schools, colleges and universities. Developing emotional, social, and cognitive competencies in managers during an MBA program. Emotional intelligence training for teachers. Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com

Emotional Intelligence and Teachers

Emotional Intelligence and Teachers PDF

Author: Claire Anne Robitaille

Publisher: ProQuest

Published: 2008

Total Pages: 140

ISBN-13: 9780549449256

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This study is intended to extend the current body of research on emotional intelligence by exploring the relationship between emotional intelligence, teacher effectiveness and teacher certification. A measure of emotional intelligence and perceived effectiveness was used to explore differences between special education teachers certified in emotional and behavior disorders (EBD) (n = 34) and general education teachers (n = 30). It was hypothesized that the special education teachers would score higher on both measures. Discriminant function analysis was performed using teacher certification as the grouping variable and scores on the intrapersonal, interpersonal and stress management composite scales of the BarOn Emotional Quotient Inventory (EQ-i) and the Teacher Perception Scale as the predictor variables. No significant differences were found between the two groups. A secondary exploratory analysis of the data was completed to explore alternative differences between the 2 groups of teachers. Significant findings were found with regard to grade level and type of classroom setting. Overall results suggest that special education teachers reflect the general population of teachers and are not significantly different in their perceptions of effectiveness and their intrapersonal, interpersonal and stress management skills. the results of the study are presented within the context of previous empirical evidence in the field of emotional intelligence and teacher effectiveness. Limitations of the study, considerations, and recommendations for future research are discussed.

Teaching with Emotional Intelligence

Teaching with Emotional Intelligence PDF

Author: Alan Mortiboys

Publisher: Routledge

Published: 2005-10-17

Total Pages: 157

ISBN-13: 0203087798

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The way emotions are handled by the individual and by others is central to the success of learning. Teaching with Emotional Intelligence shows how to manage this influential but neglected area of learning. Taking the reader step by step through the learning process and looking at the relationship from the perspectives of both the teacher and the learner, this book will help the reader to: * plan the emotional environment * learn how to relate to learners * listen to learners effectively * read and respond to the feelings of individuals and groups * develop self-awareness as a teacher * recognize prejudices and preferences in oneself * improve non-verbal communication. Featuring lots of activities, checklists and points for deeper reflection, the guidance in this book will help teachers encourage their learners to become more engaged, creative and motivated.

CREATING AN INCLUSIVE SCHOOL

CREATING AN INCLUSIVE SCHOOL PDF

Author: MANGAL, S. K.

Publisher: PHI Learning Pvt. Ltd.

Published: 2019-07-01

Total Pages: 336

ISBN-13: 9388028171

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With the proclamation of human rights and impact of the philosophy of humanism, there has been a worldwide call for providing humane treatment to the disabled and putting an end to their isolation. Written in the same context, the book developed as per the issued directives of NCTE equips its readers with the knowledge, understanding, skills, interests and attitude needed for working in the inclusive schools. It acquaints them with all the essentials related to the nature of the different types of disabilities or impairments, diversities and exceptionalities of the children belonging to an inclusive school, the need and means of introducing the required adaptations in the environmental conditions, curriculum, teaching-learning strategies, teaching-learning aids and equipment, methods of assessing the progress of the diverse children, and likewise so many other things and requirements for fulfilling their responsibilities towards the diverse children in the inclusive set-up of the school. It is primarily designed for the students of secondary and elementary teacher education (B.Ed., B.El. Ed., D.Ed.) of the teacher training institutes. KEY FEATURES • Full coverage of the current syllabi prescribed for B. Ed., B. El. Ed. and D. Ed. in a user-friendly language • Comprehensive description of the various aspects of inclusive education and children with special needs (CWSN) such as historical perspectives to disability and inclusive education, needed pedagogical and assessment approaches for CWSN, educational provisions for the disabled at national and international levels, and so forth • Inclusion of recent topics such as learning styles in the context of different types of disabilities and CWSN, forms of exclusions on various grounds including disabilities in Indian education, approaches and models of inclusion, individual education programme, assistive and adaptive technologies, and so on • Comprises chapter-end summary for quick glance of the concepts TARGET AUDIENCE • B.Ed. • B. El. Ed. • D.Ed.

Skill and Education: Reflection and Experience

Skill and Education: Reflection and Experience PDF

Author: Bo Göranzon

Publisher: Springer Science & Business Media

Published: 2012-12-06

Total Pages: 292

ISBN-13: 1447119835

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This book has an important starting point in the conference held in Stockholm in May-June 1988 on Culture, Language and Artifidal Intelligence. It assembled more than 300 researchers and practitioners in the fields of technology, philosophy, history of ideas, literature, linguistics, sodal science etc. The conference was an initiative from the Swedish Center for Working Life, based on the project AI-Based Systems and the Future of Language, Knowledge and Responsibility in Professions within the COST 13 programme of the European Commission. Partidpants in the conference and researchers related to its aims were chosen to contribute to this book. It is preceded by Knowledge, Skill and Artificial Intelligence (ed. B. Göranzon and I. Josefson, Springer-Verlag, 1988), Artifidal Intelligence, Culture and Language (ed. B. Göranzon and M. Florin, Springer-Verlag, 1990) and Dialogue and Technology: Art and Knowledge (ed. B. Göranzon and M. Florin, Springer-Verlag, 1991). The two latter books have the same conference connection as this one, and their aim is to present the contours of a research field with a multitude of issues that demands thorough investigation. The contributors' thinking in this field varies greatly; so do their styles of writing. For example: contributors have varied in their choice of "he" or "helshe" for the third person. No distinc tion is intended, but chapters have been left with the original usage to avoid extensive changes. Similarly, individual contribu tor's preference as to notes or reference lists have been followed.

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