Chapter 8 - CCRI Faculty Web

Report
On Course
Strategies for Creating Success
in College and in Life
Chapter 8
Developing Emotional Intelligence
CHOICES OF SUCCESSFUL STUDENTS
DEVELOPING EMOTIONAL INTELLIGENCE
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REVIEW:
COMPONENTS OF LOGICAL ARGUMENT
Which component
answers the question
“Why?”
Facts, data and
stories are examples
of which component?
Which component
includes opinions,
beliefs or positions?
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Reasons
Evidence
Conclusions
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REVIEW: TYPES OF LEARNERS
What are the four learning preferences?
Thinking
Doing
Feeling
Innovating
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REVIEW:
DEVELOPING SELF-RESPECT
What are two crucial choices that build up or
tear down my self-respect?
To live with integrity…or not.
To keep commitments…or not.
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CASE STUDY IN CRITICAL THINKING
AFTER MATH
Decide which character in the story has the least
emotional intelligence.
Gather in groups with people who chose the same
character as least emotionally intelligent and
choose a spokesperson.
Each group, provide your spokesperson with
reasons and evidence that support your
conclusion.
Each spokesperson, use your best critical thinking
skills to persuade others to leave their group and
join yours.
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CASE STUDY IN CRITICAL THINKING
AFTER MATH
DIVING DEEPER: Imagine that you have
been asked to mentor the person whom you
ranked number 5 (least emotionally
intelligent). Other than recommending a
counselor, how would you suggest that this
person handle his or her upset in a more
emotionally intelligent manner?
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DEVELOPING EMOTIONAL INTELLIGENCE
FOCUS QUESTIONS
What is emotional intelligence?
How can you experience the full range of
natural human emotions and still stay on
course to a rich, fulfilling life?
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FOUR COMPONENTS
OF EMOTIONAL INTELLIGENCE
EMOTIONAL SELF-AWARENESS
Knowing your feelings in the moment.
EMOTIONAL SELF-MANAGEMENT
Managing strong feelings.
SOCIAL AWARENESS
Empathizing accurately with other people’s emotions.
RELATIONSHIP MANAGEMENT
Handling emotions in relationships with skill and
harmony.
Create a memory device that helps you remember
and understand these four components of EI.
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APPLYING THE CONCEPT
Read each description; then decide which component of
emotional intelligence is being demonstrated.
EMOTIONAL
Candace notices that her
breathing is accelerated, her
SELFchest feels tight and her jaw
AWARENESS
muscles are clenched and
realizes her anger is escalating.
Alex is furious after discovering
EMOTIONAL
that his roommate has eaten all
of the snacks that Alex bought. SELF-MANAGEMENT
Alex decides to take a long walk
and think before confronting him
about the situation.
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APPLYING THE CONCEPT
Halalo’s friends come from very different
backgrounds: one from New York city, two
from St. Louis, one from a family farm in
southern Missouri and one from a small town
in eastern Oregon. Still, he can tell when
each of them is upset about something.
Mikel knows that Annette flunked the same
test on which Kerri scored a “95.” Instead of
telling Annette she should have spent more
time studying, he lets her vent her feelings
about the test and the class. Later, he asks
Annette if she would like to join his study
team.
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SOCIAL
AWARENESS
RELATIONSHIP
MANAGEMENT
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JOURNAL 28: WARM-UP
Write a list of as many emotions as you can think
of. (4 minutes)
Form groups of four and read your lists to each
other. As you hear emotions that are not on your
list, add them.
One at a time, each person share the emotion that
gives him/her the greatest challenge in managing.
Group members, offer suggestions for how the
person can better manage that emotion. (3
minutes each)
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ONE STUDENT'S STORY:
Lindsey Beck
Identify which component(s) of emotional
intelligence got Lindsey off course.
What new choice helped her get on course?
What lesson from Lindsey’s story could you
apply to your own life?
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REDUCING STRESS
FOCUS QUESTION
How can you soothe stressful feelings that
make life unpleasant and threaten to get you
off course?
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STRESS: SYMPTOMS
As you read the symptoms appearing below, jot down each
one that you are currently experiencing.
high blood pressure
headaches
indigestion
ulcers
chronic constipation or diarrhea
tics
sexual dysfunction
insomnia
muscle tension
backaches
irritability
cold sores
muscle spasms
tremors
fatigue
emotional upsets
Are there other symptoms in your life that may be caused
by stress?
On a scale of 1-10 (10 = high stress), what do you think
is your present level of stress?
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SYMPTOMS OF STRESS
From the following list, identify which
emotion is most likely to get you off course:
•
•
•
•
•
OVERWHELM
ANGER AND RESENTMENT
FEAR AND ANXIETY
SADNESS AND DEPRESSION
JOY AND HAPPINESS
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TRUTH IN CARTOONS
With a partner, examine “The Far Side” cartoon by
Gary Larson in the section titled “Healthy Stress
Reduction.” Discuss:
• What is funny about this cartoon?
• What truth is expressed in this cartoon?
• How could you apply this truth to improve
your own life?
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JOURNAL ENTRY 29
1. Pair up!
2. Student A: Read your entire Journal Entry 29 to Student
B.
3. Student B: "What I hear you saying is...“ Then, "A
question I have is...“
4. Reverse roles and repeat Steps 2 and 3.
5. Continue discussing what you have both learned about
positive methods for reducing stress in your lives.
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ONE STUDENT'S STORY:
Jaime Sanmiguel
Jaime shares a common fear with many
people: the fear of speaking in public.
What helped Jaime choose to move past his
fear and take a positive action?
What fear of yours might interfere with
achieving your desired outcomes and
experiences?
What lessons can you apply from Jaime's
story to help you?
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CREATING FLOW
FOCUS QUESTIONS
What are you doing when you feel most
happy to be alive—when you become so
absorbed that time seems to disappear?
How can you create more of these peak
experiences in college and beyond?
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QUOTATIONS
Choose your favorite quotation from the
margins of the "Creating Flow" section.
Form groups of three with other students
who chose a different quotation.
In your group, share the quotation you
selected, what it means to you, and your
reasons for choosing it.
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BECOMING AN ACTIVE LEARNER
Skill +
= Boredom
+ Challenge = Anxiety
Skill + Challenge = Flow
Challenge
Skill
This is an example of conveying meaning in a visual
way. Translate the meaning into words.
Now look at the cartoon in the “Creating Flow” section (person
reading a book). Translate the meaning of that visual element
into words.
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DEVELOPING EMOTIONAL
INTELLIGENCE AT WORK
Check the employment ads in your local
paper.
Find an ad that indicates that emotional
intelligence (or another soft skill) is one of
the requirements. (e.g., "must work well with
others")
Bring the ad to class and share it with a
partner, identifying the required soft skill(s).
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DEVELOPING EMOTIONAL
INTELLIGENCE AT WORK
On Course identifies five indicators for
identifying instructors who create flow in
their classrooms (see "College and Flow").
Rewrite those indicators to help someone
identify an employer or supervisor who
would be likely to create flow in the
workplace.
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BELIEVING IN YOURSELF:
DEVELOP SELF-LOVE
FOCUS QUESTIONS
How much do you love yourself?
What can you do to love yourself even
more?
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BELIEVING IN YOURSELF:
DEVELOP SELF-LOVE
Self-Care Plan
• Nurture Yourself Physically
• Nurture Yourself Mentally
• Nurture Yourself Emotionally
Which of these is the area in which you
need to work on most ?
Form small groups with others who chose
the same area and discuss the suggestions
from the text.
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EMBRACING CHANGE:
DO ONE THING DIFFERENT THIS WEEK
Look at the list of nine beliefs and behaviors.
Which of these choices is most likely to help
you move closer to your desired outcomes
and experiences?
Write about your choice, using one or more
of the 4E’s (examples, experiences,
explanation, evidence).
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WISE CHOICES IN COLLEGE:
MANAGING MONEY
Pair up and look at the chart in On Course
showing level of education, median earnings and
unemployment rate.
Discuss:
What educational degree raises your potential
salary the most?
What effect does education have on your
likelihood of being employed?
What other conclusions can you draw from the
chart?
What effect did examining this chart have on your
motivation to continue college?
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WISE CHOICES IN COLLEGE:
MANAGING MONEY
Choose the strategy for "Increasing Money
Flowing In“ that has the greatest chance of
increasing your abundance.
Join with one or two other students who
made the same choice.
Together, develop a Next Actions list to put
the strategy into action.
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WISE CHOICES IN COLLEGE:
MANAGING MONEY
Choose the strategy for “Decreasing the
Flow of Money Out“ that has the greatest
chance of increasing your abundance.
Join with one or two other students who
made the same choice.
Together, develop a Next Actions list to put
the strategy into action.
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REVIEW & SUMMARY
What are the three options or components of
a self-care plan?
Nurture Yourself Physically
Nurture Yourself Mentally
Nurture Yourself Emotionally
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REVIEW & SUMMARY
What are some of the physical symptoms of
stress?
high blood pressure
headaches
indigestion
ulcers
chronic constipation/diarrhea
tics
sexual dysfunction
emotional upsets
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muscle tension
backaches
irritability
cold sores
muscle spasms
tremors
fatigue
insomnia
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REVIEW & SUMMARY
What are the four components of emotional
intelligence?
Emotional Self-Awareness
Emotional Self-Management
Social Awareness
Relationship Management
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REVIEW & SUMMARY
What are some of the positive benefits of
developing emotional intelligence in the
college setting?
What are some of the positive benefits of
developing emotional intelligence in the
work setting?
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KEY CHOICES TO DEVELOPING
EMOTIONAL INTELLIGENCE
Creating
Flow
Reducing
Stress
Understanding
Emotional
Intelligence
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TICKET OUT
What do you think will be the most
rewarding aspect of developing
Emotional Intelligence? Why?
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End
Chapter
Eight
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