Victor Allen About Victor Allen Victor Allen is a freelance educational consultant who focuses on behaviour and leadership issues advising on improving all aspects of emotional intelligence with both students and staff ID: 561451
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Understanding & Supporting Behaviour Through Emotional Intelligence
Victor AllenSlide2
About Victor Allen
Victor Allen
is a freelance educational consultant who focuses on behaviour and leadership issues, advising on improving all aspects of emotional intelligence with both students and staff. He is involved in training teachers at the University of Northampton, mentoring Newly Qualified Teachers in a variety of schools and runs European training events on leadership, emotional intelligence and special needs within mainstream schools. He is a regular contributor to tespro
(TES)
on behaviour issues and in his spare time works with a semi-professional football team helping with the emotional aspects of the game. Slide3
Critical questions explored
What emotional atmosphere do you think you create by being in the room?
Becoming an emotionally intelligent teacher means considering every emotional trigger influencing a situation and responding accordingly.Different classes will have a different emotional trigger.Reflect on those feelings and consider their influence on your thinking and delivery.For the classes that are relaxed, enjoyable and where the pupils work with you, do you mirror your own enthusiasm and are you naturally relaxed?For others that are harder to manage, do you try to gain control of a situation which emotionally you don’t enjoy? By becoming strict perhaps with a harder tone?Slide4
Influencing the room
A relaxed atmosphere allows ideas to flow more easily and openly. Without this relaxed environment, it becomes a lot harder to think creatively
This can lead to:A more formal, strict start to the lessonSterner voice toneQuicker movements around the roomRepeating a persons name, especially if they don’t respond Your speaking volume increasesLessons are less inspiredWhat other actions have you noticed? Do sarcastic comments or thoughts start to creep in?Slide5
Influencing the room
What are the results of a relaxed, engaged room?
Warm welcome as they arriveLessons are full of varietyCalmer voice toneSmiling and friendly comments toward othersSmoother and more confident movements around the roomPraise flows more honestly and towards more peopleLessons are more engaging and aspirationalWhat other emotional and physical aspects tend to be present?Slide6
Create your OWN positive atmosphere
What influences can you bring from the classes that you feel relaxed in, to the ones that causes anxiety?Change the thought in your mind from
; I feel nervous before the lesson to I feel excited before the lessonThis simple word change can influence your attitude, and therefore the outcome.Slide7
Externally and internally
how do you want people to feel as they come into
your classroom?Be prepared, have resources ready for them to start, meet them at the door with a smile and encouraging words. Consider the emotions of those entering, they will also be influenced by many things but whilst in your presence they should be influenced by you, not the other way around.Monitor your emotions throughout the lesson, reflect on them and their influence on your thinking and actions
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change your tone if necessary.
Inspire confidence even if you might not be feeling it. Remembering that the relaxed, creative classroom where people come to learn and enjoy learning, starts with you and the emotional atmosphere that you create.Slide8
Detention
What form does your detention take?The emotional impact of a detention goes beyond the actual event so there are things you can do to improve the outcome and future relationships.
Interview those who attend. They are your greatest resource for finding out what is needed to win them over. What reasons do they have for not engaging with the lessons?Have you ever tested your theory by asking them directly if that is the issue?Slide9
Emotionally intelligent detention
The aim of a detention is to change the cause of it, not to just live in hope that by depriving them of their time, they will learn new social and emotional skills. Do they like your lesson, and if not, why not?
Do they see the relevance of it in their lives NOW? If not then look to see how it can become relevant by getting to know what they see as important and tying your lessons into this?Do they find the work too easy, or too hard?What is going on in their social and family life that might impact their study?Slide10
The emotionally intelligent approach
The atmosphere within your classroom is, for better or worse, influenced by the teacher.Stay aware of your body language, tone, dress, comments, enthusiasm and how you are feeling. Respond to the changes from students and yourself so that you maintain control of what you transmit.
Three things to ask yourself;Do they know what they have to be doing? Model Can they manage it or know what to do if they can’t? ManageableIs what you are teaching relevant to their lives now? MeaningfulSlide11
Emotionally intelligent relationships
Being aware of their emotions, not just their academic abilityBeing aware of the fact that their emotions can and will affect you
You can influence the whole class by modelling a calm and manageable approach.Patience is KEYFor more on the emotional intelligent approach and classroom, download the checklist on www.victorallen.co.uk or www.criticalpublishing.com