Page 121 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 121
developing students’ emotional intelligence (ei) to help prevent esl
- changing our own valorisation of the situation, e.g. changing our
own view and understanding of the stimulus situation;
- changing the other person’s behaviour, e.g. changing the view and
understanding of the other person involved and make them be-
have according to our own ideas; and
- changing or avoiding the environment in which the stimulus sit-
uation is constantly occurring.
The role of the adult in this step is to help the child understand they
have all these possibilities for acting. The adult also guides the child through
the process of understanding which strategy is the most effective in this
specific situation. It depends on the maturity of the child how much the
adult will direct and guide this process. When the child is still very young
(2 to 5 years old), the adult talks them through the whole process. Children
older than 10 years and familiar with this method can do the thinking al-
most by themselves; they just need the initial direction.
Example:
T: What do you think you can do that will change how you feel?
Table 2. EI dimensions developed with the CER method for children and adolescents
Steps of the CER method for children EI dimensions developed
and adolescents
Emotional regulation: learning new strategies
Step 1: Helping the child calm down to calm emotional reactions
Step 2: Asking what happened Emotional awareness: understanding the situa-
Step 3: Summarising and naming the emotion tion in which the emotion arises
the child is experiencing Emotional awareness: recognition of emotion,
naming emotions
Step 4: Helping the child to evaluate and valori- Emotional awareness: understanding why emo-
se the situation tion arises
Personal autonomy: learning about yourself,
Step 5: Helping the child to think about the own values
strategy for his/her action Social competence: learning why others can feel
a different emotion in the same situation
Emotional regulation: learning strategies to
stop the emotional reaction
Social competence: learning the strategies to
communicate emotions to others
Personal autonomy: learning to plan and evalu-
ate different possibilities
Teacher can help the boy understand that he has three different possibil-
ities. He can ask other students if they knew about the circle circumference
121
- changing our own valorisation of the situation, e.g. changing our
own view and understanding of the stimulus situation;
- changing the other person’s behaviour, e.g. changing the view and
understanding of the other person involved and make them be-
have according to our own ideas; and
- changing or avoiding the environment in which the stimulus sit-
uation is constantly occurring.
The role of the adult in this step is to help the child understand they
have all these possibilities for acting. The adult also guides the child through
the process of understanding which strategy is the most effective in this
specific situation. It depends on the maturity of the child how much the
adult will direct and guide this process. When the child is still very young
(2 to 5 years old), the adult talks them through the whole process. Children
older than 10 years and familiar with this method can do the thinking al-
most by themselves; they just need the initial direction.
Example:
T: What do you think you can do that will change how you feel?
Table 2. EI dimensions developed with the CER method for children and adolescents
Steps of the CER method for children EI dimensions developed
and adolescents
Emotional regulation: learning new strategies
Step 1: Helping the child calm down to calm emotional reactions
Step 2: Asking what happened Emotional awareness: understanding the situa-
Step 3: Summarising and naming the emotion tion in which the emotion arises
the child is experiencing Emotional awareness: recognition of emotion,
naming emotions
Step 4: Helping the child to evaluate and valori- Emotional awareness: understanding why emo-
se the situation tion arises
Personal autonomy: learning about yourself,
Step 5: Helping the child to think about the own values
strategy for his/her action Social competence: learning why others can feel
a different emotion in the same situation
Emotional regulation: learning strategies to
stop the emotional reaction
Social competence: learning the strategies to
communicate emotions to others
Personal autonomy: learning to plan and evalu-
ate different possibilities
Teacher can help the boy understand that he has three different possibil-
ities. He can ask other students if they knew about the circle circumference
121
