Primary Schools
Why should we teach toddlers and upwards the essential skills of Emotional Intelligence
To do so we must adhere to the following approach
- We must set it up on curriculum approach, in exactly the same we teach academic subjects where each class is an incremental part of the whole programme
- That curriculum must stretch over a minimum of 3 years
- The teaching of emotional intelligence is dramatically different to academic subjects and hence trained teachers in this process must be adequately trained
- Each lesson plan within the curriculum is a building block of the reframing process which essential to change our emotions.
- Parental Involvement is essential in the training process, because unlike academic subjects our emotions run 24/7 and parents have more time with their children than schools by a factor of 1:4
What is meant by a reframing?
The picture inside the frame is the event or situation with the surrounding frame being the emotion we apply to the event or situation.
The younger we are the more likely we are to change the frame to one that is more acceptable to others around us; the more help we can give in this re-framing process the faster the individual develops, it is for this reason that Emotional Intelligence matters more than IQ.
To change this frame, which I will refer to as reframing, we need to use methods that the individual will reframe themselves internally. These methods must be those that the brain used to construct the original however, it uses pictures and not words. In other words, telling someone to change cannot work and this is especially true when it comes to Young Children. Why do you think that over 3 million words have been written on student’s behaviour and no real improvement has been seen?
Again, let me state the reasons why extrinsic systems fail to work: the delivery of the new model is usually given in terms of words and not new pictures, for it was in pictures that the initial model was created. If we take a young child of five years old, what is the size of their vocabulary and out of all of those words, of how many of them do they actually know the accurate meaning?
In our discussions with over 350,000 year 11 students prior to taking their GCSE examinations, it was noticeable that, despite the fact that they knew the importance of the examinations and had countless motivational approaches to work harder, they refused to listen: why? Again, this proves my point that extrinsic systems do not work.
Another compelling reason for failure is the fact that there is not a structured approach in the teaching of our emotions. We have a set curriculum for all subjects apart from emotional intelligence and thus, students do not know how to recognise there own feelings and emotions and understand how to cope with them.
Students are not taught the wide-range of empathic skills, hence the levels of mental and physical bullying are not subsiding. Young students in primary school are often terrified of going to school because of bullying. In a recent radio interview one primary head teacher commented “ Any head Teacher who says that mental bullying does not exist in their school is either blind or a fool”
How can Learning Pages help schools in this approach
Can this approach be taught with a simple training course NO
Can we teach mathematics by a simple training course NO
We have recognised these issues in the design of our Development Programme.
The development programme covers the following areas
- A solid grasp and understanding of Feelings and Emotions
- How to teach Emotional Intelligence
- Understanding of the techniques used to teach Emotional
- Intelligence and when to use each technique
- Understanding of the 52 lesson plans
- How to get Parental Involvement
- How to use the support material
- How to analyse student feedback
- How to give staff briefing on their work
- How to carry out whole school polls on the effect of the programme
- How to cope with specific issues arising in an individual school
How the approach is implemented
- After the school has approved the approach selected teachers are asked to fill out personal questionnaires as well as complete a reading list which we provide
- We run 4 days of training usually 4 weeks apart
- We provided weekly contact with the delegates
- We provided a distance learning on specific issues
- We carry out a audit to ensure that the development programme is working
Examples of the subjects taught in the curriculum
Self Awareness
Self Responsibility
Self Control
Self Management
How to deal with other people including those I don’t like
How to cope with put-downs
How to cope with people who don’t like me
How to become a better friend
How to actively listen
How to be assertive but not rude
How to walk in others’ shoes
How to deal with bullying behaviours
How to deal with bullying behaviours directed at me
How to cope with addiction
How to cope with cheating and stealing
How to be assertive
How to deal effectively with adults
How to say ‘No’ and mean it
How to evaluate decisions
Remember
There are no short-term answers to emotional and behavioural control for it takes a similar time that it does to master any other subject such as mathematics, English, ICT, Foreign Languages and others, and this is why the curriculum approach is essential. Telling is a poor substitute for experience when it comes to training the emotions.
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Train 4 teachers in the curriculum and change your school for decades to come!
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