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Emotional Intelligence Ability and the Teacher Candidate
Unformatted Document Text:  that this component of teacher candidate training is not seen as an “add on” or “credit” balancing enterprise. B. Methods This session will be designed to be a combination of presentation of background information on the emotional intelligence model and interactive participation of the audience. Background information on the four “branches” of emotional intelligence will be presented and the rationale for why this is important for teacher candidates to know will be explored. A brief audience participation activity relating to branch one, perceiving emotions and learning about the importance of emotion perception, will be conducted. Example---participants will partake in an activity in which “observers” read the facial expressions, body language, and tone of voice of an “actor” while the “actor” reads a “line” with the directions to do so in a certain manner. Audience members will record their “perception” of the event and will share with the “actor” what they observed. A discussion of “perception” and “misperception” will highlight one example of teacher candidate training. Specific examples of journal writing about “catching oneself in the moment” (regarding being caught off-guard) and being successful in going into “neutral” (not going into a negative emotional state) will be shared with the audience. These examples come directly out of teacher candidate journals relating to an assignment regarding branch four, managing emotions. Finally, a group discussion will be conducted to further explore how this training was conducted within one university program and how similar training is being conducted for in-service teachers and district personnel. The presenter will also be available outside of the session and through e-mail to continue dialog with interested participants. References

Authors: Kremenitzer, Janet.
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background image
that this component of teacher candidate training is not seen as an “add on” or
“credit” balancing enterprise.
B. Methods
This session will be designed to be a combination of presentation of background
information on the emotional intelligence model and interactive participation of
the audience. Background information on the four “branches” of emotional
intelligence will be presented and the rationale for why this is important for
teacher candidates to know will be explored. A brief audience participation
activity relating to branch one, perceiving emotions and learning about the
importance of emotion perception, will be conducted. Example---participants will
partake in an activity in which “observers” read the facial expressions, body
language, and tone of voice of an “actor” while the “actor” reads a “line” with the
directions to do so in a certain manner. Audience members will record their
“perception” of the event and will share with the “actor” what they observed. A
discussion of “perception” and “misperception” will highlight one example of
teacher candidate training. Specific examples of journal writing about “catching
oneself in the moment” (regarding being caught off-guard) and being successful
in going into “neutral” (not going into a negative emotional state) will be shared
with the audience. These examples come directly out of teacher candidate
journals relating to an assignment regarding branch four, managing emotions.
Finally, a group discussion will be conducted to further explore how this training
was conducted within one university program and how similar training is being
conducted for in-service teachers and district personnel. The presenter will also
be available outside of the session and through e-mail to continue dialog with
interested participants.
References


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