9 principes clés pour l'alphabétisation émotionnelle des enfants L’alphabétisation émotionnelle peut s’apprendre à tout âge mais c’est cependant pendant l’enfance qu’elle s’apprend le mieux. – Claude Steiner (psychologue et auteur de L’ABC des émotions) Les enfants vont avoir tendance à adopter des habitudes émotionnelles qui collent avec la représentation que les adultes vont former à leur sujet (et que les enfants vont finir par se faire d’eux-mêmes à force d’être étiquetés) : grognon, gentille, impatient, méchante… Ces schémas émotionnels sont en grande partie appris des parents et des autres membres de l’entourage (adultes mais aussi enfants qui sont eux-mêmes dans un cercle vicieux d’étiquetage des autres et de mimétisme des adultes en reprenant les paroles qu’ils entendent). Une fois adoptées, ces habitudes deviennent des schémas répétitifs ou scénarios décrivant la vie présente et la vie telle qu’elle sera. On voit les effets de tels schémas qui se reproduisent de générations en générations. Les filles sont traitées différemment. 4.Etre honnête
Publications - A Picture is Worth (Several) Thousand Words - 01/ Who Drives Social-Emotional Learning? | by UNESCO MGIEP | Social Emotional Learning | Medium The value of a holistic education that prepares children through Social-Emotional Learning (SEL) has gained attention and fanfare over the last several years in the Western hemisphere. Programmes, research centres, and organisations, including the UN,[1] are acknowledging that the focus on teaching for the test is insufficient and that education needs a thorough “rethinking[2].” Enterprising initiatives stress the “new” focus to teach what have, in previous iterations of schooling, been considered the “soft skills” of character education to help young people navigate the vicissitudes of life. We emphasize the word “new” here because ideas of holistic education that address the interplay of mind, body, and spirit, are not new. Aspects of SEL, including critical inquiry, mindfulness, compassion, and empathy, are part of learning systems in many world cultures. It is a net positive that SEL is getting attention in the West. Is there a solution? [1] Chiu, B. [4]
Lise Bourbeau :: Accueil The Times 100 UK: Marketing Theory, Business case studies Business studies learning resources Learn business studies theory online with our extensive revision pages, download free case studies from real world companies and associated lesson materials and worksheets for teachers and students. The Times 100 Business Case Studies is a long-established and trusted brand, providing a unique, powerful and immediate resource for teachers and students of business studies. Each of The Times 100 Business Case Studies is constructed around a key element of the business studies curriculum. By using real information and issues from the sponsoring companies, the case studies bring to life the complexities of business and help students engage and learn by giving them relevant context.
Emotional intelligence: why it matters and how to teach it | Teacher Network In our work with schools, it’s now commonplace for us to hear those in education talking about helping students (and staff) develop their emotional intelligence. But what do we mean exactly? Why and how should teachers support its development in their students? Emotional intelligence can be said to cover five main areas: self-awareness, emotional control, self-motivation, empathy and relationship skills. It is, of course, important for good communication with others – and is therefore a gateway to better learning, friendships, academic success and employment. The term emotional intelligence was popularised in the mid 90s by journalist Daniel Goleman’s book, Emotional Intelligence: Why It Can Matter More Than IQ. An iconic study tracked high-IQ students from childhood to late adulthood and found that those who achieved notable adult career success showed greater “will power, perseverance and desire to excel”. Active listening A vocabulary for feelings Developing self-awareness
Videos Sunday Sermon at Washington National Cathedral How to “Brave The Wilderness” with Marie Forleo of MarieTV SXSW EDU 2017: Daring Classrooms RSA Short: Blame 99U: Why Your Critics Aren’t The Ones Who Count Rising Strong Manifesto of the Brave and Brokenhearted Video Bravery & Authenticity in a Digital World: An Interview with Chase Jarvis The Power of Being Vulnerable with Jonathan Fields of Good Life Project SuperSoul Sunday: Faking It, Perfectionism, and Living Wholeheartedly RSA Short: Empathy SuperSoul Sessions: The Anatomy of Trust TED Talk: Listening to Shame TED Talk: The Power of Vulnerability #Momsplaining w/ Kristen Bell
The Diva Marketing Blog Emotional Intelligence for School Leaders — EPIC Impact Education Group Developing emotional intelligence in school leaders is critical to meet the needs of a staff that is engaged in developing a common vision for their school, maintaining a focus on high achievement for all students, and creating a school culture of trust and respect. An overwhelming body of research is clear that school culture and ethos can increase engagement, productivity, and accelerate student learning. Great school leadership and positive school culture matter. One is not more important than the other, nor can either exist independent of each other. Over the past decade, we have called for principals to be instructional leaders, lead learners, learning leaders, managers, data gurus, and hiring experts, among many other duties. Emotional intelligence, or EI, can be defined as an “ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action” (Salovey & Mayer, 1990, p.189). E + R = 0.
L’intelligence émotionnelle - Daniel Goleman - Livre - Psychologies.com Je m'abonne Covid-19 Télétravail Violences faites aux femmes Accueil / Moi / Se connaître / Emotions / Livres / L’intelligence émotionnelle Sujets connexes The 6 Myths Of Creativity