1st Edition

Developing Emotional Intelligence in the Primary School

ISBN 9780415569460
Published February 2, 2011 by Routledge
162 Pages 10 B/W Illustrations

USD $51.95

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Book Description

Do you want to promote sociability and positive behaviour in your classroom?

Is having an ‘emotionally intelligent classroom’ one of your teaching goals?

Are you looking for ways to teach the curriculum more ‘creatively’?

Developing Emotional Intelligence in the Primary School is an essential text for supporting children’s emotional preparation for learning in the long term, fostering the development both of self belief and permanent and crucial resilience.

This book allows teachers to review their practice and approach to teaching and to re-assess how they view their pupils. Using practical drama frames that the teacher can develop for themselves, it gives a background and framework to build emotional intelligence in a child and generate a culture of openness to learning in the classroom.

Areas covered include:

  • Self-esteem, emotional and social intelligence;
  • Independence and self-reliance;
  • Creating an emotionally intelligent learning environment;
  • Emotional literacy based around core curriculum areas including literacy and history;
  • Conflict resolution and anti-bullying strategies;
  • Building emotonal resilience in vulnerable children;
  • Using and integrating positional drama for Emotional Intelligence.

With a number of practical techniques and activities to be implemented in the classroom, this introduction to emotional intelligence will be of great interest to all primary school teachers looking to further understanding of pupils social and emotional development through learning.

Table of Contents

Foreword  How to use this book  1. Priorities in Practice (The whole child)  Positive attachment  Secure self identity  Emotional intelligence  Social intelligence  Self esteem  Learning styles  2. The Great Thinkers in Practice  How does what you do in the classroom relate to the big thinkers?  Interventions – and practical application   (Maslow – Bowlby – Goleman - Gardner)  3. Good teaching – Good Behaviour?  What is the connection between good teaching and good behaviour?  What happens specifically in experiential drama approaches to allow pupils the freedom to "behave?" 4. Building Resilience Safety and security  Developing self concept  Developing self advocacy  Teaching self reliance  Working with Vulnerable Children  Shaping work to avoid trauma  5. The Emotionally Intelligent classroom (The whole teacher)  How do you create an environment for learning and good behaviour?  The emotionally intelligent teacher – limitations and potential  Teachers approach to emotional intelligence   Teachers approach to behavioural issues   Model for assessing teaching  The emotionally intelligent Classroom!  6. Using and integrating Positional Drama – Placing the child at the centre of learning  Use of Drama for Emotional and Social Intelligence  Experiencing Positional Drama – The Model Explained  Taking Positions  Points of View Playing safe  Intention and Reflection  7. Positional Drama Models  Models for emotional and social intelligence   Warm – ups   Issue based work  Literacy  History  Geography  Science  PSHE - conflict resolution/bullying  Working with small groups  Working in large groups   Positional Drama Template  Planning  8. Positioning Outcomes  Can the pupil’s creative engagement be researched, explained and utilised in  teaching and Leaning at all ages?  9. Suggestions on Future Work

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Sue Colverd has worked in educational and theatre settings for thirty years as a director, practitioner, writer and lecturer. She is Senior Lecturer in Drama and Theatre at the University of Gloucestershire.

Bernard Hodgkin is currently working for Herefordshire LA within the School Improvement and Inclusion team. He has worked in a wide variety of educational settings over a thirty-five year career as a teacher in schools and further and higher education, including leading Initial Teacher Training programmes.