Showing posts with label Emotional Intelligence. Show all posts
Showing posts with label Emotional Intelligence. Show all posts

Monday, 26 October 2015

Top Strategies for Helping Children Develop Self-Regulation

During the 2015-2016 I had the fabulous opportunity to collaborate with my colleagues Tannis Foulds, Ashley Stenerson, and Lynda Hornby. The four of us were all feeling a strong need to help our students develop their abilities to regulate themselves. After all the better our students can self-regulate themselves then more learning can happen in a calmer and more focused and respectful environment. At the end of the year, based on the research that we had done and the experiences we had in our classrooms, we developed the list below.

Top strategies for anyone who lives with, hangs with, or works with children to help children learn to regulate themselves:

-set boundaries/limits for children
-clear expectations for behavior
-be firm
-help kids figure out why they are doing what they are doing
-help them understand the consequences of their behavior
-help them come up with alternative behaviors
-remind/teach manners
-model the language i.e. how are you feeling?
-use “when...then..” consequences and following through consistently
-deep breaths
-self-talk
-teach mindfulness, i.e. chime, breathing
-model our own self-regulation strategies i.e. self talk - “well I’ve done all I can do now so I just need to stop worrying”
-self-sufficiency - teach kids to do things for themselves - age-appropriate responsibilities
-plan ahead and help children understand what is coming up that day, or that week
-model empathy
-encourage well-rounded interests while supporting strengths
-teach/train kids to focus for age-appropriate time lengths

Wednesday, 13 August 2014

Willpower: Rediscovering the Greatest Human Strength

This summer, I reread Willpower: Rediscovering the Greatest Human Strength by Roy F. Baumeister and John Tierney. This book basically discusses willpower in terms of self-control and self-regulation.The one chapter in this book that is most pertinent to raising children would be “Raising Strong Children: Self-Esteem Versus Self-Control”.

The biggest point that the authors make is that in the 1980's there was a big push to raise children’s self-esteem so that they would succeed better. But as more research was done, it was discovered that high self-esteem did not result in more success and better achievement. This initial assumption had it backwards because what was really at work was that when children experienced success and accomplishment, it raised their self-esteem. In fact all the general praise and recognition that we have given children when success and achievement was not even there has actually caused the societal problem of narcissism. The authors define narcissism as, “the self-absorbed conviction of personal superiority.”

Narcissism has been on the rise in North America for decades. What is the problem with narcissism? This chapter lists some of the big issues such as professors complaining that students feel entitled to high grades without having to study, and employers report problems with young workers who expect to have all the benefits of a high level executive job without actually paying their dues. In fact, news reports have stated that the under 34 age group has the highest rates of unemployment and college professors and teachers have also complained about parents expecting their children to get high grades without earning them. One documentary that highlights the issues of narcissism in today’s youth is CBC’s Hyper Parents, Coddled Kids.  Although it does not use the word narcissism, as you watch it you can see that narcissism runs rampant in the examples that it highlights.

 In this chapter, Baumeister and Tierney point out how the Asian parenting philosophy actually promotes self-control and results in the youngsters raised in this manner outperforming their peers, even outperforming their peers with higher IQs, which was once thought to be indicative of success. Youngsters raised in this manner do not exhibit high levels of narcissism. Typically, Asian cultures expect a higher level of self-control from their children even at an early age. An example would be expecting toddlers to be potty-trained at younger ages. As well, delayed gratification plays a large role in raising children. Not giving their children a big-ticket item until they have achieved a particular accomplishment.  Mothers who emigrated from China most frequently mentioned setting high goals, enforcing tough standards, and requiring children to do extra homework.
 
Following the discussion on Asian parenting styles and their flourishing children, the authors then bring up examples of low expectations of American raised children that has allowed the nanny reality television shows to boom.  These nanny shows typically show a home where the children are running wild and then a nanny comes in and establishes structure and discipline that is consistent above all else but also as immediate as possible. Consistency is the most important rule of discipline. The consequence itself does not need to be over the top. In fact it can be as mild as some firm words. It is good to have the consequence follow the misbehaviour as soon as possible for it to be as effective as possible.

This chapter also points out that “nearly all experts agree that children need and want clear rules, and that being held accountable for obeying the rules is a vital feature of healthy development.” As well, children need monitoring   to develop a healthy sense of self-control. It has been found that a lack of adult supervision during the teenage years turned out to be one of the strongest predictors of criminal behavior. Children whose parents keep tabs on them are less likely to use illegal drugs. Parental monitoring helps kids develop self-control when parents remind and expect their children to behave according to standards that have been expressed and taught at home. Controlling one’s attention is also a crucial part of developing willpower. Television, even if it is quality programming does not teach people to control their attention. Reading, role play games, and other games that engage a child’s attention and focus for longer periods of time will help children learn to control their attention. That is a lot of valuable information packed into one chapter for parents, caregivers, and educators, to dig into when improving their ability to raise children with a healthy dose of self-control.

 


Saturday, 22 March 2014

Focus: The Hidden Driver of Excellence

This past winter, I read Daniel Goleman's Focus: The Hidden Driver of Excellence. I have been meaning to write about it for awhile because of the obvious connection to education and why and how we can teach children how to focus better. Then today I came across the webinar Education for Today: Rethinking Skills for Success with Daniel Goleman and Peter Senge, which reminded me that I wanted to process my thoughts about the book.

Daniel Goleman, in this book, explains three kinds of focus: Inner focus, Other focus, and Outer focus. Inner focus is the ability to tune into ourselves and determine what we are feeling, where the feeling comes from, and what we can do about it. Other focus is tuning into others and developing and understanding necessary for developing solid relationships. Outer focus is tuning into the world around us and understanding how things work and the consequences of actions.

Teaching students these kinds of focus will help them live happier more successful lives as the skills involved for these types of focus are exactly the skills that Richard Boyatzis argues make for better leadership in his course Inspiring Leadership through Emotional Intelligence. See my post below on this course. These skills are addressed and taught in Social Emotional Learning (SEL) curriculum. Research has found that SEL programs increase pro-social behaviors by 10%, decrease antisocial behavior by 10%, and increase academic performance by 10%. One major strategy for developing all these types of focus is teaching mindfulness. See my posts on mindfulness.

In the webinar mentioned above it is argued that the there are three crucial skill sets that need to be taught for student success in life. The first is self-mastery which is essentially the skills that Goleman explains are part of inner focus. The second is empathy and caring which is basically the skills involved in other focus. The third skill set is systems understanding which relates to the skills involved in outer focus.

If there is one thing that has become clear in education to those on the front lines these days is that our education system needs to teach more than just reading, writing, math, and other academic subjects. My major concern with the current push for project based learning is that if we do not teach children these three kinds of focus that Goleman explains in his book (or the self regulation that Stuart Shanker promotes) then many children will not succeed. Students without focus will not get much out of project based learning. When so many students are struggling with self regulation issues, inner, other, and outer focus can help them succeed and live happier lives.

Wednesday, 15 January 2014

Inspiring Leadership through Emotional Intelligence

Wow, I took my first course through Coursera! What a great experience. I took the 8 week course Inspiring Leadership through EmotionalIntelligence. It was offered by Case Western Reserve University and the Instructor was Richard Boyatzis. It was an 8 week course that I worked on from October 28th through December 23rd of 2013. It was a great experience and it has turned me into a Coursera fan. I am registered in an upcoming class on public speaking.

The big idea in this course that impacted me the most is that inspiring leaders create experiences of hope, compassion, mindfulness, and playfulness with the people around them. As well, these qualities are important to have in our own experiences to keep us renewed and to ameliorate the effects of stress in our lives. Of course once you think about it, it seems to be common sense that experiences of hope, compassion, mindfulness, and playfulness would help us build resonant relationships and keep us feeling positive and renewed. The course offers up the neuroscience to back up the common sense as well. Being a big fan of neuroscience I enjoyed the readings immensely.

Another big idea that I really appreciated was that of Boyatzis’ Intentional Change Theory (ICT). This theory is basically a model of sustained, desired change for people individually or in groups. Reading and listening to this theory was like a light bulb going off. It was explaining so much of what I’ve seen and experienced but was not entirely conscious of or able to put it into words. Not only does this course explain how one can use ICT to change in the direction one wants to, but it also explains how it can be used to coach others and to develop as an organization.

As a classroom teacher, I am a leader. I think that it is easy to take for granted that because I am more experienced, knowledgeable, and mature than my students then leadership is natural and easy. This course has made me more aware of the importance of building resonant relationships with my students, renewing my own emotional well-being, and coaching my students with the use of hope. I think that most teachers are aware that good relationships in the classroom make for more effective teaching an learning but I haven't typically thought of building relationships specifically for the purpose of leading. Attitude is contagious but so is energy level and motivation and this course offered lots of information and strategies in regards to keep ourselves strong and renewed. By using hope, I can move my students into a positive emotional affect which makes it much easier for them to see how to move forward with their goals and helps them take ownership of their learning.

I found the readings in this course to be very interesting and enjoyable. The lectures were focused and the assignments were practical and really did help me learn the information in a minds-on manner. My favourite assignment was creating a personal vision aimed at creating the experience of hope. Not only did I experience hope while writing it but the vision has stayed with me and I experience hope just thinking about it. I have also gone back and read it a few times already. Thank you, Coursera, Case Western Reserve University, and Richard Boyatzis!