Emotional Intelligence Monograph Lachenitch Corrected

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Instituto Superior del Milagro N°8207
Profesorado de Ingles
Análisis del discurso Científico y Técnico
Research paper
“Emotional Intelligent in High school”
Student: Maria Ines Lachenicht
Teacher: Noelia Sanchez
Course: 4°
Year: 2017
Discourse Analysis – Emotional Intelligence in High School

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Table of Contents
Chapter 1: Introduction ............................................................................................... 3

Objectives:................................................................................................................ 4
Rationale: ................................................................................................................. 5
Chapter 2: Theoretical background ........................................................................... 7
Literature review ...................................................................................................... 7
Origins of Emotional Intelligence ............................................................................. 9
Definition of emotional Intelligence ....................................................................... 11
Characteristics of Emotional Intelligence .............................................................. 11
The Psychology of Emotions ................................................................................. 13
Functions of Emotions ........................................................................................... 16
Understanding and controlling emotional responses ........................................... 16
Emotional Intelligence & the Class ........................................................................ 18
Collaborating with others ....................................................................................... 19
How to Use Emotional Intelligence to Enhance Teaching Practices ................... 19
Emotional Intelligence: What Teachers Can Do ................................................... 24
Avoid Negative words ............................................................................................ 25
Conclusion.............................................................................................................. 29
References: ............................................................................................................ 31

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Chapter 1: Introduction
From the early 1985 and since 2017, emotional intelligence has grown to become
one of the most important researches about human beings feelings. How emotions
can modify the people´s lives if people they are conscious of them. If humans are
not aware of them could live in a world in which they cannot understand why
sometimes it is difficult to comprehend themselves, live with others, empathize and
develop cognitive process.
Individuals vary in their ability to process information of an emotional nature and in
their ability to relate emotional processing to a wider cognition, adding to this there
are important abilities: ability to detect and decipher emotions in faces, pictures,
voices, and cultural artifacts, including the ability to identify one's own emotions, the
ability of using emotions to facilitate various cognitive activities, such as thinking and
problem solving, the ability to comprehend emotion language and to appreciate
complicated relationships among emotions and the ability to regulate emotions in
both ourselves and in others. Commented [N1]: This sentence is too long. You should divide
it into shorter sentences
Emotional Intelligence in educational context, especially in high school is a crucial
ability to students in order to raise theIR success in learning.
Developing E.I is a positive challenge for educators because teaching HOW TO the
control of emotions have HAS a beneficial effect on the success of classroom and Commented [N2]: Lessons?
in the lives of students. However, incorrect emotionS MAY comes up and there is Commented [N3]: Students´lives
not a recipe for each human TO AVOID THEM. Only time and experiences allow

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teachers to grow into their role and acquire a set of strategies to handle these
emotions.
Even though there are numerous books and research studies about this subject, it
is notorious that many scientists find it difficult to turn into practice all the theoretical Commented [N4]: SCIENTISTS OR TEACHERS?
principles. As a result, few countries try to apply E.I in their students. Teacher and
students need to have the predisposition to improve in this field about emotions.
Objectives:
 To analyze the relevance of emotional Intelligence in educational context
 To examine theoretical background
 To evaluate the appropriateness and effectiveness of emotional intelligence
in classroom

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Rationale:
We are at the beginning of a new century, and intelligence and success are not
viewed IN the same way they were before. New theories of intelligence have been
introduced and are gradually replacing the traditional theory. The whole student has
become the center of concern, not only his reasoning capacities, but also his
creativity, emotions, and interpersonal skills.
The aim of this work is to explain the term E.I: “Emotional Intelligence” as a part of
the education in the high school and to analyze how teachers can introduce and Commented [N5]: AT
develop IT in their students.
The theoretical part contains the background concerning “E.I”, its definition
supported by several theories, characteristics of E.I., the psychology of emotions,
functions of emotions, E.I in class and adolescents, Understanding and controlling
emotional responses, how to use Emotional Intelligence to enhance teaching
practices, E.I : what teachers can do, activities and resources to help students
develop their emotional intelligence and words that students and people have to
avoid. Commented [N6]: The sentence is too long. Divide it
It is vital to mention that this research study takes as its central point students at
secondary school due to the complex stage of adolescence and rich cognitive
process they are going through.

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In conclusion, the purpose of this study is to identify the positive and the incorrect
emotions in adolescents and the consequences that it THEY might bring about.
Moreover, some tips of actions might be recommended in order to develop
Emotional Intelligence in the classroom.

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Chapter 2: Theoretical background
Literature review
Due to the significance of emotional intelligence in the classroom, a great number of
outstanding authors have written books, articles and research studies about the
topic.
Emotional Intelligence: “Why it can matter more than IQ by Dr. Daniel Goleman, an Commented [N7]: You can use italics in titles
expert on brain and behavioral sciences, explains the crucial skills for success
offered by emotional intelligence that can determine your success in relationships,
studies, work and may impact your overall health. Even better, Goleman explains
that EQ isn’t fixed, and shares ideas on how you can improve your emotional Commented [N8]: Is not (do not use contractions)
intelligence.
Go Suck a Lemon: Strategies for Improving Your Emotional Intelligence by Michael Commented [N9]: Use italics
Cornwall: Dr. Cornwall’s book is another great guide on improving emotional
intelligence. He focuses on aspects of emotional intelligence like controlling
emotions, being open-minded, breaking out of emotional co-dependence, and
thinking before acting. The book aims to teach readers a process they can use that
will help them approach any task with more careful and well thought-out emotional
problem solving.
Assessing Emotional Intelligence James D. A. Parkerr, Donald H. Saklofske,
Laura M. Wood, Terri Collin, Cite as The Role of Emotional Intelligence in
Education Commented [N10]: Paraphrase. Revise Word order

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Graczyk et al. (2000) investigated the criteria for evaluating the school based social
and emotional learning programs and concluded that the social and emotional
intelligence have increased teachers awareness that provide experiences that meet
student's social and emotional needs which can improve their adjustment

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Origins of Emotional Intelligence
In the 1900s, even though traditional definitions of intelligence emphasized cognitive
aspects such as memory and problem-solving, several influential researchers in the
intelligence field of study had begun to recognize the importance of going beyond
traditional types of intelligence (IQ). As early as 1920, for instance, E.L. Thorndike
described “social intelligence” as the skill of understanding and managing others.
Howard Gardner in 1983 described the idea of multiple intelligences, in which
interpersonal intelligence (the capacity to understand the intentions, motivations and
desires of other people) and intrapersonal intelligence (the capacity to understand
oneself, to appreciate one’s feelings, fears and motivations) helped explain
performance outcomes.
The use of the term “emotional intelligence” is often attributed to A Study of Emotion:
Developing Emotional Intelligence from 1985, by Wayne Payne. However, prior to
this, the term “emotional intelligence” was introduced by Salovey and Mayer (1990),
and Daniel Goleman (1995) establishED a distinction between emotional intelligence
as a trait and emotional intelligence as an ability was introduced in 2000.
Salovey and Mayer also initiated a research program intended to develop valid
measures of emotional intelligence and to explore its significance. For instance, they
found in one study that when a group of people saw an upsetting film, those who

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scored high on emotional clarity (which is the ability to identify and give a name to a
mood that is being experienced) recovered more quickly. In another study,
individuals who scored higher in the ability to perceive accurately, understand, and
appraise others’ emotions were better able to respond flexibly to changes in their
social environments and build supportive social networks.
In the 1990’s Daniel Goleman became aware of Salovey and Mayer’s work, and this
eventually led to his book, Emotional Intelligence. Goleman was a science writer for
the New York Times, specializing in brain and behaviour research. He trained as a
psychologist at Harvard where he worked with David McClelland, among
others. McClelland was among a growing group of researchers who were becoming
concerned with how little traditional tests of cognitive intelligence told us about what
it takes to be successful in life.

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Definition of emotional Intelligence
Emotional intelligence (EI) is the capability of individuals to recognize their

own emotions and those of other discern between different feelings and label them
appropriately, use emotional information to guide thinking and behavior, and
manage or adjust emotions to adapt to environments or achieve one's goal.
Daniel Goleman (1995) defined E.I. .“ an emotionally intelligent person is likely to

be skilled in two key areas namely 'personal competence' i.e.; how one manages
the self and 'social competence' i.e.; how one manages relationships. E.I. is
nothing but the ability to understand one's emotions and those of people around
us. It enables us to modify our feelings and influence what happens in the world
around us. Commented [N11]: The text has to be justified. Indentation
should be added at the beginning of each paragraph and the text
does not have to be highlighted
Characteristics of Emotional Intelligence
Daniel Goleman’s model (1998) focuses on EI as a wide array of competencies and
skills that drive leadership performance, and consists of five areas:
1. Self-awareness. The ability to recognize and understand personal moods
and emotions and drives, as well as their effect on others. Hallmarks* of self-
awareness include self-confidence, realistic self-assessment, and a self-
deprecating sense of humor. Self-awareness depends on one's ability to
monitor one's own emotion state and to correctly identify and name one's
emotions.
Self-awareness (sometimes also referred to as self-knowledge or introspection)
is about understanding your own needs, desires, failings, habits, and everything

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else that makes you tick. The more you know about yourself, the better you are
at adapting life changes that suit your needs.
2. Self-regulation. The ability to control or redirect disruptive impulses and
moods, and the propensity to suspend judgment and to think before acting.
3. Internal motivation. A passion to work for internal reasons that go beyond
money and status -which are external rewards, - such as an inner vision of
what is important in life, a joy in doing something, curiosity in learning, a flow
that comes with being immersed in an activity. A propensity to pursue goals
with energy and persistence. Hallmarks include a strong drive to
achieve, optimism even in the face of failure, and organizational commitment.
4. Empathy. The ability to understand the emotional makeup of other people. A
skill in treating people according to their emotional reactions. Hallmarks
include expertise in building and retaining talent, cross-cultural sensitivity, and
service to clients and customers. (In an educational context, empathy is often
thought to include, or lead to, sympathy, which implies concern, or care or a
wish to soften negative emotions or experiences in others.) See also Mirror
Neurons.
It is important to note that empathy does not necessarily imply compassion.
Empathy can be 'used' for compassionate or cruel behavior. Serial killers who
marry and kill many partners in a row tend to have great emphatic skills!
5. Social skills. Proficiency in managing relationships and building networks,
and an ability to find common ground and build rapport. Hallmarks of social

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skills include effectiveness in leading change, persuasiveness, and expertise
building and leading teams.
The Psychology of Emotions

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Emotions are probably the most fascinating of all mental processes and involve two
phases of feeling and reaction. Are these two phases necessarily interwoven? Of
course, they are. There could be overt or covert reactions to emotions but there is
"always' a reaction and an associated feeling. Much has been written in psychology
about emotions and there are now many theories and according to the most
influential James Lange theory, emotion is a perception of bodily states. This means
there is first a reaction in the body and when there is perception of this reaction,
emotions are experienced. The body reacts and creates a feedback and only then
we perceive the emotions according to this theory. This theory would suggest that
emotion is a bodily reaction followed by the perception of such reactions.
There are many studies on the physiological or neurological aspects of emotion and
most of these studies have suggested that the limbic system comprising of the
hypothalamus, the hippocampus and other structures are responsible for expression
and perception of emotions. There are many categorizations of emotions and one of
these highlight emotions caused by internal body states such as pain or hunger and
emotions caused by external stimuli as in the case of anger or fear. Emotions could
be positive and negative as we know as the positive emotions are love and
happiness, empathy, affection, curiosity, ecstasy and the negative emotions are
jealousy, hatred, grief, anxiety, frustration etc.
The categorization of emotion could be
1. Internalized (based on internal stimuli) or Externalized (based on external stimuli)

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2. Cognitive (based on cognitive activity such as judgment), Affective (based on
explanations of feelings or emotional experiences) and Somatic (based on bodily
experiences).
It is necessary to clearly distinguish between feelings and emotions and more
research will be required to identify simple feelings from complex emotions. An
emotion is always necessarily accompanied by significant bodily reactions.
The distinction between feelings and bodily reactions in comprising emotions could
help us identify these two essential components for each emotion. For example
anger is a complex emotion comprising of a feeling of irritability and a bodily reaction
of rapid heartbeats, reddened face, etc. An emotion of anxiety has a fear component
and a bodily reaction of sweat or trembling etc. Psychological studies have usually
overlooked the feeling component in emotions and also emphasized on bodily
reactions rather than identifying feeling as a separate and essential aspect of
emotion. Recent studies in consciousness have tried to understand what feeling
really is and it is essential to identify the emotions and also the associated feeling
and reaction components.
This is a short table about feeling and bodily reaction components of emotions.
Anxiety - Fear (feeling component), rapid heartbeats (bodily reaction)
Love Affection (feeling component), physical/sexual need (bodily reaction)
Anger Irritability (feeling component), flushed face or deep breaths (bodily reaction)
Grief Sorrow (feeling component), tears or other physical changes (bodily reaction)
Lust Possessing (feeling component), physical/sexual need (bodily reaction)
Jealousy Controlling (feeling component), physical needs/violence etc. (bodily
reaction)
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Functions of Emotions
1. Emotions release our excess internal energy Just as creativity helps in releasing our
excess energy in a positive way, love or anger helps releasing physical energy and
could thus be good for health
2. Emotions help us to fulfil our needs through directed physical reactions the emotion
of curiosity for example fulfils our need for knowledge
3. Emotions add the codes and conscious and subconscious elements to our social
interaction, communication and general life process. Emotions enrich our lives
whether they are consciously expressed or unconsciously perceived.
Usually highly creative individuals are also more emotionally expressive as creativity
is a form of emotional expression and highly creative people simply express
themselves through their creative work. Individuals given to more dramatic or
extravagant emotions are well suited for the arts, drama and other forms of creative
self expression. Finally it would be necessary to identify all possible emotions and
associated feeling and bodily reactions as also accompanying types of emotional
expressions
Understanding and controlling emotional responses

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When you understand and have the ability to control your own emotional responses,
you become less susceptible to mood swings or counterproductive reactions to
frustrating situations. Allowing your anger or panic to get the better of you forces
your mind to race, and prevents you from thinking rationally, or focusing on
objectives one by one; this wastes time and instantly compromises your productivity.
Instead, it’s better to recognize where those “hot” emotions are coming from, bring Commented [N12]: Do not use contractions
them under control and proceed as calmly as possible.

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Emotional Intelligence & the Class
There is a strong correlation between students' emotional intelligence and their
classroom behavior. Students with low emotional intelligence may struggle to focus
and have relationships with their peers or may even show aggression. Students also
tend to have problems to communicate their feelings with their classmates, and this
can result in a complicated form friendships with classmates or even relationships
with adults. Aggression is a common issue with students with low emotional
intelligence, because they do not have the skills they need to communicate or
manage their emotions appropriately. These behavior problems typically surface in
preschool and early elementary school and increase in seriousness from that point
on.
Some expect children to learn aspects of emotional intelligence implicitly from family
dynamics and by participating in school, church, and community activities. These
aspects, or skills, include self-expression of emotions, conflict resolution, and
empathy. Self-expression is a person's ability to communicate how he or she feels
in any given situation. Conflict resolution refers to our ability to discuss our issues
with another person calmly and work together to resolve the issue. Empathy refers
to our ability to understand the emotions of those around us.
Often teachers assume that these are innate in people or develop naturally by casual
interactions with others throughout childhood. Therefore, they need to be taught
explicitly through classroom instruction, modeling, and even role playing.
High schools that use structured emotional intelligence instructional programs gain
some benefits. For example, students who participate in emotional intelligence

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instructional programs exhibit less aggressive behavior towards adults and their
peers. Developing emotional intelligence improves the environment in the classroom
as well, making it easier for teachers to teach and students to learn.
The importance of teaching emotional intelligence follows students into secondary
school. Students who explicitly learn how to recognize and manage their emotions
gain positive benefits. Adolescents are less likely to engage in a variety of risky
behaviors, including alcohol and tobacco use, have greater self-confidence, and
make safer choices.
Collaborating with others
As you might guess, emotionally intelligent leaders are much better at collaborating
with other people and collaboration is vital in a fast-paced startup environment.
These people can read the emotions of others easily, recognizing their strengths,
weaknesses and reactions for what they are.
They are also adaptable, since they are empathetic, and more willing to make
sacrifices for the good of the team.
How to Use Emotional Intelligence to Enhance Teaching Practices

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Emotional intelligence is a popular construct associated to business, education,
health, and more recently sport. There is clear evidence to substantiate that
emotional intelligence is beneficial for performance. A number of characteristics
associated to emotional intelligence include, self-awareness, self-regulation,

Commented [N13]: It is important to
motivation, empathy and relationship management. But how can we harness our
emotional intelligence so that it enhances teaching practices.
Self-awareness
The concept of self-awareness alludes to being aware of the situation around you
and thinking beyond. Thinking beyond could also be termed “thinking outside the
box”. Teachers who wish to enhance their performance levels must be self-aware.
Self-awareness alludes to emotion of oneself. Teachers should be in control of their
emotions and demonstrate a great deal of awareness of their students. This can be
developed through self-analysis of performance by identifying strengths and
limitations. There are a range of possibilities for teachers to develop their self-
awareness further. For example, during feedback sessions teachers should be
aware of the emotions they are portraying to their students. Further, teachers should
be self-aware during lessons of their own performance levels and the impact this is
having on the student body.
Tips:

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 Identify practices that enable you to become self-aware of your emotions
(both positive and negative) as you experience these during teaching and
learning
 Develop routines that allow you to enhance your own self-awareness when
dealing with students.
 Enhance awareness through utilizing useful strategies that identify your own
needs.
Self-regulation
The ability to self-regulate is useful for successful teachers. It is the ability to maintain
control during pressurized situations. These situations normally arise during
behavioural situations in the classroom. Effective self-regulation promotes balance
between body and mind. One useful strategy to help develop effective self-regulation
is through the practice of reflection. There are many occasions that require teachers
to regulate their emotions. Examples include, marking work, preparing for lessons
and the actual teaching and learning. Therefore, implementing strategies will enable
teachers to evolve within professional practices.
Tips:
 Identify positive and negative emotions during your teaching sessions.
Compare and contrast the two emotions and list how you felt. Each time you
feel negative, attempt to remember the positive times as this will help re-
energise your thinking and mindset.

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 Develop strategies that provide opportunities to regulate your emotions
through self-reflection. Find a quiet corner and examine yourself (e.g. what
could I have done better? How will I develop teaching strategy differently next
time? Did I deal with students and provide sufficient answers?
 Enhance ability to increase self-regulatory practices when you notice your
emotions as you experience them or understand your physical feelings as you
feel the emotion coming on.
Motivation
This is considered to be a major characteristic of a good teaching. Motivation is an
inner desire to achieve objectives that are set out, for example when carrying out
teaching sessions. Maintaining motivation as a teacher and of your students is
instrumental. Therefore, introduce action plans for all your students. These actions
should be set out as specific short-term targets throughout the academic year.
Tips:
 Identify targets early in academic year and generate these targets into short-
term specific outcomes.
 Utilize actions for each student to enable their own motivation levels to be
maintained and enhanced.
 Develop strategies that provide opportunities for students to modify their
targets.
 Enhance opportunities that increase motivation levels when self-confidence
is low.

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Empathy
Teachers high in emotional intelligence will understand their own students and
themselves. Building empathy is crucial as understanding needs of students and
making each individual feel part of the set-up is important. Team cohesion is most
effective when students all agree on the aims and objectives set out by the teacher.
Tips:
 Identify each student and understand what makes them the way they are
through appraisal and identifying individual needs.
 Develop discussions with performers on a regular basis.
 Enhance strategies that will increase empathy. For example, introduce
different scenarios to students so they can problem solve these in smaller
groups.
Relationship management
Relationship management is crucial for a teacher. Introduce relationship
management with use of various group bonding exercises. A teacher can support
their team and foster effective group dynamics through relationship management.
Tips:
 Identify opportunities to increase harmony among students during the
academic year.

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 Develop situations that help enhance group dynamics. Introduce activities
that promote effective relationships between students.
 Enhance relationship management during each lesson and give
responsibilities to different students.
Emotional intelligence is a useful concept. The benefits of emotional intelligence are
evidenced in other domains and hold exceptional opportunities for teachers to utilize
within their own practice. Each characteristic of emotional intelligence is flexible and
therefore can be used interchangeably.
Emotional Intelligence: What Teachers Can Do
Activities and resources to help students develop their emotional

intelligence.
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Even if your school has not instituted a formal program in support of social and
emotional learning, there are plenty of activities you can initiate right in your own
classroom. To begin, recognize that an emotionally intelligent teacher is the first
step to an emotionally intelligent classroom. Consider how your own
communication with and treatment of students models emotional intelligence.
Here are some student-centered activities and resources you can use in support of
your classroom efforts:
 Institute morning meetings. Starting your day with a morning class

meeting provides numerous opportunities to support social and emotional
learning: It helps build a sense of community, creates a climate of trust,
encourages respectful communication, and much, much more. You'll find
information about morning meetings, as well as other strategies for fostering
emotional intelligence
 Introduce journal writing. This familiar educational tool can be an effective
way to help students develop self-awareness.
 Emphasize responsibility. Formalize tasks in your classroom, such as
maintaining chalkboards or whiteboards, bringing papers to the school
office, or handing out playground equipment at recess. Such duties help
encouraging a sense of responsibility among your students and provides
everyone with the opportunity to contribute to daily classroom management.
 Encourage creativity: the creativity is most necessary in times of emotional
hardship, such as when we're frustrated or angry. By providing your
students with ongoing opportunities to express their creativity, you'll also be
helping them handle the inevitable curve balls that life throws at them.
Avoid Negative words

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People make negative comments all the time and they do not realize that hurts
others and in some cases makes them feel inferior. Adding to this there a list of
words that humans need to avoid to tell others.
1. Can't.
When you tell someone they can't do something, oftentimes they will end up Commented [N14]: Do not use contractions
believing you (whether you're right or not). This is particularly true if the person has
come to trust and respect your opinions.
2. Dumb.
"Dumb" one of the words you should never use. If you truly believe someone is of
below-average intelligence, telling them they are dumb is going to do nothing to
encourage or motivate them.
3. Irresponsible.
If your parents ever called you irresponsible, you know how it feels. Reserve this
word for situations in which it is truly warranted, or risk alienating and intimidating
those around you.
4. Fool.
Japanese scientist Masaru Emote detailed some experiments he conducted into the
impact of words on both the world and on our health. For one of his most notable
experiments, he placed two identical jars of rice side by side,labelling one "Thank

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you" and the other "You fool." He then brought the jars to a local school, and asked
students to repeat those phrases to the jars twice each day. The result? The rice
that had been praised daily remained white and fluffy, while the other disintegrated
into a black, goopy mess. Sounds like the Twilight Zone, but that was the result of
his experiment.
5. No.
The mother of all negative words, "no" can impact us down to our very core. In
fact, research tells us that we react more slowly to the word "no" than to "yes," and
that even our brains respond differently when we're told no. This is a great reminder
to use this word sparingly.
6. Failure.
As in, "You're a failure." Is there ever really a reason to use this word in relation to
another person? Until three months ago I used this on my payments landing page. I
told people in a subheading "Failure isn't an option." Now I put "Success is your only
option." Low and behold, when people read that far on the page they stop and read
it multiple times. It also converts better. Positive beats negative in every situation.
7. Bad.
Using this word to describe someone's actions ---or even worse, their character -- is
unhelpful and grossly non-specific. Unless someone's actions are truly "bad," there
are likely much more accurate and helpful words you can use to offer constructive
criticism.

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8. Ashamed.
If someone has ever told you they're ashamed of you, you know how disheartening
this can be. If you're ever tempted to say it, ask yourself if there's a less hurtful word
you can use to express your disappointment.
10. Incompetent.
This is a favorite word chosen by less-than-effective bosses who really want to
intimidate their employees. It's one thing to tell an employee they need to try harder,
or that they aren't meeting your expectations. It's a whole other story to tell them
they're incapable of doing their job.
11. Hate.
This word carries a depth of meaning that most of us would never actually hope to
convey. It conjures up images of discrimination and racism, and should be saved for
only the most extreme and justified situations. In the excellent documentary,
"Erasing Hate," we hear the story of an ex-skinhead who is desperate to remove the
racist tattoos from his face, hands and body. One of the most offensive and harmful
tattoos, in his opinion? The letters H-A-T-E tattooed across his knuckles.
12. Weird.
Calling someone "weird" presupposes that you're the normal one and they're the odd
one. In actual fact, we can all be considered "weird" in certain situations or
circumstances.

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13. Disappointment.
Is there anything worse than being told you're a total disappointment to someone?
A better alternative might be to say, "I'm disappointed in what you did." This lets you
express your dissatisfaction with an action or behavior, while still showing respect
for the person. Another sentence may be, "Well let's try this a different way next
time."
14. Don't.
Obviously, there are times when this word is useful. However, instead of constantly
telling people what they shouldn't be doing, focus on encouraging them to do what
you want them to do.
Conclusion

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After having analyzed the information obtained through the investigation it is possible
to conclude that Emotional Intelligence is a theme of great importance in the present Commented [N15]: Topic/issue
time, it receives notable attention and it becomes in an increasing area of Commented [N16]: nowadays
investigation.
Students who participate in emotional intelligence instructional programs exhibit less
aggressive behavior towards adults and their classmates. Developing emotional
intelligence improves the environment in the classroom as well, making it easier for
teachers to teach and students to learn.
Students who can learn how to recognize and manage their emotions gain positive
benefits. These students are less likely to engage in a variety of risky behaviors,
including alcohol and tobacco use, have greater self-confidence, and make safer
choices.
Students who develop a higher emotional intelligence have better skills to deal with
the challenges that the education presents to them. E.I also helps students with the
stresses of classes, tests, and term papers. They persist through the stresses of high
school and college and are less likely to dropout than students with a lower emotional
intelligence.

31
References: Commented [N17]: order them alphabetically
 Emotional Intelligence: “Why it can matter more than IQ by Dr. Daniel
Goleman
 Go Suck a Lemon: Strategies for Improving Your Emotional Intelligence by
Michael Cornwall
 Assessing Emotional Intelligence James D. A. Parkerr,
Donald H. Saklofske, Laura M. Wood, Terri Collin, Cite as The Role of
Emotional Intelligence in Education
 Social & Emotional Development Lesson Plans &
Activities http://study.com/academy/lesson/the-importance-of-emotional-
intelligence-in-education.html
 Emotional Intelligence: What it is and Why it Matters
http://www.eiconsortium.org/reports/what_is_emotional_intelligence.html
 On Emotional Intelligence: A Conversation with Daniel Goleman
http://www.ascd.org/publications/educational-
leadership/sept96/vol54/num01/On-Emotional-Intelligence@-A-
Conversation-with-Daniel-Goleman.aspx
 A review of Emotional Intelligence by Daniel Goleman: implications for
technical education http://ieeexplore.ieee.org/document/738818/

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COMMENTS:
 Set the line spacing to two lines in all the paper. (interlineado doble)
 Add indentation at the beginning of each paragraph
 Check punctuation
 Justify all the text
 Do not use a personal style by avoiding we, you, our, your
 Do not overuse general words like person, people, thing/s, place
 Do not use informal words and expressions
 Use synonyms to avoid repetition of words
 Quotations are missing in some sections
 Avoid run-on sentences. Either divide or shorten them
 The appendix is missing
FINAL MARK: 8 (EIGHT)

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1

Instituto Superior del Milagro N°8207

Análisis del discurso Científico y Técnico

“Emotional Intelligent in High school”

Student: Maria Ines Lachenicht

Teacher: Noelia Sanchez

Discourse Analysis – Emotional Intelligence in High School

Chapter 1: Introduction ............................................................................................... 3

Discourse Analysis – Emotional Intelligence in High School

sometimes it is difficult to comprehend themselves, live with others, empathize and

develop cognitive process.

Individuals vary in their ability to process information of an emotional nature and in

problem solving, the ability to comprehend emotion language and to appreciate

complicated relationships among emotions and the ability to regulate emotions in

Emotional Intelligence in educational context, especially in high school is a crucial

ability to students in order to raise theIR success in learning.

Discourse Analysis – Emotional Intelligence in High School

 To analyze the relevance of emotional Intelligence in educational context

 To examine theoretical background

 To evaluate the appropriateness and effectiveness of emotional intelligence

Discourse Analysis – Emotional Intelligence in High School

creativity, emotions, and interpersonal skills.

develop IT in their students.

supported by several theories, characteristics of E.I., the psychology of emotions,

functions of emotions, E.I in class and adolescents, Understanding and controlling

emotional responses, how to use Emotional Intelligence to enhance teaching

avoid. Commented [N6]: The sentence is too long. Divide it

process they are going through.

Discourse Analysis – Emotional Intelligence in High School

Moreover, some tips of actions might be recommended in order to develop

Emotional Intelligence in the classroom.

Discourse Analysis – Emotional Intelligence in High School

Chapter 2: Theoretical background

Due to the significance of emotional intelligence in the classroom, a great number of

offered by emotional intelligence that can determine your success in relationships,

Cornwall: Dr. Cornwall’s book is another great guide on improving emotional

intelligence. He focuses on aspects of emotional intelligence like controlling

emotions, being open-minded, breaking out of emotional co-dependence, and

Assessing Emotional Intelligence James D. A. Parkerr, Donald H. Saklofske,

Laura M. Wood, Terri Collin, Cite as The Role of Emotional Intelligence in

Education Commented [N10]: Paraphrase. Revise Word order

Discourse Analysis – Emotional Intelligence in High School

Discourse Analysis – Emotional Intelligence in High School

Origins of Emotional Intelligence

In the 1900s, even though traditional definitions of intelligence emphasized cognitive

aspects such as memory and problem-solving, several influential researchers in the

described “social intelligence” as the skill of understanding and managing others.

Howard Gardner in 1983 described the idea of multiple intelligences, in which

interpersonal intelligence (the capacity to understand the intentions, motivations and

desires of other people) and intrapersonal intelligence (the capacity to understand

oneself, to appreciate one’s feelings, fears and motivations) helped explain

Developing Emotional Intelligence from 1985, by Wayne Payne. However, prior to

and Daniel Goleman (1995) establishED a distinction between emotional intelligence

as a trait and emotional intelligence as an ability was introduced in 2000.

Discourse Analysis – Emotional Intelligence in High School

mood that is being experienced) recovered more quickly. In another study,

social environments and build supportive social networks.

psychologist at Harvard where he worked with David McClelland, among

it takes to be successful in life.

Discourse Analysis – Emotional Intelligence in High School

Definition of emotional Intelligence

Emotional intelligence (EI) is the capability of individuals to recognize their

Daniel Goleman (1995) defined E.I. .“ an emotionally intelligent person is likely to