I share my background and move through my history to show them where i am now. I am from an incredibly small island off the Eastern Shore of Va. Understanding myself and my passion has carried me to many wonderful places on this planet. Sharing this experience broadens the student learner prospective.
Marshall,
Thanks for this post. We need to be reminded sometimes how important it is that we walk the talk.
Jeffrey Schillinger
It comes back to modeling EQ. If we don't live it we can't expect the student to believe it. Be sincere in our conversations with students. People can see right through a false attempt at interest. Ask probing questions that will help to bring out the students goals. I had to learn that its wasn't my goal to get students to think more highly of me. It was to get them to think more highly of themselves. Helping them to have faith in themselves was the first step.For many of them no one had ever done that. We have to lead with a vision.
I bring up many current issues and events, such as how our animals are raised and from where we get our eggs that we eat. This brings a lot of discussion and opinion centered around one issue that the students find extremely important.
Michelle,
Thanks for this well-thought out post.
Jeffrey Schillinger
What do you do intentionally to try to develop your students' Emotional Intelligence (EQ)?
On the very first day of class I have the students write on an index card: why they are in school, what they hope to accomplish while in school, and what do they want to do with the degree/certificate they are earning.
I do this for several reasons. Many of my students walk through many obstacles with they are in school. They have a choice: stay stuck in the problem or move to the solution. Then we look at what they wrote on their cards. If they stay stuck in the problem how will that affect their goals? If they move to the solution, how will that affect their goals? This shows them that they can truly change their thoughts and actions. It provides them intrinsic motivation to follow their dreams and achieve their goals.
Aside from the information above, I absolutely try to lead by example. I allow them to see my mistakes and my “humanness.†I try to teach them that there are things in life that we can absolutely change and things we cannot. When we cannot change a situation, what’s the next “right†step?
I stress honesty in all my courses. That is actually my biggest rule. I tell my students that I will bend over backwards to help them achieve their goal(s), but the one thing I ask is that they are honest with me at all times.
These are just a few things that I do to help my students create the professional they want to be.
Anjali,
You are giving them the oportunity to practice correcting errors. A lot of teachers do not do that. Well done!
Jeffrey Schillinger
I ask students how they would assess their own project. What do they intrinsically think and feel about it. That seems to help them feel and investigate their own EQ.
I share success and failure stories. I encourage students to do their best but also be prepared for the worst.
For example, when we are in production kitchen I ask them that when they make mistakes instead of hiding them we can discuss what went wrong and how to fix them (when applicable) and then fix them. In this way in the industry when they have these similar issues they are equipped with knowledge and understanding in not only to do things right but also know what to do when something goes wrong. Being charged with information gives them self confidence and takes away any fear they may have in their performance.
Shankman and Allen's book Emotionally Intelligent Leadership divides emotional intelligence (EI) into three core areas-- (a)Consciousness of Context (b) Consciousness of Self (c) Consciousness of others. Any intentional coaching of a student to further develop their EI requires some assessment of their competency in these areas, what areas should be more highly developed for the student to meet their intrinsic goals, then how one can weave that development though the course. Sometimes students can be best served with intentional development of two related skills, such as the skill from consciousness of self labeled "emotional self-control" and the correspnding skill from consciousness of others labeled "conflict management". Shankman and Allen suggest superior emotional self control includes recognizing how stress affects one, what one's hot buttons are and how to intentionally and deliberately use emotion.The corresponding skill labeled conflict management includes such the ability to manage the energy in conflict to achieve positive outcomes, identify, and manage the roots of conflict, following a systematic process to work through conflict.
In short-- the linear process to intentionally coach a student to a higher level of proficiency in emotional intelligence is to (1) thoroughly understand what emotional intelligence is (2) assess what areas of greater proficiency in EI are most likely to help the student reach their intrinsic goals, (3) weave opportunities for the student to practice additional skills in that area through out the course....
I speak calmly and make direct eye contact at all times. I have students of all ages so I am very adept at understanding & relating to each age & maturity level. Cooking involves a lot of intensity & I keep them in check with their emotions throughout the whole class.
From the first interview until the date the student/graduate passes their national board exam our department discusses that knowledge of a subject matter is something that is always being expanded on (even those of us that have been in our field for 30 years, still are learning new things all the time); they need to understand what is important to employers, co-workers and customers (patients) is their personal traits (behaviors/attitude). Through out the program we work in scenarios or demonstrations allowing the students to determine what was appropriate versus inappropriate in the situation that was presented.
We let the students know, the most frequent question from clinical affiliates or potential employers about the student are: do they show up and if so are they on time, do they get along with others and do they care about the outcome of their patients.
I cover seven of the nine bullet points listed in the MaxKnowledge online lecture ‘Instill Emotional Intelligence’. I often let students know they are not alone. The issues they face on a daily basis do not just affect them personally -they may affect people around them, both those they know and those they do not yet know. People may be affected without the student even being aware. And that’s really what it’s about: being aware.
I first make them aware of it – what EQ is … and I perform a little demo, early on in a class,(end of week one, early week two) to let students know that much of the time I can tell what kind of mood they’re in when they walk in the door and sit down. I pretend to be busy when they come in, perhaps brief nods/smiles, eye contact – and really, when I am writing, I am taking notes to relay to them about my observations of their non-verbal cues/first impressions, what would happen in the workplace, et al.
It will take a competent instructor with high levels of trust/credibility in the student population already established to do this exercise. It may be an intense (but necessary) facilitated discussion that follows.
Also – a wacky sense of humor and appreciation for pop culture will help facilitate the discussion, to which I use this quote for the board when students come in:
“I became the calm little center of the world. I was the Zen master.†- Tyler Durden, Fight Club
Finally, I let students know that EQ is not a pass/fail; exam – that it is a lifelong/continual process.
Cameron,
Being seen as a "similar other" can help a teacher to build rapport and believability.
Jeffrey Schillinger
I have completed the course that students I work with are taking, so that helps me to connect with them better and encourage them by letting them know the strategies I used to do well in the course.
Gain an understanding of where they are coming from so that I can understand how to help them reach their goals.
I try to get them excited every day about the fact that they"inhabit the world of food". We are lucky to be doing something cool and interesting. Sometimes the small tasks can be mundane, but they are part of the bigger picture of reaching our goals in our chosen career field. This little daily reminder, I believe, is a good motivating tool.
Keep sharing the stories, Eugene. Your students will benefit.
Jeffrey Schillinger
Personal success stories seem to capture student attention and motivate them. I have two children with documented learning disabilities as well as several extended family members who struggled in school. Students appreciate hearing how they overcame and succeeded in spite of their obstacles.
As an instructor, I try to share past student stories(no names)and personal experiences I may have had (within the context of what is being taught) so real life is part of their learning experience. My students have commented that after hearing real life stories, they can apply the theory and it makes more sense to them. "Keeping it real" does matter. I feel that when you share with others more pathways open up.
