Matthew,
Nice post. Thanks! Students need to know that "failure is not fatal."
Jeffrey Schillinger
In my class the student is required to correct the mistake. I try and help them understand what lead them into the mistake and explain how to avoid it in the future. All the while explaining that we are all human and make mistakes from time to time but to try and hide or cover it up would be far more costly than just admiting fault and taking the "lumps" in the first place. I'll often share with them some of my past mistakes so they realize that I've been there and taken my "lumps".
When I meet with students individually I usually give them a list of "universal needs" taken from Nonviolent Communication website at www.cnvc.org to build a language that supports their emotional intelligence. This language helps them to both be heard and to hear others by listening for the needs, instead of getting triggered or confused by their strategies.
Stories, questions about their experiences, jokes, state changes, whatever it takes to keep them interested and generate questions.
I like to talk about life experiences some successful and some not. How they can learn from other's experiences in life, maybe apply some part to their own. Know that it is okay to make a mistake, we all do. But know that they have to be held accountable and don't let it defeat them. Do what they need to do to correct the situation.
This shows signs of motivation, which will help maintain a good attitude, which leads to the development of an even higher EQ.
Yes, I share stories about success amongst chaos that applies to the topic at hand and ask student to share their own.
Toni,
Stretching students without overwhealming them is a key to success.
Jeffrey Schillinger
Giving students tasks that you know they can successfully complete is a way to start the development of EQ. Praising this accomplishment may help the students to be ready to take on the next exam or assignment. Developing a list of their goals helps give them direction.Adding encouragement and support with each successive step builds their confidence and enthusiasm.
Mary,
If students see you as a "similar other" who has been where they are and knows what they are going through, you will be on your way to establishing rapport that should lead to increases motivation.
Jeffrey Schillinger
I have many stories from my past to share with them, and also many years of teaching to share with them. Also, I discuss a lot what other successful people in our field have done to become who they are.
What I do is try to model Emotional Intelligence. This means developing the capacity of recognizing my feelings, those of others and managing my emotions as a model for others. This can be seen in coaches during the bowl season--some are calm leaders who set the example for good behaviour for their team. Others stomp the ground, shout at the referee, sometimes getting tossed out of the game,etc. Sometimes I am not successful. To my surprise and chagrin, I was inadvertently overheard expressing my anger at the behaviour of a contractor. The next day, word came that I had lost my temper. I was reminded again "it does no good to talk the talk if you do not walk the walk.
I agree that success stories are great motivators. People can often find reassurance that they are not the first and won't be the last person dealing with a particular set of problems. However, the success part of the story gives hope and inspiration that they too can succeed if they work hard and set their mind to it. Emotional intelligence is also a way of thinking. Perceiving your environment and responding accordingly in a way to promote positive outcomes.
Mohammed,
Thank you for this post. What are the most popular types of stories you tell?
Jeffrey Schillinger
Absolutly, telingstories and sharing your experienc with the students will help them to set an example and model,find out their potentiality.
I agree incoporating real world experience into lesson plans or during discussion is a great way to increase the EQ. I beleive it is also important that students learn to develop or strengthen the Emotional Intelligence portion due to the fact that people who have strong EI tend to have a better grasp on reading others, and knowing themselves leading to making better decisions, which can be advantagous working in Coporate America.
I share stories from my personal experiences as well as past students'.
Veronica,
We call the "people skills" EQ (emotional quotient).
Jeffrey Schillinger
Jeffrey this is a hard question. I do try always to have a positive attitude. If I am in the lab or even when I am checking -off students Iam always positive. I smile and I get a smile in return. Even if the student is worried or is not doing well I manage to get a smile. I dress professionally and I speak to them and not down to the students. When there are changes with their schedules and tell them we are nurses and we must be able to deal with changes. I give them an example: An emergency occurs in the floor and we must be reassigned to another patient. I also have students work in groups in the lab.This will give them the opportunity to be team players. I honestly believe the success of any individual is not the IQ,but peoples skills. Any student of mine that is A,B,and even C with good peoples skills can be a potential better nurse than my top A student without peoples skills. Thank You, Veronica
Susan,
You are positioning yourself as a "similar other." It is a very powerful thing.
Jeffrey Schillinger
I sometimes share my story of getting a college degree, even though neither of my parents did. And how I borrowed money and worked during college to be able to pay for my living expenses. I try to instill my belief that they too can overcome difficulties by working hard and keeping their goals in mind.
