Emotional Intelligence: The Missing Piece
by Edutopia Staff, 2-22-2001, www.edutopia.org
Emotional Intelligence, a quality in a person evidenced by perseverance, empathy, good communication skills, the ability to make thoughtful decisions, solve problems, and work well with others. People with emotional intelligence seem to lead happier, more productive lives; they easily inspire others to be more productive. It is the ability to recognize one's feelings and express them appropriately without violence (verbal or physical). Emotional Intelligence is the "stuff" that helps us get along smoothly in life. Psychologist Daniel Goleman calls Emotional Intelligence the "missing piece" in our education system. Teaching emotional intelligence in school is not to be confused with teaching values, religious or otherwise.
With all the emphasis on technology these days, I hope that the human side of life is not ignored. It is too easy to not have to deal with others by just sitting in front of a computer. This article discusses a program to get kids to relate to others in a healthy, meaningful, non-violent way. The program teaches them how to handle strong emotions in a positive fashion. These are life-long skills that are necessary to have a successful and satisfying life. It turns out that when students are taught these skills in the classroom, there is actually more time for academics; teachers tend to have to spend less time on discipline.
1. How can emotional intelligence be incorporated into a classroom environment? Journal writing (or writing a blog) about a situation that is "given" in class after a particular skill is learned can be a great way to reinforce what is learned. If this writing is done through a blog, classmates could read and comment (in a supportive way!) on what their peers have written.
2. How can emotional intelligence be reinforced throughout a child's time in school? Some schools have "character programs" that are sketchy at best...I believe instruction in emotional intelligence should be incorporated into the curriculum. This article states that for these principles to "stick", instruction has to be ongoing--not something that is done once and then forgotten.
Wednesday, November 21, 2007
Sunday, November 11, 2007
Journal #9 (Journal 6 requirement)
The Threat of Security: Hindering Technology Integration in the Classroom
by LeAnne K. Robinson, Abbie Brown, and Tim Green (Learning & Leading with Technology, Sept/Oct 2007)
The issues surrounding security and technology within schools are very real and also very complex. On the one hand, you have the administrators who are concerned (rightfully so) with lawsuits, and thus often have many restrictions in place to safeguard against internet security problems within the schools. On the other hand, you have teachers who are feeling stifled with the increasing security measures being put in place.
This article discusses how supposed security threats are hindering or even eliminating, in some cases, the implementation of technology in schools. There must be a balance stuck between security and the right to learn. Threats must be put into perspective. While security of children's identities online is paramount, basic security education taught to students about online safety should be the first focus, not the increasing amount of filters and other blocks used to keep students safe. A vigilant teacher and an insistence that online safety rules be used constantly by students should take care of many of the concerns of administrators. However, school districts continue to implement ever tightening regulations on technology use in schools.
1. How can a teacher use technology effectively in a classroom if filters, etc., deter her from basic technological operations? This will probably have to be a grass-roots effort on the part of teachers. I did read another article that discussed the great need for administrators to be more educated about technology in education, too; where there is knowledge, there is less fear.
2. Is the comment in the article about how "teachers are forbidden to use their own resources to create a class-related site....is the equivalent of saying they cannot use their own money to buy pencils and markers, or that they cannot purchase bulletin board materials on their own" a strong argument? I think this is a poor arguement. These are the kind of arguments that will get us nowhere fast when trying to prove a point. The problem is access by the public. The world is not allowed to flow past a teacher's bulletin board as it can one's classroom website.
by LeAnne K. Robinson, Abbie Brown, and Tim Green (Learning & Leading with Technology, Sept/Oct 2007)
The issues surrounding security and technology within schools are very real and also very complex. On the one hand, you have the administrators who are concerned (rightfully so) with lawsuits, and thus often have many restrictions in place to safeguard against internet security problems within the schools. On the other hand, you have teachers who are feeling stifled with the increasing security measures being put in place.
This article discusses how supposed security threats are hindering or even eliminating, in some cases, the implementation of technology in schools. There must be a balance stuck between security and the right to learn. Threats must be put into perspective. While security of children's identities online is paramount, basic security education taught to students about online safety should be the first focus, not the increasing amount of filters and other blocks used to keep students safe. A vigilant teacher and an insistence that online safety rules be used constantly by students should take care of many of the concerns of administrators. However, school districts continue to implement ever tightening regulations on technology use in schools.
1. How can a teacher use technology effectively in a classroom if filters, etc., deter her from basic technological operations? This will probably have to be a grass-roots effort on the part of teachers. I did read another article that discussed the great need for administrators to be more educated about technology in education, too; where there is knowledge, there is less fear.
2. Is the comment in the article about how "teachers are forbidden to use their own resources to create a class-related site....is the equivalent of saying they cannot use their own money to buy pencils and markers, or that they cannot purchase bulletin board materials on their own" a strong argument? I think this is a poor arguement. These are the kind of arguments that will get us nowhere fast when trying to prove a point. The problem is access by the public. The world is not allowed to flow past a teacher's bulletin board as it can one's classroom website.
Journal #8--Blogging
Blogging: A free web page one creates to record thoughts, ideas, photos, commentaries, etc, for others to see, read and/or comment on. It can be a community builder. I chose this subject because I am interested in using blogging in my elementary classroom for book reviews, journaling, and other writing projects.
There was a lot of great discussion about blogging on Classroom 2.0. Issues about the effectiveness of blogging, good places to create blogs for the classroom, manners, what blogging should and shouldn't be used for were among the many topics discussed.
Questions were raised about the effectiveness of blogging. Teachers questioned whether they were really helping their students improve their writing, or whether this was just a fancy techno- tool that was not necessary to learn how to write well. One teacher suggested having students write out their journals in a notebook first, as it was just too tempting to write 1-2 sentences on a blog and push the "publish" button so they could see their work online. She felt she got deeper, more meaningful answers from her students when they hand wrote their answers out first.
Blogging can be a great community builder. Students can be taught how to respect the work of others and learn the value of commenting positively and giving encouragement to classmates. They can also learn to critique in a constructive way. It is necessary for the teacher to teach these communication skills before the class begins posting comments on a classmate's work. One teacher put it well: The rules are similar to those on the playground.
There was a lot of great discussion about blogging on Classroom 2.0. Issues about the effectiveness of blogging, good places to create blogs for the classroom, manners, what blogging should and shouldn't be used for were among the many topics discussed.
Questions were raised about the effectiveness of blogging. Teachers questioned whether they were really helping their students improve their writing, or whether this was just a fancy techno- tool that was not necessary to learn how to write well. One teacher suggested having students write out their journals in a notebook first, as it was just too tempting to write 1-2 sentences on a blog and push the "publish" button so they could see their work online. She felt she got deeper, more meaningful answers from her students when they hand wrote their answers out first.
Blogging can be a great community builder. Students can be taught how to respect the work of others and learn the value of commenting positively and giving encouragement to classmates. They can also learn to critique in a constructive way. It is necessary for the teacher to teach these communication skills before the class begins posting comments on a classmate's work. One teacher put it well: The rules are similar to those on the playground.
Thursday, November 8, 2007
Journal #7
Developing Global Citizens: The Global Run Project
by Jody H. Kennedy and Jan Zanetis
(Learning and Leading with Technology, Nov 2007, Vol.35, No.3)
This article discusses interactive videoconferencing (ICV) and a wonderful project that has grown out of using this technological tool--The Global Run project. Started in the wake of 9-11 by teachers and students in White Plains, NY, the project gave students an opportunity to learn about cultures and students in other countries through video conferencing. Real people in real situations became powerful teachers as the students learned, for example, from a girl living with AIDS in South Africa. Through various video conferences such as this, students learned not only about diverse cultures, but also about injustice in various parts of the world. Students developed empathy and compassion as they "put a face to a name", and desired to take action. The Global Run project raises money to help change a global concern: the decreasing supply of fresh water. This article is an incredible example of how technology in the schools can not only increase awareness of global issues, but also how it can empower students to take action for positive social change.
1. Could this be expanded to include more than just students who are privileged enough to have access to technology in their schools? This remains to be seen. I hope that as I become increasingly familiar with technology for the classroom, that I might have an answer to this. The article did mention one class in Japan who didn't have access to videoconferencing (very surprising to me), but the White Plains class was able to connect with them through Skype--something I hope to learn more about.
2. Could students use videoconferencing in other ways? I wonder if what is discussed during the conferences could be taped and used to create films that explore world issues, culture, and diversity.
by Jody H. Kennedy and Jan Zanetis
(Learning and Leading with Technology, Nov 2007, Vol.35, No.3)
This article discusses interactive videoconferencing (ICV) and a wonderful project that has grown out of using this technological tool--The Global Run project. Started in the wake of 9-11 by teachers and students in White Plains, NY, the project gave students an opportunity to learn about cultures and students in other countries through video conferencing. Real people in real situations became powerful teachers as the students learned, for example, from a girl living with AIDS in South Africa. Through various video conferences such as this, students learned not only about diverse cultures, but also about injustice in various parts of the world. Students developed empathy and compassion as they "put a face to a name", and desired to take action. The Global Run project raises money to help change a global concern: the decreasing supply of fresh water. This article is an incredible example of how technology in the schools can not only increase awareness of global issues, but also how it can empower students to take action for positive social change.
1. Could this be expanded to include more than just students who are privileged enough to have access to technology in their schools? This remains to be seen. I hope that as I become increasingly familiar with technology for the classroom, that I might have an answer to this. The article did mention one class in Japan who didn't have access to videoconferencing (very surprising to me), but the White Plains class was able to connect with them through Skype--something I hope to learn more about.
2. Could students use videoconferencing in other ways? I wonder if what is discussed during the conferences could be taped and used to create films that explore world issues, culture, and diversity.
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