The science of emotions and emotional intelligence

How it underpins a High Performance Learning Culture

Dr Ben Palmer, CEO Genos International

The science of emotions

Decisions

Behaviour

Performance

The Science of Emotions

Emotion Brain

Satisfied
Meaningful
Valued
Useful

Thinking Brain

Lateral
Creative
Engage

Reward

Decisions

Threat

Behaviour

Event

Concern
Worry
Frustration
Stress

Narrow
Limit
Disengage

The ratio of +ve to ve emotions in a HPLC

Positive

Negative

The higher this P/N ratio, the better the atmosphere of the classroom,
the better the students behave, and the more they learn.
Glenn Latham, Ed. D. Professor Emeritus of Education at Utah State
University.

How
Develop emotional intelligence
School leadership
School teachers
Students
Assess and (where necessary), increase positive interactions
and minimize negative ones, to achieve the preferred ratio.

Emotional Intelligence
Emotional intelligence is the capacity to
Perceive
Understand
Express
Reason with, and
Manage emotions within oneself and others
In the HLPC program you explored how to enhance and apply these
skills in creating a High Performance Learning Culture in your
school.

Enhancing the skill of perceiving and

understanding emotions
1. Reflect, label and describe the way you feel
I feel . because.

2. Understand events that cause positive-negative emotions

3. Examine the interaction between personality/values/beliefs
and emotions

SCARF
S = Status

C = Certainty
A = Autonomy

R = Relatedness
F = Fairness

Enhancing Self-Other Awareness

Events

Behaviour

(e.g., being criticised by a peer at work)

(e.g., being defensive)

Values/beliefs

Personality

Feelings

Thoughts

Expressing How You Feel Effectively

+ Really important part of
facilitating trust.

+ Trust amongst school

leadership, staff, parents and
students is a factor known to
correlate with a High
Performance Learning Culture
which is why its a large part
of the DET staff survey items.

Authentic Conversations Model

Enhancing Emotional Management

1. Proactive techniques
2. Reactive techniques
3. Techniques for positively influencing the emotions and
coping strategies of others

Proactive Emotional Management

Techniques That Build Resilience

Creating the Space

Emotional default

event

response
Default

event

response
Alternative

the space

Reactive Techniques and Strategies

To reengage your thinking brain, when in the space, you
can
Label and define the way you feel
Vent to neutral person who you trust
Draft communications but dont send them
Think about how youd typically respond, your
default and what the alternative to that might
actually look like
Engage in the reappraisal technique
Engage in proactive strategies

Positive Influence Via Coaching

Step 1

Evidence
Step 2

Alternatives
Step 3
Actions

What happened?
How are you feeling about it?
What are you thinking about doing?
What outcome would you like?
How else could this be viewed?
What might others say?
What alternative ways of responding to this are there?
What opportunities might this situation provide?
What feels like the best way to respond?
What will you do?
What support do you need?

How
Develop emotional intelligence
School leadership
School teachers
Students
Parents
Assess and (where necessary), increase positive interactions
and minimize negative ones, to achieve the preferred ratio.

How to assess and develop the ratio

1. General discussions around a model (SCARF or the
system, symbols, activities of the school)

2. Self-reflection/assessment (24hour emotions

activity)
3. Observer based assessment and feedback

How Current Reality

Teacher interactions with students
What behaviours produce +ve emotions?
Non-contingent attention (greetings, smiles, asking for input,
inquiring about hobbies/interests)
Contingent attention (praise for effort, acknowledgement of
character strengths, gratitude for good behaviour)

What behaviours produce -ve emotions?

Criticizing (behaviour/performance)
Pointing out mistakes, reprimanding
Sarcasm, frowning, eye rolling or other nonverbal displays of
disapproval

Common barriers to achieving the ratio

Too much effort
Difficult students
Friend vs Teacher

Victorian schools case study

Time 1
Assessment

IGNITE

EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM

THE SCIENCE OF EMOTIONAL INTELLIGENCE

Time 2
Assessment

IGNITE

EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM

INSIGHT AND FEEDBACK

IGNITE

EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM

SELF-OTHER AWARENESS

IGNITE

EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM

AUTHENTICITY

IGNITE

EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM

LEADER MODULE 5
MANAGING EMOTIONS

IGNITE

EMOTIONAL INTELLIGENCE ENHANCEMENT PROGRAM

SUSTAINING THE DEVELOPMENT

5%

School - Accomplished Teacher

11%
37%

5%

School - Expert Teacher

School - Leading Teacher

School - Professional
Development Coordinator

21%

School - Teacher
21%

School - Teaching and Learning

Coach

Victoria Schools Case Study

Victorian Schools Case Study

Participating in this program has improved

my capacity to influence, motivate and
inspire others
Participating in this program has improved
my capacity to build a positive school
climate and culture

Participating in this program has improved

my self-awareness and understanding of
the impact of my behaviour within my
school