Another academic year is heading towards its end and most of us have already started thinking about its course and the effect our decisions and actions have had on our students and their progress. Some of us may have already started planning for the following academic year in an effort to be ready to handle the expected workload. But, how often during this process of self-reflection and self-evaluation do we focus on ourselves? How often do we take into consideration our own feelings towards the educational context that we teach in?
This article explores the role Emotional Intelligence (EI) plays in the EFL context and how we as teachers can cultivate our emotional and social competencies to foster a supportive learning environment both for our students and ourselves.
Understanding Emotional Intelligence (EI)
Goleman (1998) defines Emotional Intelligence as “the capacity for recognising our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships”. According to Goleman EI is constituted of the following competences:
- Self-awareness, which means that individuals continually strive to know themselves through self-assessment and thoughtful examination of their strengths and limitations. They express their feelings verbally, value input from others, and view setbacks as opportunities for personal growth.
- Self-regulation, which is linked to an individual’s capacity to regulate their emotions and act in manners that support their personal objectives.
- Motivation, which entails channeling a range of positive emotions to achieve goals and perform different tasks.
- Empathy, which involves understanding and considering the perspectives of others.
- Social skills, which involve the ability to communicate, collaborate, and interact effectively with others in various social situations and handle interpersonal relationships.
The role of Emotional Intelligence in Cultivating Teachers’ Socio-emotional Competencies
“With regard to ELT teachers, strong EI skills were found to lead to higher selfefficacy (Moafian and Ghanizadeh, 2009), more effective regulation of teacher emotions while teaching (Gregersen et al., 2014), and higher selfreported creativity, classroom management and pedagogical skills (Dewaele et al., 2017).’’ (Gkonou & Mercer, 2017) Moreover, EI enables teachers to effectively manage classroom dynamics, address conflicts, and promote collaboration among students as research has shown that teachers with high EI can establish positive relationships with students, understand their individual needs and preferences, and provide tailored support accordingly. In this way, teachers inspire students to develop their own socio-emotional competencies, contributing to a positive classroom climate conducive to language learning and personal growth.
How Can Teachers Cultivate Their Socio-emotional Competencies?
- Mindfulness Practices
Objective: Develop self-awareness and emotional regulation
Example: Mindful Breathing
Procedure:
- Find a Quiet Space: Set aside a few minutes for the practice, preferably at the beginning or at the end of your teaching day. Take a moment in a calm environment, whether sitting or standing.
- Focus on Breath: Close your eyes. Take a few deep breaths, noticing the sensation of each inhale and exhale.
- Stay Present: Pay attention to any thoughts or feelings that arise without judgment. Let them pass as you return your focus to your breath.
- Anchor Yourself: Whenever your mind wanders, gently guide it back to your breath. Use it as an anchor to the present moment.
- Closing: After a few minutes, slowly bring your awareness back to your surroundings. Notice how you feel mentally, emotionally, and physically after the practice.
- Journaling & Goal Setting Practices
Objective: Encourage self-reflection and continuous improvement & establish personal goals for well-being and work-life balance.
Example: Reflective Journaling
Procedure:
- Reflection Session:
- Set Aside Time: Allocate a few minutes at the end of each teaching day or week for reflective journaling.
- Choose a Focus: Decide on a specific aspect of your teaching experience to reflect on, such as classroom interactions, lesson planning, student engagement, or personal well-being.
- Write Freely: Begin by writing freely and openly about your thoughts, feelings, and experiences related to the chosen focus. Allow yourself to express both positive and negative emotions without judgment.
- Goal Setting Session:
- Review your reflections and identify areas for personal and professional growth and improvement. (e.g. What areas of your teaching practice would you like to improve, and what steps can you take to achieve these goals?)
- Based on your reflections, set Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) goals for the upcoming week or month.
- Regular Review and Adjustment:
- Review your progress towards goals regularly, adjusting strategies as needed to stay on track. Reflect on how your EI has evolved over time and consider adjustments to your teaching practice based on your insights.
- Celebrate achievements and reflect on challenges, using setbacks as opportunities for growth.
- Continuously update your goals to align with evolving priorities and aspirations.
- Optional Sharing: If comfortable, share excerpts from your reflective journal with trusted colleagues or mentors for feedback and support. Engaging in discussions about your experiences can deepen your understanding of EI and foster a sense of community among teachers.
- Peer Support Groups & Community Engagement
Objective: Foster a culture of constructive feedback & connect with the broader language learning community.
Example: “Teachers’ Well-being Circle’’
Procedure:
- Formation of Peer Groups:
- Create small peer support groups of teachers.
- Ensure diversity within groups by considering different criteria such as teaching experience, teaching backgrounds, age etc.
- Regular Meetings – Structured Sharing Sessions:
- Schedule regular, safe, and confidential meetings.
- Encourage open sharing of experiences and challenges.
- Dedicate time for each member to share experiences.
- Promote active listening and empathetic responses.
- Collaborative Problem-Solving:
- Use groups for collaborative problem-solving.
- Foster mutual respect and constructive feedback.
- Community Engagement Activities:
- Organise joint professional development workshops and networking events.
- Facilitate volunteer initiatives in the local community.
Conclusion
Emotional Intelligence stands at the forefront of contemporary educational discourse, emphasising the profound impact of emotions on teaching and learning dynamics. However, we should bear in mind that the journey towards cultivating EI is not “one-size-fits-all’’ and for this reason we are encouraged to explore various strategies to identify what resonates best with our unique needs and the educational contexts that we teach in. After all, it is only when we invest time in ourselves and identify our needs that we can be fully present for our students.
