Self –Awareness
Emotional Self Awareness: Ability to be aware of one’s feelings and emotions, to be able to differentiate between them, to know what one is feeling and why,and to know what caused the feelings.
Tips for developing Self Awareness
- Recognize your physical changes
- Stop and think about your reaction
- Take a deep breath
- Allow the information to go to the sorter before you react
Social Awareness
Effective coaches are skilled in enhancing a participant's ability to gain insight into his/her own behavior and to appreciate how leader behaviors impact others. Highlighting new perspectives on difficult situations requires the ability to offer challenging feedback in a manner that promotes receptivity rather than defensiveness.
Empathy begins with listening
5 negative listening patterns:
- The faker pretends to listen
- The interrupter doesn’t allow speaker to finish, just loves to her himself talk
- The self centered listener: uses speakers words only to get his/her message
- The rebuttal maker: only listens long enough to disagree
- The advice giver: gives advice too quickly before the speaker can finish his thought.
Tips for developing Social Awareness
Put yourself in the other person’s shoes — try to see theworld from his or her perspective
- Seek to understand the pressures, responsibilities,
expectations, and demands placed upon the other person
- Inquire. If the other person says something that sounds
“off” or confusing, say “I’d like to know more aboutthat.”
- Explore his or her reasoning. Behind every “position” andargument is a set of thoughts and feelings that are theunderpinning of the position. By seeking to understandthe other person’s reasoning, it builds a bridge tounderstanding
Self Management
Problem-solving
The ability to identify and define problems as well as to generate and implement potentially effective solutions.
Flexibility
Ability to adapt to unfamiliar, unpredictable, and dynamic circumstances. Flexible people are agile, synergistic, and capable of reacting to change, without rigidity.
Happiness
The ability to feel satisfied with one’s life, to enjoy oneself and others, and to have fun. Happiness is a by-product and/orbarometric indicator of one’s overall degree of emotional intelligenceand emotional functioning.
Optimism
Optimism is the ability to look at the brighter side of life and to
maintain a positive attitude, even in the face of adversity. Optimism assumes a measure of hope in one’s approach to life. It is a positiveapproach to daily living. Optimism is the opposite of pessimism,which is a common symptom of depression.
Tips for developing Self Management
- When problems arise, logically and methodically go through a problem, and pick the best solution. This skill is also linked to a
- Develop a desire to do your best and to confront problems, rather than avoiding them.
- These
- change their minds when evidence suggests you are mistaken. Be open to and tolerant of different ideas,orientations, ways, and practices.
Relationship Management
Excellent people skills are typical of great leaders. The ability to lead a team and facilitate relationships has become increasingly important. One must be perceptive in dealing with others, good at assessing moods and trends and able to handle any situation involving sensitive matters and emotional issues. Some of the charisma attributable to great leaders has been a byproduct of the ability to read their constituency (your cohort group).
Tips for developing Relational Management
•build relationships with your students
•manage conflict when it arises, don’t avoid it
•enabling co-operation and teamwork
Pre-Exploration: How would you define Emotional Intelligence?
Post Exploration: How would you define Emotional Intelligence?
Where do you see strengths in yourself? Where do you see your limitations?
Do you agree that Emotional Intelligence is a key characteristic of an effective coach? Why or why not?
Case Study
You finished your first semester of the SYR and you just received your coursework evaluations. Overall, there were 5 students who made negative comments about your course. They said it wasn’t a good use of their time and that the course wasn’t rigorous. Additionally, they didn’t see connections to why the content of the course was important. You overheard several tcs talking about what they wrote on the course evaluations. Knowing that you will have this same group of students next semester, how might you respond to this situation?
Case Study
You submitted a PIP referral on a student for her Instructional Performance. Over the course of a month, you supported the student by conducting extra walkthroughs and coaching on the spot, conducting pre-conferences, and allowing the student to teach two lessons in order for you to provide extra coaching and feedback. During the PIP meeting, the student came in with 3 specific times that she didn’t feel supported. For example, prior to her first PA, she sent you her lesson plan, and you didn’t provide her any feedback. Thinking about the components of EI, how might you respond?