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University of Chichester

MA (Education): Semester One 2014

Emotional Intelligence – the Key to Success?

Hazelwick School

Module Handbook

Introduction to the Module

‘Emotional education should be a considered effort to teach children to feel for themselves, in the same sense that their intellectual training should be an effort to teach them to think for themselves.’ John MacMurray, ‘Reason and Emotion’, 1935. Emotional Intelligence might be defined as ‘the ability to recognise, understand, handle, and appropriately express emotions’. Peter Sharp ‘Nurturing Emotional Literacy’, 2003. A great deal of prominence has been given in recent years to the development of basic skills such as numeracy and literacy, sometimes to the detriment of the development of personal, social, emotional and creative skills. This Module investigates whether we might wish to redress this balance. This Module will examine the links between emotions and learning in a variety of contexts, and consider the implications of this for teaching and learning – for pupils and for teachers. It deals with many practical issues, and the session details outlined overleaf show that participants are presented with many opportunities to consider their own particular developmental possibilities, and those of their pupils and their schools. The attached reading list establishes a very helpful basis both for professional development and for the assignment; in addition, many useful books and articles are indicated or available on the University Moodle site. The choice of assignment title is decided by each participant, but encouragement is given to each student to gain familiarity with the theory and practice in one specific area that will have an impact on teaching and learning in classrooms today.

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Emotional Intelligence:

Module Leader: Antony Bignell Contact Details: a.bignell@chi.ac.uk 01243 812024 Subject Librarian: 01243 812082 Rationale: The well-being of children and young people from 4 to 19 is creating opportunities for schools to work on building an emotionally literate environment for staff and pupils. The exciting challenge is to find ways to take advantage of these opportunities, and to recognise that such an environment needs to involve the whole school community, starting with individuals like us. The Module covers the main theorists of emotional intelligence, emotions and learning, building positive relationships in the classroom, self-awareness, resilience, self-esteem, emotionally literate schools, and managing teacher stress. Intended Learning Outcomes: To enable participants to:

Demonstrate knowledge, skills, attitudes and understanding of strategies to promote emotional intelligence in teaching and learning;

Examine their own emotional intelligence and understand ways to nurture their own emotional health;

Develop strategies to facilitate a whole-school approach to emotional intelligence.

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Emotional Intelligence – Outline of Sessions Semester One 2014

Hazelwick School: 5.30 – 8.00pm

COURSE OUTLINE:

1 Wednesday 17 September: Themed Session: Introduction to the Module and the Course, The Education Debate, Handbooks and Inter-sessional Task

2 Wednesday 1 October: Seminar Session:

What is Emotional Intelligence? The Key Theorists. Resilience and Handling your own Emotions.

3 Wednesday 15 October: Seminar Session:

Self-Awareness, Self-Concept and Self-Esteem

4 Saturday 8 November: MA(Ed) Forum – BOGNOR REGIS CAMPUS

10.00am – 4.00pm: Motivation

5 Wednesday 12 November: Seminar Session:

Happiness and Optimism

6 Wednesday 26 November: Evening Conference:

New Landscapes in Education - Teach Meet

7 Wednesday 3 December: Seminar Session: Social Skills and Empathy 8 Wednesday 7 January: Optional Tutorials

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Assessment:

Formative Assessment: A brief proposal of 1,000 words, setting out your

project on an aspect of emotional intelligence, providing a rationale for your project, supported by relevant literature. This proposal will firstly be submitted in draft form, which will be reviewed and returned by the tutor, before a final version is submitted, to be reviewed and graded. Draft Proposal submitted on Wed 26 November. Reviewed and returned by tutor on Wed 3 December Finalised Proposal submitted via Turnitin and hard copy on Thursday 15 January 2015.

Summative Assessment: Formal, on completion of the module, by an

assignment of 5,000 words or their equivalence, on one aspect of emotional intelligence, supported by relevant literature, which will include a small piece of practitioner research.

Summative Assessment Due: Submitted via Turnitin and hard copy handed in or posted to MA(Ed) Administration Office: Thursday 15 January 2015 Assessment Criteria: The following general assessment criteria of the MA(Ed) must be met:

knowledge of the major concepts of the area of study without significant omissions, errors or irrelevancies;

evidence that the relationship of these concepts to workplace practice is understood;

the ability to write coherently and concisely presenting a position or argument based on the outcomes of reading and/or enquiry;

the ability to analyse critically and reflect on professional practice using an identified framework and/or general theory;

the ability to evaluate critically the findings of published research and other literature;

the ability to synthesise and draw upon a range of appropriate material.

Ethical Considerations: Before you begin this assignment, you might need to complete an Ethics Form. This is a requirement when undertaking any research, however small-scale, in a school, particularly if it involves children. This form is downloadable from Portia: Moodle. Please note: The University welcomes students with disabilities, physical health issues, mental health issues, learning difficulties and additional needs.

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This programme is exempt from the University policy on dyslexia, therefore students are strongly advised to seek support from the Student Support Centre. Students with dyslexia registered with the Disability and Academic Skills Service may be entitled to use a sticker from Academic Services letting the marker know that this is the work of a student with dyslexia. This may be helpful for the marker in writing their feedback. As this programme is exempt from the University policy on dyslexia, allowances in marking will not be made for any difficulties. Personal and Development Planning: If you would like information on the University’s Personal Development Planning programme and the processes involved, please consult the tutor and visit the website: www.chi.ac.uk/pdp IMPORTANT INFORMATION - NEW ASSIGNMENT HAND IN AND FEEDBACK PROCEDURES Attendance only

Although the normal expectation is that students complete an assignment, you may if you wish ‘attend only’ with no penalty. This is received by the Board of Examiners as audit only. Of course if you decide to ‘audit only’ you will not receive any credits towards your MA(Ed). Extension requests

For students intending to submit assignments, we understand that occasionally things go wrong and you may request an extension of up to two weeks. If you request an extension to your assignment, you are indicating your intention to submit this work and we would remind you that failure due to non-submission of the assignment, without mitigating circumstances, will result in a fail. (You will also incur an admin charge of £100 per module). Requests for extensions must be emailed before the due date to S.Bentham@chi.ac.uk, copied to medu@chi.ac.uk and the relevant tutor. Please state the module you are studying. Mitigating Circumstances

If you have a major problem which prevents you from submitting your assignment, you must claim mitigating circumstances. You are strongly advised to submit your claim form with evidence to AQSU as soon as you know there is a problem and before the Board of Examiners. For information and a claim form go to: Portia; select tab for UniServices; select Academic Quality and Standards Unit.

Submitting your assignment

NEW ANTI-PLAGIARISM SOFTWARE AND PROCEDURES

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Turnitin is a web-based plagiarism-prevention service, which checks assignments for unoriginal content. The results can be used to help students learn how to avoid plagiarism as it provides better and faster feedback to improve their writing or to identify similarities to existing sources. Turnitin encourages best practice in using and referencing other people's written material. Changes for students: You are no longer required to hand in a digital version of your written

assignments on CD. Submission of written assignments must be uploaded to Turnitin and submitted as a hard copy.

You must upload your written assignments into the link set up by your lecturer on the module's Moodle page. This must be done before the assignment deadline. If for any reason Moodle or Turnitin are unavailable on the day an assignment is due in, you must upload it into Turnitin as soon as possible thereafter. Details of system downtimes can be found on Portia (the Traffic Light) and on the Help Pages (help.chi.ac.uk).

Once uploaded into Turnitin, an Originality Report will be generated, highlighting unoriginal content. This is useful for you to check that you have referenced everything correctly.

Please note that you are not aiming for a 0% score as Turnitin will recognise all unoriginal text, including quotes, templates and text which you have referenced correctly.

Generation of the Originality Report usually takes between 5 and 10 minutes but can take longer at busy times.

If you choose to edit and resubmit an assignment (before the due date), the Originality Report will be available the following day. Your lecturer will only see the most recent submission.

Very importantly, you must still hand in a printed version of your assignment as normal. Failure to do so may result in failing the module.

When you submit to Turnitin, please write the Paper ID (available from your Turnitin receipt) number onto the assignment submission sheet attached to your hard copy assignment.

Every assignment should be: o securely fixed in a floppy backed folder; o accompanied by:

a completed assignment/module submission sheet, available from your module tutor(s), the MA(Ed) Office or from the Student Downloads page of the website: http://www.chi.ac.uk/department-education/i-want-undertake-professional-development/maeducation/ma-ed-student-downloads ;and

ID number from your TurnItIn receipt written on the submission sheet

o put into MA(Ed) pigeon hole in the Staff Club in St Michael’s House at BRC; or

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o brought in to the MA(Ed) office in room G.06, Mordington House at BRC; or

o posted to MA(Ed) Office (Assignments), Room G.06 Mordington House, University of Chichester, Bognor Regis Campus, Upper Bognor Road, Bognor Regis, West Sussex, PO21 1HR, provided it: is postmarked on or before the deadline date. Posting an

assignment after the last collection time on the day of submission will make it late;

is securely packaged; and has the correct amount of postage.

If the assignment is late without an extension then it will sustain a FAIL grade Assignments cannot be accepted by email. Please do not e-mail, give or post your assignment directly to your module tutor; they are not in a position to record formally that it has been received. Always put the word count (excluding the bibliography) at the end of the assignment. Always keep a copy of your assignments.

Assignment Submission sheet

Available on the MA(Ed) website, student downloads. Please complete all sections of the form. When the assignments have been received by the MA(Ed) office, the forms will be folded to facilitate anonymous marking. Signing in – the instruction to sign the hand-in sheet held in the office can obviously only apply to those of you bringing in your assignment. As stated above, it is still perfectly acceptable for you to post your assignment but it must include the new submission sheet. Feedback method/Results

Feedback is done with a system known as MAF on line - Module Assessment Feedback on line. The University sees key benefits for students including: Marks and feedback can be released on line before the Board of Examiners, although they will still be subject to Board of Examiners’ approval. Once the tutor has released the feedback, you will receive an email in your Chi email account informing you of this. You must have an active Chi email account – if you do not wish to use this email address then you can arrange to have it forwarded to an email address of your choice. Please contact Help@chi.ac.uk for advice on this. You will be able to see your feedback on line through your Portia SONAR account. It is absolutely essential therefore that you keep your Portia account active.

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Assignment hand back

Assignments will be handed back by the module tutor if you are undertaking a module; if not, they will be posted recorded delivery to your home address. The assignment will not, however, be accompanied by a comment sheet – this will only be available on line. Resubmission information

Please note that if you are unsuccessful in a module: 1. Tutors are unable to contact you about a fail until after the INTERNAL

Board of Examiners when normally you will be emailed and requested to contact the tutor.

2. A formal resubmission date for your assignment will be set by the EXTERNAL Board of Examiners for the Postgraduate Awards Scheme. You will be notified of this resubmission date by letter shortly after the Board of Examiners has taken place. Please note you may submit your assignment earlier if you wish.

3. You may continue with your current module and submit an assignment for it if you wish.

4. Please note that a failure in a module re-assessment is deemed to be an irrevocable fail, and you will be required to leave the programme.

5. Please note also that if you decide not to resubmit without appropriate mitigating circumstances, this will count as an irrevocable fail and you will be required to leave the programme.

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MA(Ed) Emotional Intelligence - BIBLIOGRAPHY

BREAZLEY, M. (2003) Emotional Intelligence in the Classroom Crown House 1899836659

BROOKS, R. & GOLDSTEIN, S. (2003)

The Power of Resilience McGraw Hill 0071431989

CARLYLE & WOODS (2002)

Emotions of Teacher Stress Trentham Books 1858562732

CHAPMAN, M (2001)

The Emotional Intelligence Pocketbook

Management Pocketbooks 1870471594

CHAPMAN, P (2003)

How to Promote Children’s Social and Emotional Competence

Webster-Stratton 076196501-7

GILBERT, D. (2005) Stumbling on Happiness Vintage Books 1400077427

GOLEMAN, D (1996 or later)

Emotional Intelligence Bloomsbury 0747528306

GLADWELL, M (2002)

The Tipping Point Little Brown 0316346624

LANTIERI, L. (2005) Building Emotional Intelligence: techniques to cultivate inner strength in children

Sounds True Pub. 1591797890

LONG, R. & FOGELL, J. (1999)

Supporting Pupils with Emotional Difficulties David Fulton 185346595X

MACMURRAY, J. (1995) Reason and Emotion Faber and Faber 057117647-X

MERLEVEDE, P.E. (2003)

7 Steps to Emotional Intelligence Crown House 1899836500

MERLEVEDE, P.E., & BRIDOUX, D. (2004)

Mastering mentoring and coaching with Emotional Intelligence

Crown House

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PARK, HADDON & GOODMAN (2003)

The Emotional Literacy Handbook David Fulton 1843120607

NEENAN, M. (2009)

Developing Resilience Routledge 0415480680

PINK, D. (2009) Drive – the surprising truth about what motivates us

Riverhead Books 1594488849

PLUMMER, D (2007)

Helping Children to Build Self-Esteem Jessica Kingsley 1853029270

PLUMMER, D. (2004) Helping Adolescents and Adults to Build Self-Esteem

Jessica Kingsley 1843101857

REIVICH, K. & SHATTE, A. (2003)

The Resilience Factor Broadway Books 767911911

ROBBINS, A (1986)

Unlimited Power Simon & Schuster 0671699768

SELIGMAN, M. (2006) Learned Optimism Vintage Books 1400078393

SHARP, P (2003)

Nurturing Emotional Literacy David Fulton 185346678-6

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Evaluations from the last time this Module was run:

80% thought that the input to module sessions and online material was excellent or good

‘The EI Module was delivered really well, great sessions, lots of information and discussion at the appropriate pace’

80% thought the material and workshops presented within the conferences was good

100% thought the use of this module to inform classroom practice was excellent or good

100% thought that their ability to use the self-directed study time was good

80% thought their ability to balance the module’s workload was good

100% thought the lecture room environment was excellent or good

100% thought the library resources were excellent or good

Strengths of the module:

- Assignments were well-marked and feedback was good - The material - The online material for EI was very interesting and extremely useful - The tutor and the well-prepared sessions - Very interesting and relevant discussions

How do you think this module has or will influence your own practice with pupils?

- Given me a greater understanding of how pedagogy and psychology are linked - Helped me to understand the emotions of the children and how they may affect

them on a day to day basis - I would seek to understand their emotional needs and recognise where a pupil may

be struggling to express themselves or cope with difficult feelings and emotions - To ensure that I develop EI more within my classroom. To think about ensuring that

my classroom environment is set up so that it enriches EI - To have more self-awareness of EI in the classroom

How do you think this module has or will influence your own practice with colleagues?

- Given me patience and understanding when working with different personalities - I have a clearer understanding of how and why my colleagues approach challenging

situations - I have been inspired to look at ways in which teachers can be better supported and

educated during their years of service in order to cope with the emotional stress that is rife in the profession

- To be more aware of how people interact with each other

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How do you think this module has or will influence your own practice personally?

- Enhanced my own self-awareness - Given me a greater understanding of how pedagogy and psychology are linked - Helped me to understand my own emotions and when they can help or hinder me - To pursue a more resilient approach and understand my emotions better in order to

cope with stress and pressure - To think about the implications of leading others in my school. To manage my

stresses