Emotional and social intelligence competence: Implications for instruction

Arghode, Vishal

doi:10.5172/ijpl.2013.8.2.66

Cited by 32 publications

(30 citation statements)

References 8 publications

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“…It is underlined that obviously the focal point of constructivism is on making intellectual devices which mirror the shrewdness of the way of life in which they are utilized and additionally the bits of knowledge and encounters of people.It is vital to take note of that, while powerful guideline and substance introduction abilities are imperative, successful learning cannot happen without members' (i.e. voters) endeavors and ability to learn and apply the ideas (18)(19)(20). Fundamentally, powerful instructional practices ought to be coordinated with similarly great understudy inspiration for advancing learning.…”

Section: Learning Theoriesmentioning

confidence: 99%

Role of Political Education in Improving Public Participation in Election: The Case ofWest Sumatera Governor Election

Solihin

Wisnoe

Zailani

et al. 2018

IJET

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This article describes the role of political education to improve public participation in the election of West Sumatra governor. The governor election is expected to be able to raise the level ofoptimism in order to improve the leadership qualities of local government, and the spirit of political education for citizen. This study applied descriptive qualitative method by using interviews and documentations as research instruments. Based on the documentation instrument, it showed the statistics of permanent voters who voted in the 2015 for governor election was 59.58% or 3,489,743 permanent voters. It was implied that 40.42% or 1,410,680 voters did not take their votes. This low level of public participation could be a sign that democracy has not effectively been implemented at the local level. The researchers concluded that the socialization activities of Governor election, as one of responsibilities of General Election Commission, have failed to increase the political awareness of the society.

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Section: Learning Theoriesmentioning

confidence: 99%

Role of Political Education in Improving Public Participation in Election: The Case ofWest Sumatera Governor Election

Solihin

Wisnoe

Zailani

et al. 2018

IJET

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“…This ability, also referred to as emotional and social intelligence competence (ESIC), is an evolving concept derived from psychology and organizational behavior. Although ESIC has taken a center stage in different studies, the concept warrants further exploration in instruction (Arghode, 2013).…”

Section: Discussionmentioning

confidence: 99%

Exploring Instructors’ Practices in Student Engagement: A Collective Case Study

Arghode

Wang

Lathan

2017

JoSoTL

Self Cite

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Professors use various strategies to improve learning. To explore what professors perceived as critical aspects of engaging instruction, we conducted a qualitative case study with seven professors in the United States. Data was collected through individual face-to-face interviews. The conversations were audio-taped and transcribed verbatim. The analyses of the transcriptions were conducted using the constant comparative method. Findings from the study varied. Yet, participants agreed that an engaging instructor must focus on learning; consider various aspects of students' personal development including their cognitive, social, and emotional development; and take care of different student learning styles, for example, visual, auditory, and kinesthetic. Participants stressed the importance of student engagement. Body language, verbal and non-verbal cues, and eye contact were the main parameters used by the participants to evaluate student engagement. Participants also emphasized the importance of asking questions and assessing instructional effectiveness by evaluating the questions asked by students.

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“…Gardner describes interpersonal intelligence as the ability of observing differences in temperament, mood, motivation and intentions in other persons, while the core of intrapersonal intelligence (in his opinion) consists of awareness and differentiation of one's own emotions and the ability to use these emotions for directing their own behaviour 13 . The concept of emotional intelligence gained interest as an object of teaching in the 1990's, when Salovey and Mayer first used the concept of emotional intelligence and described it as the ability of assessment, expression and regulation of emotions, both in oneself and in others, and as the ability to use emotions when solving problems and making decisions 14 . The term emotional intelligence became more widely known in 1995, when Goleman authored a book title ________________ Emotional Intelligence.…”

Section: Emotional Intelligence In Relation To Classic Cognitive Intementioning

confidence: 99%

Approaches, Methods and Techniques Used for Developing Emotional Competency in the Classroom

Polak¹,

Pavel²,

Bajramlić³

2015

Studia Edukacyjne

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Contemporary educators in schools should possess a number of competences, personal traits, subject knowledge, psychological and pedagogical knowledge, skills and teaching strategies to be able to work with pupils, consider their wide range of learning demands and special needs as well as cope with behavioural and other problems in the classroom. Social pedagogues employed in schools and teachers have to deal with emotions on a daily basis, and so they need to be emotionally intelligent. According to Goleman, major components of emotional intelligence include the awareness of our emotions, managing our own emotions, motivating ourselves, recognizing the emotions of others, empathy, and relationships management. Emotional intelligence in the context of schooling relates to the emotional side of teaching, such as the ability to recognize, define and manage pupils' emotions, to motivate them and to handle interpersonal relationships in the classroom. Emotional competency is the efficacy in social situations with an emotional content. In the article we present an empirically designed study based on data collected in a questionnaire designed for the aim of the study. The research sample includes 108 persons dealing with school pupils on a daily basis; 56 of them are teachers and 52 social pedagogues, employed in the school advisory service. The aim of the study was to investigate how often teachers and social pedagogues use different approaches, methods and techniques for developing the emotional competency of pupils in the classroom. In the article the findings are discussed within the school context and some implications are provided for the higher education of teachers and social pedagogues.

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Emotional and social intelligence competence: Implications for instruction

Cited by 32 publications

References 8 publications

Role of Political Education in Improving Public Participation in Election: The Case ofWest Sumatera Governor Election

Role of Political Education in Improving Public Participation in Election: The Case ofWest Sumatera Governor Election

Exploring Instructors’ Practices in Student Engagement: A Collective Case Study

Approaches, Methods and Techniques Used for Developing Emotional Competency in the Classroom

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