THE KEY: Hear what the students had to say
Teaching TEENAGERS about EMOTIONAL INTELLIGENCE is no easy task, but I was up for the challenge.
Teaching TEENAGERS about EMOTIONAL INTELLIGENCE is no easy task, but I was up for the challenge.My latest book THE KEY became the workbook in my curriculum that I recently taught to grade 7 (12-13 year-olds) at Bialik College in Melbourne, the top academic school in the State.
But academia doesn’t factor when talking about emotions, as the Head of Middle School discovered when he attended one of my classes to find that it wasn’t the usual ‘smart kids’ putting their hands up, but everyone else also.
One-hour weekly classes, over a ten-week period, teaching roughly 75 students in total.
We truly started from the beginning:
“Does anyone know what emotional intelligence is?”
The response was 100% “no”.
As with every topic, they were asked to write down what they thought it might mean before bringing it in for a group discussion.
A large range of topics were covered using the tools of writing therapy, discussion, youtube, some activities, and journaling homework.
This course was about discovering your identity and thinking for yourself. There was no right or wrong, nothing was being marked or graded, this was about YOU, your thoughts, feelings, questions and concerns. Who are you? All big topics but when broken down in to smaller topics, it all can just make sense.
It is impossible to wrap up the course in one piece of writing so I will share with you some student feedback given to me on a few of the topics covered.
ON IDENTITY:
“I can be myself. I don’t need to hide anything”
POSITIVE THINKING:
“I thought I couldn’t do it (a task) but then I changed my thought pattern in to a positive one and I did it”
FRIENDSHIP:
“I started being more honest with my friends and they were honest to me and we made a stronger friendship”
ON SUCCESS AND FAILURE:
“I used to think I constantly failed but it really depends on how you define things”
FRIENDSHIP:
“Instead of saying ‘no’ to someone, I helped them with what they needed. It made me feel like a better person and a helpful person”
JEALOUSY AND ENVY:
“I watched something and I didn’t feel jealous and it felt really good”
LEARNING BREATH:
“I did better in a test because I took deep breaths first and felt much more calm”
TONE OF VOICE:
“I stopped a fight from happening by changing the tone in my voice”
APOLOGIES:
“I apologised to someone and I meant it for the first time ever”
EMPATHY:
“When walking down the street, I saw a homeless guy so I went to Coles and bought him a loaf of bread and vegemite”
TONE OF VOICE:
“I have used a different tone of voice with my siblings this week and we have had less arguments and a much better relationship”
NEGATIVE THOUGHT PATTERNS:
“I was disappointed with myself and used the 4-step process to feel better”
JEALOUSY AND ENVY:
“I got a mark on a test and my friend got higher and I was fine instead of jealous”
TONE OF VOICE:
“I now get in to less fights with my family with understanding my tone of voice”
FAMILY:
“That my parents divorce was not my fault”
A few other topics covered: Choices, Unconditional Love, Comparisons, Happiness, Sadness and Depression.
NEXT STEP?
To get this curriculum in to EVERY school. Any suggestions, advice, partnerships welcome.
