Emotional Intelligence
Research has shown quite clearly that being successful in what we do depends mainly on our Social Emotional Intelligence and only on 4 to 10% on our IQ.
Creating an environment in which our students and us understand Social Emotional Intelligence better will enhance relationships within the school community. Social Emotional Intelligence is broken up into 5 main strands that in turn are each described by a number of subgroups.
To assist our students’ personal growth, ask them to rate themselves on each of the subgroups and then decide on an average rating for each of the strands, then they will know what are their strengths and areas for development.
- For rating themselves use: A - Needs attention B – Acceptable C – Good D - Very Good
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Self Awareness |
Rating |
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Emotional Awareness |
How well do I know how my feelings and emotions influence my opinions, attitudes, judgements and personal interactions? |
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Self Assessment |
How well do I know what my strengths are and areas that I am limited in? |
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Self Confidence |
How confident am I in my capabilities and do I have a feeling of self worth? |
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Assertiveness |
How confident am I in sharing my thoughts, opinions and ideas in discussions and conversations? |
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Overall Rating |
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Self Control |
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Impulse Control |
How well do I control my anxiety, impatience, overreacting; do I lose control easily? |
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Independence |
How well am I able to make decisions on my own, determine my thinking and how I behave? |
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Flexibility |
How well am I able to make adjustments to my thinking and behaviours, opinions and ideas? Do changes unsettle me? |
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Overall Rating |
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Self Motivation |
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Self Reality |
How good do I feel about my achievements, pursuits in life and what I do on a daily basis? |
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Self Focus |
How well do I maintain my focus, set realistic goals and targets, not daydream or get distracted by aspects in the school? |
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Problem Solving |
How well do I approach problems systematically, balance all relevant options, use higher level thinking tools and reach considered conclusions? |
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Optimism |
How well do I maintain a positive attitude and outlook when under pressure in stressful situations? |
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Initiative |
How willing am I to embrace new ideas and approaches? Do I enjoy making the most of opportunities? |
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Overall Rating |
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Empathy |
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Awareness of Others |
How well do I sense, understand and appreciate the feelings of others and show real interest in them? |
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Social Skills |
How well do I relate to others through my listening and communication, verbally and using body language? |
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Co-operation |
How well do I work with others towards achieving shared goals? Do I build bonds with others? |
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Conflict Resolution |
How well do I seek to understand the views and feelings of others when resolving conflict? Am I perceptive and receptive to others’ needs? |
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Happiness |
How happy and satisfied am I with my life; do I maintain a happy attitude and friendly disposition? Do I lift the spirits and feelings of others? |
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Overall Rating |
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Social Responsibility |
How well do I contribute to an atmosphere of co-operation and feel responsible to make things work for others? |
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Social Skills |
How well do I relate to others through my listening and communication, verbally and using body language? |
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Co-operation |
How well do I work with others towards achieving shared goals? Do I build bonds with others? |
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Conflict Resolution |
How well do I seek to understand the views and feelings of others when resolving conflict? Am I perceptive and receptive to others’ needs? |
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Happiness |
How happy and satisfied am I with my life; do I maintain a happy attitude and friendly disposition? Do I lift the spirits and feelings of others? |
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Overall Rating |
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When our students can build a deep understandings of their emotions and feelings they will find that they will enjoy life more, and the world and their dreams will look after themselves
"Understand advances by steps, not leaps." Lord Macaulay