Emotional intelligence (EQ) is the ability to recognize and understand emotions in oneself and others, and to use this awareness to manage relationships effectively. It allows individuals to communicate more successfully, build stronger connections with colleagues and students, and respond to challenges in a positive, productive way. At work, emotional intelligence can help enhance teamwork and collaboration, improve improving conflict resolution and sharpen decision-making. By increasing emotional intelligence, educators can create a more enjoyable and satisfying learning environment, leading to greater teacher satisfaction and academic success.
Emotionally Inclusive Practices is a framework used to increase EQ and integrate emotion into every part of the educational experience. Emotions lay the foundation for behavior that grounds us in how we see the world and respond in our everyday interactions. Developing the emotional intelligence of adults and children across our implicit bias, cultural consciousness and understanding of student and our own trauma give us the awareness and skills to create restorative communities that prioritize all relationships.
Implicit bias is the subtle but powerful force that guides our thoughts and actions without explicit awareness. We all have biases, whether we realize it or not, and they can impact how we work with others. These biases are often shaped by our upbringing, experiences, and the society we live in, and can lead to unintended discrimination and unfair treatment towards certain groups. When we fail to acknowledge our biases and their potential impact on those around us, it can erode trust and hinder effective collaboration. However, by consciously examining and actively working to overcome our implicit biases, we can create a more inclusive and equitable work environment.
In schools across our country, there has been a rise in the number of negative and confrontational interactions between students and teachers in the classroom and other school settings. Research has shown that the Covid pandemic has resulted in an increase in student misbehavior – impacting educators’ ability to teach and students’ ability to learn. The classroom should be a safe and engaging space for students to learn and grow. When there is disruption and distraction, though, it can be challenging to enforce order and keep students’ attention on critical concepts. Student-teacher interactions and relationships have a high impact on the behavioral and academic outcomes of students in the classroom (Hamre & Pianta, 2001).
Research-based curricula that provide students with opportunities to grow socially and emotionally are on the rise but often neglect to build the same skills for all stakeholders, primarily the teacher and leader. Our nation is also becoming more diverse and the unfortunate hardships many families experience leave children with unresolved trauma, requiring that educators have the training and skills to meet scholars and their own needs. Developing the emotional intelligence of students and teachers within a restorative community creates safety and belonging supported by strong student-teacher relationships. It also provides all community members the opportunity to talk through challenges, which is more vital now than ever before.
Emotionally Inclusive Practices helps educators and students apply a set of six core practices that transform the classroom and school community.
DAY 1 Agenda
PART 1: BUILDING THE EMOTIONAL FOUNDATION
PART 2: BUILDING THE RESTORATIVE COMMUNITY
DAY 2 Agenda
PART 3: BUILDING TO DECREASE HIDDEN BARRIERS
PART 4: IMPLEMENTATION
*In case of an emergency, another qualified presenter will substitute
Brian Dinkins is CEO of the National Institute for Child Empowerment, an organization that provides parents and students in disenfranchised communities with training, mentoring and advocacy to increase access to college and careers. Raised by a single mother in the inner city of Indianapolis, he didn’t perform well academically in high school. With the support of teachers, coaches and mentors, he earned a B.A. from Purdue, where he played football for the Big Ten Champion Boilermakers. Brian has served as a teacher, coach and principal in urban settings at a traditional public school, two charter schools and at a faith-based school. He is an RCD Certified Master Trainer, an associate professor and Director of Experiential Program for Preparing School Principals (EPPSP) at Butler University.