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.
Emotional Intelligence and Restorative Community 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 helps increase awareness and build skills to create restorative communities that prioritize all relationships.
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.
Participation Outcomes:
Emotional Intelligence and Restorative Community 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
– Classroom Teachers
– Principals
– Special Education Personnel
– School Counselors & Psychologists
– Other Administrators
– Social Workers (all levels)
– Law Enforcement/SRO
– Counselors & Therapists in Agencies & Private Practice
– Media Specialists
Certificates of Completion for this seminar, which indicate 6 contact hours of Continuing Education, will be available at the end of the seminar upon completion of a course evaluation. In many cases, depending on your Profession and Jurisdiction, this Certificate of Completion is sufficient for tracking your Continuing Education and Professional Development efforts. We suggest that you contact your local Board or Governing Agency to see exactly what steps are necessary for approval in your particular discipline. Please note that Developmental Resources is also an approved Provider for the following National and Regional Accrediting Agencies.
Developmental Resources has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5602. Programs that do not qualify for NBCC credit are clearly identified.
*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 associate professor and Director of the Experiential Program for Preparing School Principals (EPPSP) at Butler University.
