What's Your EQ? Your Results:
The questions in this brief survey asked you about the types of behaviors you engage in that reflect the five key skills that contribute to a person's emotional intelligence -- also known as the RULER skills of recognizing, understanding, labeling, expressing, and regulating emotions.
Your scores in these areas are reported as consider developing, competent, or highly skilled. Because this is a self-report instrument and not a performance assessment, this survey does not measure your actual ability. Instead, these scores will help you reflect on how these emotional abilities affect your teaching.
You reported that you might not pay much attention to your emotions or those of your students. This skill requires awareness of your emotions as well as the physical feelings that accompany emotions. You may not "listen" to these physical feelings. Other people, such as your students, display emotions both verbally and nonverbally.
It is possible that you may not attend to these signals. You would benefit from spending more time examining your own emotional experiences and by paying more attention to your students' facial expressions, voice, and posture.
You reported not knowing how your emotions influence what you think about and how you act, or what causes you to feel different emotions. You may not be aware that certain moods and emotions change the way you see the world and solve problems. Perhaps you don't connect students' emotions to their learning. (If your students are too excited about an upcoming holiday or too nervous about a test, are they able to pay attention to your lesson?)
In addition, your responses suggest that you do not believe that you have a good understanding of your emotional triggers or what causes the emotions your students experience. Paying more attention to your own and your students' emotional triggers (for example, what makes you and your students experience different emotions) can be highly beneficial. Also, you would benefit from considering how your emotions impact your decisions. One way to do this is to spend more time reflecting on how your mood may have influenced a decision that you made.
You indicated that you have difficulty describing the emotions you and your students experience, or that you have a limited emotion vocabulary. You may have trouble coming up with the best word to describe how you feel. When discussing emotions -- whether your own or those of your students -- you might use more basic descriptions such as "good," "fine," or "not so great."
You would benefit from challenging yourself to use synonyms for basic emotion words such as "content" instead of "fine" or "disappointed" as opposed to "sad." Reading poetry and novels is a great way to strengthen your emotion vocabulary.
Your responses indicate that you are not comfortable expressing your emotions. Perhaps you find it difficult to express your feelings to your students. You also may not encourage your students to express their feelings. When you do express how you feel, it is possible that you do so ineffectively. Taking small steps toward sharing your emotions is probably the best way to begin. This can include sharing how you feel at certain times of day with your students and asking them how they feel.
There might be emotions that you do not manage well or that you have a more difficult time processing. You also may not be able to prevent feeling a certain way or letting emotions take over. At other times, perhaps you have difficulty changing your mood. In the classroom, you may struggle with helping students manage their feelings.
The first step in developing this skill is to pay more attention to your feelings and to notice your triggers. You also would benefit from not reacting immediately when you have strong emotions. That strategy will give you more time to consider an effective strategy such as self-talk or to leave the situation temporarily. Basic breathing exercises can also help you.