Team Members: Karen Tomasetti, Marijo Tomasetti, Stefanie Wetzel, Kathy Huff
Community: Archdiocese of Philadelphia Year 1, 2010-2011
How does the teacher’s emotional intelligence affect classroom atmosphere increasing positive student behavior and performance? The results of our 2009-2010 academic year’s “We Teach We Learn” surveys prompted us to explore the issue of emotional intelligence in the classroom. Survey responses strongly indicated a disconnect between what the faculty and students perceived relating to relationship (faculty awareness of the “whole” child, i.e., students’ interests, activities, etc.). Additionally, the need for professional development re: personal evaluation and possible strategies to deal with an increasingly diverse student body has become evident. As a result, we chose to launch an ongoing professional emotional intelligence development project with the long-term objective of evaluating and improving the relationships between faculty and students, among the faculty, and fostering increased student achievement and positive behavior.
- Problem, Issue, or Possibility
- Objectives and Assessment
- Implementation Plan
- Evaluation and Results
Problem: The effect of a teacher’s emotional intelligence on student achievement and behavior.
Issue: The identified need to improve classroom relations and boost achievement by improving faculty emotional intelligence.
Possibility: Long-term benefits to include: increased faculty awareness of self and how they deal with emotionally-charged situations; increased individual discussion between administration and faculty; more pro-social interactions in the classroom; higher student achievement.
- Faculty presentation in June – Pecha Kucha
- Required faculty goal setting and a second viewing of Pecha Kucha in August
- Faculty support/outside sources/training/partnering
- Student surveys conducted each trimester
- Ongoing professional discussion via GoogleDocs and Ning
About Action Research Projects
Action research is a process in which Powerful Learning Team members collaboratively examine their own educational practice systematically and carefully. Action research is:
- Disciplined inquiry into a problem or possibility within the school or classroom
- Collaborative and usually takes place in a community of practice
- Meaningful, positive, and reflective
- Data-driven, action-based, improvement-focused
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