Overview

Training Teachers in Emotional Intelligence provides pre- and in-service teachers with foundational knowledge and skills regarding their own and their students’ emotions. Teachers are increasingly charged with providing social-emotional learning, responding to emotional situations in the classroom, and managing their own stress, all of which have real consequences for their retention and student achievement. Focused on the primary/elementary level, this book is an accessible review of children’s emotional development, the role of emotions in learning, teaching, and teachers’ professional identity. The book provides strategies for teachers to foster their emotional awareness, use emotions to promote learning and relationships, foster emotional competencies in students, and stay emotionally healthy.

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9781032114064

Table of Contents

Reviews

"""The training offered by this book should be a staple in every school. Not only does it provide a breadth of understanding about students’ emotions, but it discusses teachers’ own emotions, their sources, and their role in professional identity and well-being, as well. This could allow an entire staff to learn the emotional competencies necessary to recognize and respond to students’ emotions in a positive manner while teaching emotional skills. As a professor of future school leaders, I intend to use the work in this book to prepare administrators with critical tools to lead emotionally healthy schools."" —Maureen Marshall, Ph.D., Assistant Professor of Education Leadership in the College of Education and Human Development at George Mason University, USA ""This essential book identifies an unspoken truth: most, if not all, educators feel minimally prepared to address the majority of the challenges related to the emotions of children in classrooms. Pre-service training lays a foundation that must be further developed in order for educators to possess the efficacy required to respond rather than react to the emotions of children. By systematically addressing emotions in all necessary contexts, the authors have filled a void of attention within classroom management to issues of student engagement and success. This should be required reading for all educators and child-welfare professionals invested in educating the whole child."" —Adam Cahuantzi, M.Ed., Program Manager of Multi-Agency Services at Fairfax County Public Schools, USA ""Essential and applicable, this book is great for understanding the myriad of factors that contribute to a student’s underlying emotional functioning and behaviors observed in the classroom. The examples provided are relevant and highlight the important interplay between emotional intelligence in teachers and emotional development and regulation in students. There are a variety of self-reflection and group activities to help teachers appreciate the concepts of emotional intelligence and learn self-care skills. I highly recommend this book for educators as well as mental health professionals, as it is an ideal resource for teacher in-service and professional development trainings."" —Danielle Budash, Psy.D., Licensed Psychologist and Certified Trauma & Resilience Practitioner at Milton Hershey School, USA ""This is an essential book for any teacher focused on social emotional learning in their classrooms. The small group activities and reflection opportunities in these chapter can truly expand teachers’ responses to students as well as their understanding of what our students may be trying to tell us."" —Shauna E.-v.d.M. Gilbert, Psy.D., Director of Special Education at Cardiff School District, USA"

The training offered by this book should be a staple in every school. Not only does it provide a breadth of understanding about students' emotions, but it discusses teachers' own emotions, their sources, and their role in professional identity and well-being, as well. This could allow an entire staff to learn the emotional competencies necessary to recognize and respond to students' emotions in a positive manner while teaching emotional skills. As a professor of future school leaders, I intend to use the work in this book to prepare administrators with critical tools to lead emotionally healthy schools. -Maureen Marshall, Ph.D., Assistant Professor of Education Leadership in the College of Education and Human Development at George Mason University, USA This essential book identifies an unspoken truth: most, if not all, educators feel minimally prepared to address the majority of the challenges related to the emotions of children in classrooms. Pre-service training lays a foundation that must be further developed in order for educators to possess the efficacy required to respond rather than react to the emotions of children. By systematically addressing emotions in all necessary contexts, the authors have filled a void of attention within classroom management to issues of student engagement and success. This should be required reading for all educators and child-welfare professionals invested in educating the whole child. -Adam Cahuantzi, M.Ed., Program Manager of Multi-Agency Services at Fairfax County Public Schools, USA Essential and applicable, this book is great for understanding the myriad of factors that contribute to a student's underlying emotional functioning and behaviors observed in the classroom. The examples provided are relevant and highlight the important interplay between emotional intelligence in teachers and emotional development and regulation in students. There are a variety of self-reflection and group activities to help teachers appreciate the concepts of emotional intelligence and learn self-care skills. I highly recommend this book for educators as well as mental health professionals, as it is an ideal resource for teacher in-service and professional development trainings. -Danielle Budash, Psy.D., Licensed Psychologist and Certified Trauma & Resilience Practitioner at Milton Hershey School, USA This is an essential book for any teacher focused on social emotional learning in their classrooms. The small group activities and reflection opportunities in these chapter can truly expand teachers' responses to students as well as their understanding of what our students may be trying to tell us. -Shauna E.-v.d.M. Gilbert, Psy.D., Director of Special Education at Cardiff School District, USA

Author Information

Elena Savina is professor in the Department of Graduate Psychology at James Madison University, USA. Caroline Fulton is a psychologist at Northwestern Medicine, USA. Christina Beaton is a doctoral student in the Combined-Integrated Doctoral Program in Clinical and School Psychology at James Madison University, USA.

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