Under achievement is endemic. Children are still not becoming the brilliant learners they could be, and schools continue to disappoint and demotivate their pupils. Why is this? The answer, argues education expert and former headmaster Michael Brearley, lies in the failure to nurture intelligence - Emotional Intelligence. Learning is emotion-based. Engaging students in school entails emotionally involving them with what they are learning. To raise levels of National Curriculum achievement, educators must target the positive emotions of their pupils, and motivate their learners to learn. Developing Emotional Intelligence (EI) enables students to achieve their potential - and far exceed their current classroom achievements. During his years as a teacher and an educational researcher, Michael Brearley has discovered that emotions can be "learnt", and that pupils can be taught to approach their work, and their future, with confidence, ambition, optimism and integrity.
Providing practical strategies for integrating Emotional Intelligence across the curriculum, and into every classroom, Emotional Intelligence in the Secondary Classroom reveals the power of emotion in learning, identifying the emotions of success, explaining the fundamentals of Emotional Intelligence and EQ (Emotional Quotient), and presenting current and original research on the impact of EI on learning. In its examination of EI techniques, this book covers: the R.O.L.E. model, levels of learning, emotional memory, motivation and the theories of Maslow, Porter and Lawler, meditation and the theories of Feurstein and Rogers, and modelling and the theories of Bandler and Grinder.
"Michael Brearley has provided a succinct and readable summary of what Emotional Intelligence can offer to the learning repertoire of children. In a clear and accessible style the book draws on the theory of emotional and multiple intelligence and pins this down into a series of structured activities for classrooms. This book is a must for those who are serious about a multi-layered approach to learning." Alistair Smith