Module 8

Emotional Intelligence is the unique repertoire of

emotional skills that a person uses to navigate the
everyday challenges of life.

Emotional intelligence is the ability to understand, use,

and manage our emotions. Emotional intelligence is
sometimes called EQ (or EI) for short. Just as a high IQ
can predict top test scores, a high EQ can predict success
in social and emotional situations. EQ helps us build
strong relationships, make good decisions, and deal with
difficult situations.
More Than One Kind of Intelligence
You may have heard people mention "IQ" when talking
about intellect and how smart someone is. (For example, "My
brother doesn't need to study as much as I do because he has
a really high IQ.") IQ stands for "intellectual quotient." It
can help predict how well someone may do academically. IQ
is just one measure of our abilities, though.

One way to think about EQ is that it's part of being people-smart.

Understanding and getting along with people helps us be successful
in almost any area of life. In fact, some studies show that EQ is
more important than IQ when it comes to doing well in school or
being successful at work.
There are many other kinds of intelligence in addition to
intellect. For example, spatial intelligence is the ability to
think in 3D. Musical intelligence is the ability to recognize
rhythm, cadence, and tone. Athletic, artistic, and
mechanical abilities are other types of intelligence. One
important type of intelligence is emotional intelligence.

Being Aware of Your Emotions

Most people feel many different emotions throughout the
day. Some feelings (like surprise) last just a few seconds.
Others may stay longer, creating a mood like happiness or
sadness. Being able to notice and accurately label these
everyday feelings is the most basic of all the EQ skills.
•Being aware of emotions — simply noticing them
as we feel them — helps us manage our own
emotions. It also helps us understand how other
people feel. But some people might go through the
entire day without really noticing their emotions.
Practice recognizing emotions as you feel
them. Label them in your mind (for example, by
saying to yourself "I feel grateful," "I feel
frustrated," etc.). Make it a daily habit to be aware
of your emotions.
•Understanding How Others Feel and Why

People are naturally designed to try to understand others. Part of EQ is

being able to imagine how other people might feel in certain situations. It
is also about understanding why they feel the way they do. Being able to
imagine what emotions a person is likely to be feeling (even when you
don't actually know) is called empathy. Empathy helps us care about
others and build good friendships and relationships. It guides us on what
to say and how to behave around someone who is feeling strong emotions.
•Managing Emotional Reactions
We all get angry. We all have disappointments. Often it's important to express how
you feel. But managing your reaction means knowing when, where, and how to
express yourself. When you understand your emotions and know how to manage
them, you can use self-control to hold a reaction if now is not the right time or place to
express it. Someone who has good EQ knows it can damage relationships to react to
emotions in a way that's disrespectful, too intense, too
impulsive, or harmful.
•Choosing Your Mood
Part of managing emotions is choosing our moods. Moods are emotional states that
last a bit. We have the power to decide what mood is right for a situation, and then to
get into that mood. Choosing the right mood can help someone get motivated,
concentrate on a task, or try again instead of giving up. People with good EQ know
that moods aren't just things that happen to us. We can control them by knowing
which mood is best for a particular situation.
Under Construction

Emotional intelligence is something that develops as we get older. If it didn't, all

adults would act like little kids, expressing their emotions physically through
stomping, crying, hitting, yelling, and losing control! Some of the skills that
make up emotional intelligence develop earlier. They may seem easier: For
example, recognizing emotions seems easy once we know what to pay attention
to. But the EQ skill of managing emotional reactions and choosing a mood
might seem harder to master. That's because the part of the brain that's
responsible for self-management continues to mature beyond our teen years. But
practice helps those brain pathways develop.
We can all work to build even stronger emotional intelligence skills just by
recognizing what we feel, understanding how we got there, understanding how
others feel and why, and putting our emotions into heartfelt words when we need
to.
Exploring Emotions
Emotions are what you feel on the inside when things happen. Emotions are also known as feelings.

1. Afraid: feeling fear and worry

2. Angry: feeling mad with a person, act, or idea
3. Ashamed: feeling bad after doing wrong
4. Confident: feeling able to do something
5. Confused: feeling unable to think clear
6. Depressed: feeling sad, blue, discouraged, and unhappy
7. Embarrassed: feeling worried about what others may think
8. Energetic: feeling full of energy
9. Excited: feeling happy and aroused
10. Glad: feeling joy and pleasure
11. Jealous: feeling upset when someone has something that you would like to
have or they get to do something you wanted
12. Lonely: feeling alone and that nobody cares
13. Proud: feeling pleased for doing well
14. Relaxed: feeling at ease and without worry, calm
15. Stressed: feeling tense, tired, uneasy, and overwhelmed
Types of Responses

Passive response: Behaving passively means not expressing your own needs and
feelings, or expressing them so weakly that they will not be addressed.

•If Geneva behaves passively, by standing in line and not saying anything, she will
probably feel angry with the girls and herself. If the ticket office runs out of tickets
before she gets to the head of the line, she will be furious and might blow up at the
girls after it's too late to change the situation.

•A passive response is not usually in your best interest, because it allows other
people to violate your rights. Yet there are times when being passive is the most
appropriate response. It is important to assess whether a situation is dangerous and
choose the response most likely to keep you safe.
Aggressive response: Behaving aggressively is asking for what you want or
saying how you feel in a threatening, sarcastic or humiliating way that may offend
the other person.

•If Geneva calls the girls names or threatens them, she may feel strong for a
moment, but there is no guarantee she will get the girls to leave. More importantly,
the girls and their friend may also respond aggressively, through a verbal or
physical attack on Geneva.
•An aggressive response is never in your best interest, because it almost
always leads to increased conflict
Assertive response: Behaving assertively means asking for what you want or
saying how you feel in an honest and respectful way that does not infringe on
another person's rights or put the individual down.

•If Geneva tells the girls they need to go to the end of the line because other
people have been waiting, she will not put the girls down, but merely state the facts of
the situation. She can feel proud for standing up for her rights. At the same time, she
will probably be supported in her statement by other people in the line. While there is a
good chance the girls will feel embarrassed and move, there is also the chance that they
will ignore Geneva and her needs will not be met.

•An assertive response is almost always in your best interest, since it is your best chance
of getting what you want without offending the other person(s). At times, however,
being assertive can be inappropriate. If tempers are high, if people have been using
alcohol or other drugs, if people have weapons or if you are in an unsafe place, being
assertive may not be the safest choice.
 To Do: Talk on Emotional Hygiene
1.Based on the talk by Guy Winch, why do you think it is essential to give importance to our
psychological health as much as our physical health?
2.What are the significant insights you learned from the video?
In a minimum of 100 words, answer the questions above using the "Submit Assignment" button found
on the upper right side corner of this page. This is a graded (20 points) seatwork/discussion. The
following is the criteria in grading your work:
Criteria:
10 points - Content
10 points- Relevance

Evaluation: Summative Assessment

Complete the sentences using the "Submit Assignment" button found on the upper right side
corner of this page. This is a graded (10 points) assessment. The following is the criteria in
grading your work:
Criteria:
10 points - Content
10 points- Relevance
2nd Quarter Performance Task

“ Creative Portfolio: My Personal Development

Experience, Meaningful Changes, and Insights.”

Creatively present a sort of “glow up” or a transformation

of oneself: Who you were before (starting from junior high
school years, early adolescence) and who or what have
changed, now that you are senior high school students
(middle and late adolescence). Utilize the results of your
work on the Powers of the Mind, Mental Health & Well-
being, Emotional Intelligence, Personal & Social
Relationship, Family Structure, Career and Development
Scaffolding 1 (10 Points)
Students will create a collage (“Glow Up”) that expresses the changes and insights gained
from the three modules covered:
1) Power of the Mind = you can use your mind map
2) Mental Health and Well-being = any pictures that show your current Mental Health and
Well-Being
3) Emotional Intelligence = 2 pictures that represent your emotional state/condition. One
picture that can show your emotional state when you were a junior high school student and
another picture that depicts your current emotional state now that you in senior high senior
high
This collage reflects the summary of what students learned from their active participation
since October 19, 2020 to November 6, 2020.
Students must remember that Scaffolding 1 and
Scaffolding 2 will be explained narratively in Scaffolding
3 as part of the final requirement for your Performance
Task (“Creative Portfolio: My Personal Development
Experience, Meaningful Changes, and Insights.”) by
December 7 – 11, 2020.
Stay safe and Productive