CHAPTER 8 TEACHING AND LEADERSHIP
5.5 LEADERSHIP: BEING
5.5.3 Being emotionally intelligent
146 We must be open-minded – open to changing times. (Topaz 2)
Other respondents listed further values, such as experience (Opal 8), innovation (Opal 8 and Garnet 3), determination and compassion (Opal 6).
Responses regarding the importance of values to leadership and teaching all supported a notion of their vital character.
Two domains exist side by side in a school: one is the mechanical, process-driven, instrumental domain of timetables, lesson plans, teaching aids, methods, programmes and policies, and the other is the domain of values. These were differentiated by Habermas (1987) as ‘systems world’ and ‘life world’. When the ‘life world’ – with - values domain becomes central to the vision and ideals of the school, that school becomes a unique, more significant and meaningful place of learning (Sergiovanni, 2000). “Education is inherently and inevitably an issue of human goals and human values” (Gardner, 2007, p. 13). Values are indeed the driving force behind commitment, exuberance, energy and worthwhile outcomes at a school.
147 He kept his patience, and there was one moment when he became angry, but he resolved it; to me his calmness and his ability to stay calm through all disappointments and frustrations […]. (Opal 5)
Another film-stimulus focus group, having viewed the film Stand and Deliver, commented that Jamie Escalante’s self-control – which is an aspect of emotional intelligence – was evidenced through his classroom performance:
He was certainly firm, but never out of control. (Amethyst 2)
When the one kid lost control and threw the desk over he just carried on. (Amethyst 4)
It was control […]. (Amethyst 2)
I observed the ability of one young teacher to read the emotions of her excited grade seven children and thus remain calm in her dealings with them. This illustrated her emotional intelligence with regard to the class. She remained admirably self- controlled when there were outbursts from the pupils (such as shouting out and talking during the lesson) and realised that it was time to stop the lesson:
We will stop there; I can see you will not be concentrating on the next bit. (Sapphire 1)
Some of the respondents were aware of the concept of emotional intelligence (EI) in teacher leadership, but their understanding of it appeared vague and their comments suggest that it is not something they think of often in terms of their own teaching:
We have had various people come and talk to us on EI so I think most of our staff, except the very new ones, should be aware of emotional intelligence. I am not sure if they apply it, if they consciously apply it or they just realise that it is important to apply it for the children; perhaps more important than IQ because of the
148 children today – so I think we need to be very much in tune with EI.
(Opal 1)
I think you don’t consciously think of EI, I think of street smart and intelligence in the classroom. (Opal 7)
Possessing a sense of humour is noted to be an important facet of emotional intelligence (Goleman, 2002). Commenting on the teacher portrayed in the film Dangerous Minds, one respondent noted:
The teacher had a sense of humour. On the whole she did not allow the lack of cooperation to stop her – she responded with good humour. (Ruby 7)
The importance of teachers having a sense of humour when leading pupi ls was well illustrated by those teachers that I observed:
Teacher [pointing to a smart board illustration]: “This here is the pituitary gland … who has heard of the pituitary gland?”
Pupil: “It looks like a cherry.”
Teacher: “Looks like a cherry – let’s see what the cherry’s responsibility is.” [Laughter.] (Topaz 1)
And in the same lesson:
Teacher: (explaining a slide on the smart board) “[…] so that is your brain, pretty cool, eh? Now [changes slide] this is the pretty version of what your brain looks like.” [Laughter.] (Topaz 1)
Teacher: “What is the purpose of the brain stem?”
Pupil: “To keep the head in place.”
Teacher: “Did I ever say that?”
Pupils [in chorus]: “Noooo.” [Pupil, teacher and class laugh.] (Topaz 1)
An experienced teacher (who had previously held a management position in a large, boys-only school and who is now teaching in a large, girls-only school) discussed her
149 experiences of leading a class and the role that humour plays in terms of relating to her pupils:
The longer you teach the more aware you are of what you do; it’s a big responsibility. I also give them a tough time teasing them, and they give me a tough time, but you must have a sense of humour […]. (Ruby 1)
Her sense of humour was evident in the lessons she taught. For example, she asked the children to provide the periodic table symbols for ice and water, thereby catching out any unwary pupils, to everyone’s amusement.
People with a higher degree of EI tend to be able to develop more meaningful inter- personal relationships. Such people are often self-starters and tend to be more able than their counterparts to motivate others and be creative and innovative. People with a high level of EI are often pro-active, better able to deal with change, pressure and their own inadequacies, and, as a consequence, are more effective leaders (Kets de Vries, 2006a).