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As an educator, and someone who teaches principally online

Author : emmittedie
Publish Date : 2021-05-19 07:11:59
As an educator, and someone who teaches principally online

Emotions are present in every aspect of our communication, whether or not we are aware of the existence of it. For example, you are having an emotional reaction right now as you read this opening introduction. You either feel a sense of connection to what you are reading, and want to continue, or you believe you already know enough about the subject and feel it would not be worth your time to continue.

When I refer to having emotions present with all communication, both written and spoken, it does not mean you are having an extreme emotional reaction. Rather it means you are reacting in a particular manner about what it is you are feeling or hearing, and you are responding accordingly. Now there are instances in which the words, spoken or written, are so provocative or inflammatory that it does in fact prompt a strong emotional reaction from you. Those are the moments that you must carefully chose your response, which can be challenging to do at times.

As an educator, and someone who teaches principally online, my interactions and communication occur with learners most in written form, which means I'm receiving classroom messages, emails, and written classroom posts. The reactions I experience occur the moment I read something that has been posted or written and sent to me. My response is often immediate, unless I feel something negative and I am aware of the need to wait and process my response. I may also have to wait and conduct further research for an answer, which forces me to wait on providing a response.

https://my.georgeschool.org/ICS/Campus_Life/Campus_Groups/IB_Program/Discussion.jnz?portlet=Forums&screen=PostView&screenType=change&id=586c4ce7-91d9-4cb4-8b04-42a215f71cc9
https://my.georgeschool.org/ICS/Campus_Life/Campus_Groups/IB_Program/Discussion.jnz?portlet=Forums&screen=PostView&screenType=change&id=e478f3cb-004f-473f-be34-fcd2031f82a5
https://my.georgeschool.org/ICS/Campus_Life/Campus_Groups/IB_Program/Discussion.jnz?portlet=Forums&screen=PostView&screenType=change&id=0fec8fa9-6fc6-4b7e-aa78-479e1d02fa4c
https://my.georgeschool.org/ICS/Campus_Life/Campus_Groups/IB_Program/Discussion.jnz?portlet=Forums&screen=PostView&screenType=change&id=db480288-fed2-4b0c-b10e-7a7b2798d596
https://my.georgeschool.org/ICS/Campus_Life/Campus_Groups/IB_Program/Discussion.jnz?portlet=Forums&screen=PostView&screenType=change&id=7f9d7ccb-0b36-40e5-8480-53c4b0f13281

I realize there has been much written about the subject of emotional intelligence, and there is an established definition of this topic as well. However, my view of becoming emotionally intelligent is somewhat different, especially as it is related to the work of an educator. I want to expand upon the idea of recognizing and managing emotions, by viewing the reactions and responses to what we read and hear as levels of mental processing. I want to discuss the importance of moving past Level One or reactionary responses to our learners, which is where emotional responses occur, and move into Level Two or the place within the mind where well-informed and emotionally intelligent responses are formed.

Level One: Emotionally Reactionary Responses

How I view the mind's ability to process information, for the purpose of what I'm writing, is through the distinction of two different levels. Level One processing occurs when information or input is received. At this level, information is received and processed through filters that include biases, beliefs, opinions, perceptions, and so on. At Level One, processing occurs automatically. Rarely do we ever consciously think about the influence of our biases, beliefs, and opinions as we are reading or listening to information received. It's within this initial level that our responses to requests received tend to be more immediate, almost automatic, sometimes reactive, and when prompted from the wording within the response, emotional.

I realize there has been much written about the subject of emotional intelligence, and there is an established definition of this topic as well. However, my view of becoming emotionally intelligent is somewhat different, especially as it is related to the work of an educator. I want to expand upon the idea of recognizing and managing emotions, by viewing the reactions and responses to what we read and hear as levels of mental processing. I want to discuss the importance of moving past Level One or reactionary responses to our learners, which is where emotional responses occur, and move into Level Two or the place within the mind where well-informed and emotionally intelligent responses are formed.
 



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