emotional intelligence prajna pani

EMOTIONAL EMOTIONAL INTELLIGENCE: INTELLIGENCE: UNLEARNING TO UNLEARNING TO LEARNLEARN

Dr.Prajna PaniDr.Prajna Pani

Asso.Prof. in Business Asso.Prof. in Business Communication, CUTM, OdishaCommunication, CUTM, Odisha

INTRODUCTIONINTRODUCTION

““The shell must break before the bird The shell must break before the bird can fly”can fly”

- TennysonTennyson

New perspective of unlearningNew perspective of unlearning Unlearning: It is letting go off the Unlearning: It is letting go off the

known to create space for the known to create space for the unknown.unknown.

Prajna PaniPrajna Pani

LEARNING USEFUL IGNORANCELEARNING USEFUL IGNORANCE

‘‘Not knowing’ needs to be put to Not knowing’ needs to be put to workwork

Knowing what to do when you Knowing what to do when you don’t know what to dodon’t know what to do

Emphasis on the experimental Emphasis on the experimental culture of learningculture of learning


THEORIES OF THEORIES OF UNLEARNINGUNLEARNING

Unlearning as deletingUnlearning as deleting Unlearning as storingUnlearning as storing Unlearning as redefiningUnlearning as redefining


EMOTIONAL INTELLIGENCEEMOTIONAL INTELLIGENCE

The innate mental moduleThe innate mental module EI & empathy part of second EI & empathy part of second

language acquisitionlanguage acquisition Guides us in the what and how of Guides us in the what and how of

unlearning to learnunlearning to learn Language learning – a skillLanguage learning – a skill Performance measured by the Performance measured by the

ability to understand, speak, read ability to understand, speak, read & write& write


HOW TO EQUIP THE HOW TO EQUIP THE STUDENTS WITH THE STUDENTS WITH THE ABILITY?ABILITY? Methodology, Implementation, Methodology, Implementation,

Meta-CognitionMeta-Cognition Techniques: Cooperative learning, Techniques: Cooperative learning,

brainstorming, peer discussion, brainstorming, peer discussion, self-assessment, creative writingself-assessment, creative writing

Emotion-generating & emotion- Emotion-generating & emotion- managing techniques lead to L2 managing techniques lead to L2 learning performancelearning performance


FEAR PSYCHOSIS AN FEAR PSYCHOSIS AN INHIBITIONINHIBITION

Accents can be hard to understandAccents can be hard to understand

e.g, “New York” , “New Yawk”e.g, “New York” , “New Yawk” Language Learning is threatening to Language Learning is threatening to

learnerslearners Determination, patience, practiceDetermination, patience, practice Situation-Specific type of anxietySituation-Specific type of anxiety An emotionally intelligent student An emotionally intelligent student

understands more about others emotionsunderstands more about others emotions


THE LANGUAGE OF THE EQTHE LANGUAGE OF THE EQ

Learners have a tendency to Learners have a tendency to overcomplicate how we feel:overcomplicate how we feel:

You ‘re driving a bit too fast, You ‘re driving a bit too fast, aren’t you?aren’t you?

Please slow down.Please slow down. ‘‘Your driving is rough’Your driving is rough’

I ‘m scared.I ‘m scared.


LANGUAGE USE IN TERMS OF LANGUAGE USE IN TERMS OF FUNCTIONSFUNCTIONS Labelling feelingsLabelling feelingsI feel/ I am I feel/ I am

angry/impatient/bitter/frightenedangry/impatient/bitter/frightened EmpathisingEmpathisingI understand/accept/ realiseI understand/accept/ realise

SuggestingSuggesting

I/ you could/mightI/ you could/might Stating wants and needsStating wants and needs

I/ you need/would like/want toI/ you need/would like/want toPrajna PaniPrajna Pani

FORMULAIC EXPRESSIONS FORMULAIC EXPRESSIONS

Restructure language styleRestructure language style Language to be avoided: giving Language to be avoided: giving

commands, strong advice, commands, strong advice, blaming…blaming…

Conscious awareness of the Conscious awareness of the models and structures may help models and structures may help the learner master the structures the learner master the structures rather than be limited by them.rather than be limited by them.


SELF DIRECTION AND SELF DIRECTION AND COLLABORATIVE LEARNINGCOLLABORATIVE LEARNING

Meta-cognitionMeta-cognition They appeared to be They appeared to be

talking(talking(togethertogether) on private affairs.) on private affairs. You need not wonder that the You need not wonder that the

((subjectsubject) matter of his discourse was ) matter of his discourse was excellent; it was taken from the Bible.excellent; it was taken from the Bible.

He took wine and water and mixed He took wine and water and mixed them(them(bothboth) together) together


COLLABORATIVE LEARNINGCOLLABORATIVE LEARNING

Confidence Positive class ambience Encourage cooperation


UNLEARNING THE LEARNT:UNLEARNING THE LEARNT:Erroneous Grammar, Queens Erroneous Grammar, Queens EnglishEnglish

I am due to meet the boss, aren’t I am due to meet the boss, aren’t I? I? ××

Please find attached my resume Please find attached my resume for your perusal. for your perusal. ××

I had been waiting for the article I had been waiting for the article to finish. to finish. ××

The yoga guru looks sober. The yoga guru looks sober. ××


LEARNING ASSERTIVENESSLEARNING ASSERTIVENESS Unlearning as simply learning to see things Unlearning as simply learning to see things

differentlydifferently Strategic LearningStrategic Learning

Assertive “no”- Assertive “no”- not a direct dismissal, it’s not a direct dismissal, it’s an articulation of your own an articulation of your own feelings/interestsfeelings/interests

I appreciate the invitation, but I can’t I appreciate the invitation, but I can’t make it this time.make it this time.

Unlearning emotional stuff that prevents Unlearning emotional stuff that prevents heathy transactionheathy transaction

I & We I & We statementsstatements AppropriateAppropriate body language body language Prajna PaniPrajna Pani

TRANSACTIONAL ANALYSISTRANSACTIONAL ANALYSIS

Unlearning to disregard other Unlearning to disregard other people’s viewpoints.people’s viewpoints.

To realise interpersonal To realise interpersonal CommunicationsCommunications

ListeningListening FeedbackFeedback

Positive Strokes, Negative StrokesPositive Strokes, Negative Strokes


STROKESSTROKES

ConditionalConditional

You did a great job on your live You did a great job on your live project assignment.project assignment.

That was the worst report I have That was the worst report I have ever read.ever read.

UnconditionalUnconditional

You are a sincere student.You are a sincere student.

I’ve never seen such a stupid.I’ve never seen such a stupid.Prajna PaniPrajna Pani

CONCLUSIONCONCLUSION

Reveals the recent applications of Reveals the recent applications of EI competencies EI competencies

Introduces it as a unique and new Introduces it as a unique and new quality tool for teaching and quality tool for teaching and learninglearning


THANK YOUTHANK YOU

FOR UNLEARNING TO LEARNFOR UNLEARNING TO LEARN


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