Title: Balance Between EQ and IQ: How teachers can help students achieve it
1Balance Between EQ and IQ How teachers can help
students achieve it
- Group Members
- Nurul Farihan binti Arefin
- Intan Mariati binti Abdul Manaf
- Ayu Safarina binti Sukri
2- Introduction
- Definition of IQ and EQ
- Comparisons between IQ and EQ
- Examples of IQ and EQ
- Key Point
- Benefits
3INTRODUCTION
- For decades that a lot of emphasis has been put
on certain aspects of intelligence such as
logical reasons, math skills, spatial skills,
understanding analogies, verbal skills, etc.
4INTRODUCTION
- The knowledge that IQ is a genetic given that
cannot be changed by life experience, and that
our destiny in life is largely fixed by these
attitudes. - That argument ignores the more challenging
question - What can we change that will help our children
fare better in life ? - What factors are at play when people of high IQ
flounder and those of modest IQ do surprisingly
well ?
5DEFINITIONS
- Definition of
- a) EQ Emotional Quotient
- b) IQ Intelligence Quotient
6DEFINITIONS
- EQ - is a measure of your emotional intelligence,
or your ability to use both your emotions and
cognitive skills in your life. - Emotional intelligence competencies include but
are not limited to empathy, intuition,
creativity, flexibility, resilience, coping,
stress management, leadership, integrity,
authenticity, intrapersonal skills and
interpersonal skills.
7DEFINITIONS
- IQ - a number used to express the apparent
relative intelligence of a person that is the
ratio multiplied by 100 of the mental age as
reported on a standardized test to the
chronological age. - IQ is the measure of cognitive abilities, such as
the ability to learn or understand or to deal
with new situations the skilled use of reason
the ability to apply knowledge to manipulate
one's environment or to think abstractly as
measured by objective criteria (as tests) mental
acuteness logic and analytical skills.
8COMPARISON BETWEEN IQ and EQ
EQ IQ
EQ gets you through life. Appealing to reason and emotions to convince someone Using your emotions as well as your cognitive abilities to function more effectively IQ gets you through school Trying to convince someone by facts alone Relying solely on your cognitive skills
9COMPARISONS BETWEEN IQ and EQ
- Intelligence is the capacity to learn, think, and
understand and know. It is your mental ability. - Most people think that your intelligence
quotient is more important than your emotional
quotient, but actually your emotional quotient
gets you farther in your life than your
intelligence quotient. - Your emotional quotient affects how good you
feel. Your emotional quotient is not fixed at
birth. - If you have a high emotional quotient, you are
more likely to do well in life. - If you feel very good, then you will very likely
do better in things than others that have a low
emotional quotient. If you have high emotional
quotient, you will be a good lawyer.
10EXAMPLES
- Samuel had a high IQ. He could reason, was
analytical and logical, and had a steel-trap
focus on tasks. He learned new things quickly.
However, he ignored how he was feeling and how
others were feeling. If things didn't do the way
he expected them to, he would lose his temper and
lash out at others. He was unable to relate to
people who weren't as smart as he was and lacked
empathy. This limited his ability to be effective
in team situations even though his IQ was very
high.
11EXAMPLES
- Jose had a high EQ. He got along well with
people, and managed his own emotions well. This
made him highly effective in his work, even
though there were others in the firm with higher
IQs. Jose was able to consider the emotional
component of interactions, using both his
cognitive abilities and his understanding of
emotions. He was able to influence and motivate
people because he understood what mattered to
them and was an excellent communicator. He was
flexible and creative when faced with a
challenge, and resilient in the face of temporary
defeats. He was well-liked and well-respected.
12KEY POINT
- Your EQ has more to do with your success and
happiness in life than your IQ and it can be
learned.
13BENEFITS
- When you recognize the difference between EQ and
IQ, you can work to develop your EQ. - It can be learned but has often been neglected in
our education both at home and at school.
14Emotional Quotient EQ
- Importance of Emotion
- Signs of High and Low EQ
15- Anyone can become angry that is easy. But to
be angry -
- With the right person, to the right degree, at
the right time, -
- For the right purpose, and in the right way.
-
- ARISTOTLEThe Nicomachean Ethics.
16Steve Hein wrote that EQ-
- Knowing how you and others feel and what to do
about it. - Knowing what feels good, what feels bad, and how
to get from bad to good. - The emotional awareness, sensitivity and
management skills which help us maximize our long
term happiness and survival.
17Importance of Emotions
- It is recognized that emotions have effect on
human behaviors and lead to the success of lives
in careers , relationships, happiness and others.
- Steve Hein (1999) clarified the importance of
emotions as being importance to human beings as -
18Importance of Emotions
- Survival
- Nature developed our emotions over millions of
years of evolution. - As a result, our emotions have the potential to
serve us today as a delicate and sophisticated
internal guidance system. - Our emotions alert us when natural human needs is
not being met. - For example , when we feel lonely, our need for
connection with other people is unmet. When we
feel afraid, our need for safety is unmet. When
we feel rejected, it is our need for acceptance
which is unmet.
19Importance of Emotions
- Decision Making
- Our emotions are valuable source of information.
- Our emotions help us make decisions. Studies show
that when a persons emotional connections are
severed in the brain, he cannot make even simple
decisions. - Why? Because he doesnt know how he will feel
about his choices.
20Importance of Emotions
- Boundary Setting
- When we feel uncomfortable with a persons
behavior, our emotions alert us. - If we learn to trust our emotions and feel
confident expressing ourselves we can let the
person know we feel uncomfortable as soon as we
are aware of our feeling. - This will help us set our boundaries which are
necessary to protect our physical and mental
health.
21Importance of Emotions
- Communication
- Our emotions help us communicate with others. Our
facial expressions, for example, can convey a
wide range of emotions. - If we look sad or hurt, we are signaling to
others that we need their help. - If we are verbally skilled, we will be able to
express more of our emotional needs and thereby
have a better chance of filling them. - If we are effective at listening to the emotional
troubles of others, we are better able to help
them feel understood, important and cared about.
22Importance of Emotions
- Unity
- Our emotions are perhaps the greatest potential
source of uniting all members of the human
species. - Clearly, our various religious, cultural and
political beliefs have not united us. - Far too often, in fact, they have tragically and
even fatally divided us. - Emotions , on the other hand, are universal.
- Charles Darwin wrote about this years ago in one
of his lesser-known book called "The Expression
of Emotion in Man and Animal". - The emotions of empathy, compassion, cooperation,
and forgiveness, for instance, all have the
potential to unite us as a species.
23Signs of High and Low EQ
24Signs of High EQ
- A person with high EQ
- Expresses his feelings clearly and directly with
three word sentences 'beginning with "I feel..." - Does not disguise thoughts as feeling by the use
of "I feel like...... and "I feel that......
sentences., - Is not afraid to express her feelings.
- Is not dominated by negative emotions such as
- Fear, Worry, Guilt, Shame, Embarrassment,
Obligation, Disappointment, - Hopelessness,
- Powerlessness, Dependency, Victimization,
Discouragement
25Signs of High EQ
- Is able to read non-verbal communication.
- Lets his feelings guide him through life.
- Balances feelings with reason, logic, and
reality. - Acts out of desire, not because of duty, guilt,
force or obligation. - Is independent, self-reliant and morally
autonomous. - Is intrinsically motivated.
26Signs of High EQ
- Is not motivated by power, wealth, status, fame,
or approval. - Is emotionally resilient.
- Is optimistic Does not internalize failure.
- Is interested in other people's feelings.
- Is comfortable talking about feelings.
- Is not immobilized by fear or worry.
- Is able to identify. multiple concurrent
feelings.
27Signs of Low EQ
- Doesn't take responsibilities for his feelings
but blames you or others for them. - Can't put together three word sentences starting
with "I feel..." - Can't tell you why she feels the way she does, or
can't do it without blaming someone else. - Attacks, blames, commands, criticized,
interrupts, invalidates, lectures, advises and
judges you and others. - Tries to analyze you, for example when You
express your feelings. - Often begins sentences with "I think you..."
28Signs of Low EQ
- Lays guilt trips on you.
- Withholds information about or lies about his
feelings. (Emotional dishonesty) - Exaggerates or minimizes her feelings.
- Lets things build up, then they blow up, or react
strongly to something relatively minor. - Lacks integrity and a sense of conscience.
- Doesnt tell you where you really stand with
her.
29Intelligent Quotient IQ
30- An intelligence quotient or IQ is a score derived
from a set of standardized tests of intelligence.
- Intelligence tests come in many forms, and some
tests use a single type of item or question. Most
tests yield both an overall score and individual
subtests scores. -
- Regardless of design, all IQ tests are intended
to measure the same general intelligence.
Component tests are generally designed and chosen
because they are thought to be predictable of
later intellectual development, such as
educational achievement.
31History
- Intelligence testing began in earnest in France,
when in 1904 psychologist Alfred Binet was
commissioned by the French government to find a
method to differentiate between children who were
intellectually normal and those who were
inferior. - The purpose was to put the latter into special
schools where they would receive more individual
attention. - In this way the disruption they caused in the
education of intellectually normal children could
be avoided.
32- Proponents of such tests also believe IQ
correlates with job performance, socioeconomic
advancement, and "social pathologies". - Recent work has demonstrated links between IQ and
health, longevity, and functional literacy.
However, IQ tests do not measure all meanings of
"intelligence", such as creativity.
33- IQ scores are relative (like placement in a
race), not absolute (like the measurement of a
ruler) - It has yet to be established whether IQ, if it
does exist as an objective measure, is heritable
(i.e., can be attributed to genetic variation) or
the result of environmental factors. - In the United States, marked variation in IQ
occurs within families, with siblings differing
on average by 12 points.
34- The average IQ scores for many populations were
rising during the 20th century a phenomenon
called the Flynn effect. It is not known whether
these changes in scores reflect real changes in
intellectual abilities. - On average, IQ scores are stable over a person's
lifetime, but some individuals undergo large
changes. For example, scores can be affected by
the presence of learning disabilities.
35IQ and general intelligence factor
36- Modern IQ tests produce scores for different
areas (e.g., language fluency, three-dimensional
thinking, etc.), with the summary score
calculated from subtest scores. - Individual subtest scores tend to correlate with
one another, even when seemingly disparate in
content. - Analyses of individuals' scores on the subtests
of a single IQ test or the scores from a variety
of different IQ tests (e.g., Stanford-Binet,
WISC-R, Raven's Progressive Matrices, Cattell
Culture Fair III, Universal Nonverbal
Intelligence Test, and others) reveal that they
all measure a single common factor and various
factors that are specific to each test.
37- This kind of factor analysis has led to the
theory that underlying these disparate cognitive
tasks is a single factor, termed the general
intelligence factor (or g), that corresponds with
the common-sense concept of intelligence. - In the normal population, g and IQ are roughly
90 correlated and are often used
interchangeably. - Where an individual has scores that do not
correlate with each other, there is a good reason
to look for a learning disability or other cause
for the lack of correlation. Tests have been
chosen for inclusion because they display the
ability to use this method to predict later
difficulties in learning.
38Inheritance of Intelligent
39- The role of genes and environment (nature vs.
nurture) in determining IQ is reviewed in Plomin
et al. (2001, 2003). - The degree to which genetic variation contributes
to observed variation in a trait is measured by a
statistic called heritability - Heritability scores range from 0 to 1, and can
be interpreted as the percentage of variation
(e.g. in IQ) that is due to variation in genes.
40- Twins studies and adoption studies are commonly
used to determine the heritability of a trait. - These studies find the heritability of IQ is
approximately 0.5 that is, half of the variation
in IQ among the children studied was due to
variation in their genes. - The remaining half was thus due to environmental
variation and measurement error.
41Environment
42- Environmental factors play a major role in
determining IQ in extreme situations. - Proper childhood nutrition appears critical for
cognitive development malnutrition can lower IQ.
- Other research indicates environmental factors
such as prenatal exposure to toxins, duration of
breastfeeding, and micronutrient deficiency can
affect IQ.
43- In the developed world, there are some family
effects on the IQ of children, accounting for up
to a quarter of the variance. - However, by adulthood, this correlation
disappears, so that the IQ of adults living in
the prevailing conditions of the developed world
may be more heritable.
44- Nearly all personality traits show that, contrary
to expectations, environmental effects actually
cause adoptive siblings raised in the same family
to be as different as children raised in
different families (Harris, 1998 Plomin
Daniels, 1987).
45- Active genotype-environment correlation, also
called the "nature of nurture", is observed for
IQ. - This phenomenon is measured similarly to
heritability but instead of measuring variation
in IQ due to genes, variation in environment due
to genes is determined. - One study found that 40 of variation in measures
of home environment are accounted for by genetic
variation. This suggests that the way human
beings craft their environment is due in part to
genetic influences.
46- A study of French children adopted between the
ages of 4 and 6 shows the continuing interplay of
nature and nurture. - The children came from poor backgrounds with
I.Q.s that initially averaged 77, putting them
near retardation. - Nine years later after adoption, they retook the
I.Q. tests, and all of them did better. - The amount they improved was directly related to
the adopting familys status.
47Result
- Children adopted by farmers and laborers had
average I.Q. scores of 85.5. - those placed with middle-class families had
average scores of 92. - The average I.Q. scores of youngsters placed in
well-to-do homes climbed more than 20 points, to
98." - This study suggests that IQ is not stable over
the course of ones lifetime and that, even in
later childhood, a change in environment can have
a significant effect on IQ.
48Mental retardation
49- About 7580 percent of mental retardation is
familial (runs in families), and 2025 percent is
due to organic problems, such as chromosomal
abnormalities or brain damage. - Mild to severe mental retardation is a symptom
of several hundred single-gene disorders and many
chromosomal abnormalities, including small
deletions
50- Based on twin studies, moderate to severe mental
retardation does not appear to be familial, but
mild mental retardation does. - That is, the relatives of the moderate to
severely mentally retarded have normal ranges of
IQs, whereas the families of the mildly mentally
retarded have IQs skewing lower.
51- IQ score ranges
- mild mental retardation IQ 5055 to 70 children
require mild support formally called "Educable
Mentally Retarded". - moderate retardation IQ 3540 to 5055 children
require moderate supervision and assistance
formally called "Trainable Mentally Retarded".
52- severe mental retardation IQ 2025 to 3540 can
be taught basic life skills and simple tasks with
supervision. -
- profound mental retardation IQ below 2025
usually caused by a neurological condition
require constant care.
53Facts
- The rate of mental retardation is higher among
males than females, and higher among blacks than
whites, according to a 1991 U.S. - - Centers for Disease Control and Prevention
(CDC) study. - By race, the overall rate was 16.6 per 1000 for
blacks and 6.8 per 1000 for whites. Rates of
mental retardation for black males, the group
with the highest rates, were 1.7 times higher
than black females, 2.4 times higher than white
males, and 3.1 times higher than white females.
54- Individuals with IQs below 70 have been
essentially exempted from the death penalty in
the U.S. since 2002.
55- Mankind is slowly discovering that all of us have
inside of us the germ of at least one great new
idea that will improve the world. This is the
ancient dream of Moses and of John Calvin and all
the saints and heroes of history." - -- William Maxwell, Professor of Human
Development, the University of Advancing
Technology, Tempe, Arizona
56How teacher can influence the EQ and IQ of the
students?
- Constantly showered their students with
encouragement. - While educating the students, teachers have to
constantly upgrade themselves and continue to
reflect and learn. - By creating a conducive environment in the
classroom.
57How teachers can help to achieve the balance
between EQ IQ?
58How teachers can help??
- By educating himself or herself about IQ and EQ.
- Teachers have to know the importance of balance
between EQ and IQ. - Teachers have to help educate the parents about
the importance of balancing EQ and IQ.
59How teachers can help the students to achieve the
balance between EQ and IQ?
60How teachers can help?
- By coaching and mentoring the students.
- By giving the students challenging assignments.
- By encouraging team building in classroom.
61- Teacher should give positive feedbacks or
response to the students. - Teacher should educate the students about the
important of EQ and IQ and the balance between EQ
and IQ.
62- Teachers have to be able to strike a balance
between challenging a student, exposing him or
her to new ideas and activities and try to have a
meaningful and light hearted conversations with
the students.
63- By helping the students to understand their own
emotions - By helping the students to motivate themselves.
- By helping the students to recognize emotions in
others. - By helping the students to manage emotions.
- By helping the students to handle relationships
better.
64Discussion
- How many of you all think IQ is better than EQ?
Which one is more prominent in the society?