Balance Between EQ and IQ: How teachers can help students achieve it

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Balance 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

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• Introduction
• Definition of IQ and EQ
• Comparisons between IQ and EQ
• Examples of IQ and EQ
• Key Point
• Benefits

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INTRODUCTION

• 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.

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INTRODUCTION

• 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 ?

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DEFINITIONS

• Definition of
• a) EQ Emotional Quotient
• b) IQ Intelligence Quotient

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DEFINITIONS

• 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.

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DEFINITIONS

• 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.

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COMPARISON 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
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COMPARISONS 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.

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EXAMPLES

• 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.

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EXAMPLES

• 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.

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KEY POINT

• Your EQ has more to do with your success and
  happiness in life than your IQ and it can be
  learned.

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BENEFITS

• 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.

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Emotional Quotient EQ

• Importance of Emotion
• Signs of High and Low EQ

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• 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.

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Steve 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.

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Importance 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 -

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Importance 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.

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Importance 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.

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Importance 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.

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Importance 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.

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Importance 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.

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Signs of High and Low EQ
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Signs 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

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Signs 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.

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Signs 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.

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Signs 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..."

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Signs 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.

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Intelligent Quotient IQ
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• 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.

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History

• 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.

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• 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.

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• 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.

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• 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.

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IQ and general intelligence factor
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• 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.

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• 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.

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Inheritance of Intelligent
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• 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.

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• 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.

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Environment
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• 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.

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• 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.

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• 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).

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• 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.

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• 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.

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Result

• 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.

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Mental retardation
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• 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

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• 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.

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• 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".

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• 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.

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Facts

• 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.

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• Individuals with IQs below 70 have been
  essentially exempted from the death penalty in
  the U.S. since 2002.

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• 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

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How 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.

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How teachers can help to achieve the balance
between EQ IQ?
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How 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.

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How teachers can help the students to achieve the
balance between EQ and IQ?
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How teachers can help?

• By coaching and mentoring the students.
• By giving the students challenging assignments.
• By encouraging team building in classroom.

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• 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.

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• 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.

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• 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.

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Discussion

• How many of you all think IQ is better than EQ?
  Which one is more prominent in the society?