Compare and Contrast emotional Intelligence and metacognition. What are some ways to improve both in adolescen
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hmmmmm you will have to see my complete works to figure this out
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Wonderful question!!!\nBy definition, a problem is any stimulus, question, task, phenomenon, or discrepancy, the explanation for\nwhich is not immediately known. Thus, we are interested in focusing on student performance under those\nchallenging conditions that demand strategic reasoning, insightfulness, perseverance, creativity, and\ncraftsmanship to resolve a complex problem. Not only are we interested in how many answers students\nknow, but also in knowing how to behave when they DON'T know. Habits of Mind are performed in response\nto those questions and problems the answers to which are NOT immediately known. We are interested in\nobserving how students produce knowledge rather than how they merely reproduce knowledge. The critical\nattribute of intelligent human beings is not only having information, but also knowing how to act on it.\nA "Habit of Mind” means having a disposition toward behaving intelligently when confronted with problems,\nthe answers to which are not immediately known. When humans experience dichotomies, are confused by\ndilemmas, or come face to face with uncertainties--our most effective actions require drawing forth certain\npatterns of intellectual behavior. When we draw upon these intellectual resources, the results that are\nproduced through are more powerful, of higher quality and greater significance than if we fail to employ those\npatterns of intellectual behaviors.\nEmploying "Habits of Mind" requires a composite of many skills, attitudes cues, past experiences and\nproclivities. It means that we value one pattern of thinking over another and therefore it implies choice\nmaking about which pattern should be employed at this time. It includes sensitivity to the contextual cues\nin a situation which signal this as an appropriate time and circumstance in which the employment of this\npattern would be useful. It requires a level of skillfulness to employ and carry through the behaviors\neffectively over time. It suggests that as a result of each experience in which these behaviors were\nemployed, the effects of their use are reflected upon, evaluated, modified and carried forth to future\napplications\nHABITS OF MIND ATTEND TO: .\n·  Value: Choosing to employ a pattern of intellectual behaviors rather than other, less\nproductive patterns.\n·  Inclination: Feeling the tendency toward employing a pattern of intellectual behaviors.\n·  Sensitivity: Perceiving opportunities for, and appropriateness of employing the pattern of\nbehavior.\n·  Capability: Possessing the basic skills and capacities to carry through with the behaviors.\n·  Commitment: Constantly striving to reflect on and improve performance of the pattern of\nintellectual behavior.
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What ages ??\n \nWe have a "Inner Beauty" club for middle school girls (grades 6-8) and a "Men's Club" for the boys there.  The IB focuses on good self-esteem, etc., for the girls, and the MC focuses on being good mentors to younger students in the elementary grades, going over there 1X/wk to help with reading, etc. , and setting a good example.
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I've attached some links that give a very good perspective on behavior and its impact on learning.  I hope this helps.
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Just a guess, but for most of us, social skills slip a bit at night and we are less concerned with the impact we have on others because we are tired. Social skills are more learned than some other skills that require our emotions and things we have learned are available because we practice them, not because they are innate. When we are fatigued our opinion of ourself and others slips a bit and so does our control of our behavior.
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La motivation joue bien évidemment  un rôle essentiel sur le processus d'acquisition des connaissances de l'apprentissage.\nL'affectif et le comportemental découlent et dépendent de la motivation.\nIl  est certain que si l'on n'a pas envie de faire, on ne fait pas ou alors très mal.\nL'échec n'est pas vraiment la résultante du manque de compétence, mais uniquement du manque de motivation.
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Every new skill (and thought and emotion) tries to resolve itself against the patterns of your previous experience..  That is, if it is recognised as something familiar, then those linkages (neuronic connections) are reinforced.  Totally new information must create NEW linkages to your OLD information.  This process MUST be repeated (learning) or you will not remember the new information for long
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Try these websites for at least a partial exerpt from D. Goleman's book, "Emotional Intelligence":\n\nhttp://www.spiritsite.com/writing/dangol/\n\nhttp://www.connected.org/learn/emotion.html
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School counselors can help. If they're out of the question, there used to be a self test book called "Discover what you're best at".  It's very similar to the aptitude tests that school counselors have - it can be very helpful in helping you decide where your strengths, weaknesses and interests are.  I don't know if it is still around, though
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Emotional Intelligence, also called EI or EQ, describes an ability, capacity, or skill to perceive, assess, and manage the emotions of one's self, of others, and of groups. However, being a relatively new area, the definition of emotional intelligence is still in a state of flux. Some, such as Mayer (2005a) prefer to distinguish emotional knowledge from emotional intelligence, as discussed below.\n\nIn 1920, E. L. Thorndike, at Columbia University, (Thorndike 1920), used the term "social intelligence" to describe the skill of getting along with other people. In 1975, Howard Gardner's The Shattered Mind, (Gardner 1975) began the formulation of the idea for "Multiple Intelligences" (he identifies seven intelligences), including both interpersonal intelligence and intrapersonal intelligence. Many psychologists, such as Gardner, believe that traditional measures of intelligence, such as the IQ test, fail to fully explain cognitive ability. (Smith 2002)\n\nThe term "emotional intelligence" appears to have originated with Wayne Payne (1985), but was popularized by Daniel Goleman (1995). The leading research on the concept originated with Peter Salovey and John "Jack" Mayer starting in the late 1980s. In 1990, their seminal paper (1990) defined the concept as an intelligence. Mayer and Salovey continue to research the concept, and created an emotional intelligence test called the MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test). The term "emotional quotient" seems to have originated in an article by Keith Beasley (1987). Bar-on (1997) developed a test measuring emotional quotient, called the Emotional Quotient Inventory (EQi). There are numerous other assessments of emotional intelligence each advocating different models and measures\n\nThe distinction between intelligence and knowledge in the area of cognition (i.e. IQ) is very clear, where generally, psychological research demonstrates that IQ is a reliable measure of cognitive capacity, and is stable over time. In the area of emotion (i.e. EQ) that distinction between intelligence and knowledge is murky. Current definitions of EQ are inconsistent about what it measures: some (such as Bradberry and Greaves 2005) say that EQ is dynamic, it can be learned or increased; whereas others (such as Mayers) say that EQ is stable, and cannot be increased. Mayer's (2005a) is consistent with cognition-based definitions of intelligence and knowledge, stating that emotional "intelligence is unlikely to be any more easily raised than general intelligence," but "emotional knowledge can be increased. . . fairly easily." Under Mayer's definition, emotional knowledge would be the level of perception and assessment that an individual has of their emotions at any given moment in time.\n\nMayer and Salovey and emotional intelligence\nIn the early 1990s, John D. Mayer and Peter Salovey published a series of papers on emotional intelligence. (Salovey and Mayer 1990) (Mayer and Salovey 1993) They suggested that the capacity to perceive and understand emotions define a new variable in personality. The Mayer-Salovey model defines emotional intelligence as the capacity to understand emotional information and to reason with emotions. More specifically, they divide emotional intelligence abilities into four areas -- in their four branch model:\n\nThe capacity to accurately perceive emotions. \nThe capacity to use emotions to facilitate thinking. \nThe capacity to understand emotional meanings. \nThe capacity to manage emotions. \nThese four abilities are assessed by criterion-based (or abilities-based) tests (the researchers have introduced several versions, the latest of which is the MSCEIT V2.0).\n\nGoleman and emotional intelligence\nDaniel Goleman popularized his view of emotional intelligence in the 1995 best-selling book: Emotional Intelligence: Why it can matter more than IQ. (Goleman 1995) Goleman generalized
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Psychology was pretty easy for me in high school. I remember learning about child development (Piaget) and behavioral conditioning (Pavlov). I also remember learning about sensory adaptation. Now I also ended up getting a bachelor's degree in psychology from the University of Utah later on.
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You need to research the theory of Emotional Intelligence by Daniel Goleman.  He has done extensive work in this area.  (www.educatorsymposium.com) or (www.talentsmart.com)\nIt is understanding your emotions and the emotions of others in order to be more productive and create better teams.
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Inexperience and immaturity.
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How about this one: "I'm O.K., You're O.K.". It's an old book but many times underachieving is caused by low self-esteem. Good luck.
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In what context?\n\nIf you are asking about skill transfer and generalization for special needs students, specifically in the area of language, then what aspect are you asking about?\n\nSpoken and auditory receptiveness would best be answered by a speech-language pathologist.\n\nFor reading and writing, student motivation to learn and interest in the skills being taught greatly increases the rate of transfer to other subjects and environments.
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Developmental approach -- Skills and knowledge are categorized by level of difficulty, and matched to physical and mental developmental readiness of the student. The teacher identifies which skills are missing, and teaches them based on student developmental readiness. The teacher controls the student's activities, environment, time, etc. to enable the student to learn the targeted skills. A very successful approach, especially when dealing with students with special needs.\n\nProgressive approach -- The teacher defines the environment and available activities, but the student determines if and what will be explored. A variety of skills and knowledge are made available for exploration. The teacher acts as a facilitator, suggesting, explaining, etc., but the student is entirely in control of his/her learning. A good approach for gifted education, but difficult to apply when dealing with students of any ability level who have low motivation.
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Not sure if they're identical and/or same gender, but making sure to support the expression and development of their own personalities/identities to emerge, giving positive reinforcement for their strengths, and letting them know that they each have their own strengths, like everyone. Make sure to spend about equal time with each and have personal time with each as well. Good luck!