María Teresa Victoria - Emotional intelligence speaking activities for ESL classrooms

EMOTIONAL INTELLIGENCE

SPEAKING ACTIVITIES

FOR ESL CLASSROOMS

MARÍA TERESA VICTORIA

EMOTIONAL INTELLIGENCE

SPEAKING ACTIVITIES

FOR ESL CLASSROOMS

EXLIBRIC

ANTEQUERA 2021

EMOTIONAL INTELLIGENCE SPEAKING ACTIVITIES FOR ESL CLASSROOMS

© María Teresa Roura Vivas

© de las ilustraciones: Pixabay

Diseño de portada: Dpto. de Diseño Gráfico Exlibric

Iª edición

© ExLibric, 2021.

Editado por: ExLibric

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ISBN: 978-84-18912-28-3

MARÍA TERESA VICTORIA

EMOTIONAL INTELLIGENCE

SPEAKING ACTIVITIES

FOR ESL CLASSROOMS

To my husband, for his encouragement and unconditional support

Research shows that building a sense of community in the classroom is an integral part of creating a positive learning environment. Community building begins on the first day students and teachers come together. It is here that social and emotional learning can be integrated into classroom life. Here, social emotional learning is seen not as an add-on for the teacher but the way that relationships, routines, and procedures are established so everyone feels cared for, respected and valued.

Theory into Practice by Jaqueline A. Norris.

Index

PROLOGUE by Professor Óliver Jiménez

INTRODUCTION

CONTENT of Emotional Intelligence Speaking Activities for ESL Classrooms:

No. 1All ears

No. 2Beginners (absolute)

No. 3Book-crossing

No. 4Bring in an object

No. 5Chain of affection

No. 6Christmas wishes

No. 7Circles

No. 8Emotional response

No. 9Elevenses

No. 1048:1

No. 11Give thanks and eat pie

No. 12Good Things Come in Threes

No. 15Heartfulness on Valentine’s Day

No. 16Hermes

No. 17Indian secrets

No. 18It’s Christmas time

No. 19Learn by doing

No. 20Let’s go hybrid

No. 21Lucky charms

No. 22Mors tua, vita mea

No. 23Musical chairs

No. 24Of foxes and hedgehogs

No. 25Remote Thanksgiving ideas

No. 26Soft skills

No. 27Take it personal

No. 28Ten for dinner

No. 29The Arts

No. 30The Guest House

No. 31Top Card

No. 32Woman to woman

No. 33Word clouds

No. 34Your position in the family

No. 35You’ve got mail

Lockdown activities:

No. 36#metime

No. 37Lady with a Lamp

No. 38London shutdown 1952

No. 39Outdoor activities in Lockdown

No. 40Video conference Goodbye

ACKNOWLEDGEMENTS

BIBLIOGRAPHY

Prologue

I am very lucky to enjoy my work and also learn a lot from the people I work with. For more than ten years I have had the privilege of doing research and teaching at the University of Málaga Programa de Inteligencia Emocional Plena (PINEP - UMA). The Emotional Intelligence Program is developed by accredited professionals such as Natalia Ramos, Olivia Recondo or Liliana Salcido among others.

My most recent years have been enthusiastically devoted to working closely and intensely with hundreds of teachers at Teachers Training Centres (CEPs) and I can assure the vast majority of teachers are exceptional for the engagement, passion and dedication they put into their profession.

Their work does not end once their university studies have been completed, neither when they have achieved a permanent teaching position at Junta de Andalucía governmental schools nor even in their dedication in the classrooms on a daily basis. They actually believe in long-life learning, as a matter of fact, so their work goes beyond already demanding professions into further learning and training, always showing great desire to excel.

Out of love for what they do and how they do it, they want to self-develop and excel at transmitting knowledge, connecting with their students and cultivating their love for the profession itself. It is not otherwise understood that once their workday is over and after spending their personal time on preparing lessons, materials or countless proposals to connect more and better with their students, they dedicate even more time and effort to continue their training, expanding their knowledge and opening up to what innovative proposals CEPs may offer each year.

It was within this group of people who love their work for what it is and for what it can become that I met María Teresa Roura in 2018 when Emotional Intelligence and Mindfulness training courses were organised by Carmen Caparrós at the CEP Marbella-Coín. Ms Caparrós, to whom we are all appreciative for her professional, trustworthy and enthusiastic attitude, is also a great believer in the importance of Education in society.

During the CEP Marbella-Coín training, María Teresa was already showing signs of being wide open to working on something new. Above all, she seemed well prepared to getting personally involved in the training, which is fundamental when we talk about emotional work.

Just as no one can learn to ride a bicycle only by reading a manual, feeling our emotions and reading about emotions does not necessarily mean that we know how to manage them. Even more so in an efficient manner. María Teresa put all her effort into cultivating, experimenting, working both in a personal and professional level, and sharing what she had learned during the experiential training practice of the PINEP.

Needless to say, for the acquisition of emotional competences to really become more skilful they must travel from a merely cognitive field to a more experiential ground involving changes in those attitudes, habits and concepts that guided us in our personal and professional life before.

María Teresa took a step further wanting to excel for her own improvement and for the students with whom she worked on a daily basis, and we then had the pleasure of sharing time and knowledge yet again during the postgraduate studies in Mindfulness that were completed at the University of Málaga in 2020.

I supervised her final master’s work (TFM) when I could give record of all the great effort, dedication and love she showed during the acquisition of competences, resources and experiences, as well as her putting into practice new knowledge of emotional management and Mindfulness. This book along with her blog are the result of all those years of perseverance and dedication to such a rewarding discipline as Education.

Finally, I would like to say that sometimes out of routine, personal problems or other reasons, we forget that bonding is the most important when working with human beings. The effective management of emotions is undoubtedly linked to the acquisition of knowledge, skills and aptitudes in the field of Education in general and foreign language learning processes in particular. We currently live in a very demanding society where everything is expected instantly and sooner done than said. In this context, anxiety can become our students’ worst enemy, hence the importance that María Teresa Roura attributes to positive learning climates in the classroom with a sense of mutual respect, belonging and significance.