Abstract
The 21st century learning requires educators and learners to move beyond traditional academic learning. The fundamental aspects of the “Four Cs†(communication, critical thinking and problem solving, creativity and collaboration) are a prerequisite for the 21st century classrooms. Learners’ emotions in classrooms are now regarded as essential. The study of emotions in classrooms is central to understand learners’ motivation and learning patterns. Nelson and Low (2003) defined emotional intelligence as a confluence of developed skills and abilities to: (1) accurately know oneself in terms of personal strengths and weaknesses; (2) establish and maintain effective and healthy relationships; (3) get along and work productively with others; and (4) deal effectively and healthily with the demands and pressures of daily living. In other words, emotional intelligence is essential to effectively manage behaviours, to navigate social situations and to make decisions. This paper discusses the significant role of emotional intelligence in classrooms as well as the effective ways to enhance learners’ emotional intelligence.
Highlights
Dynamic changes in the 21st century classrooms have urged educational leaders and teachers to think of newer and more innovative ways of learning, teaching and acquiring knowledge
The 21st century learning requires educators and learners to move beyond traditional academic learning
This paper discusses the significant role of emotional intelligence in classrooms as well as the effective ways to enhance learners’ emotional intelligence
Summary
Dynamic changes in the 21st century classrooms have urged educational leaders and teachers to think of newer and more innovative ways of learning, teaching and acquiring knowledge. Intellectual intelligence represents abilities like visual and spatial processing, knowledge of the world, fluid reasoning, working memory and short-term memory as well as quantitative reasoning. On the contrary, refers to abilities like identifying emotions, evaluating how others feel, controlling one’s own emotions, perceiving how others feel, using emotions to facilitate social communication and relating to others. Both intelligences undeniably play roles in influencing students’ overall success, paying attention solely on academic development is insufficient because students’ inappropriate behaviours is often due to a lack of emotional intelligence (Goleman, 1996)
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