Across the world, students are still rebuilding their wellbeing and motivation after having their learning and lives disrupted by the Coronavirus. This adds a new challenge for teachers, whose mental health has also suffered during the pandemic.
At the Cambridge Panel, our online research community, teachers from all over the world support each other in looking after their students’ wellbeing and motivation. This blog looks at recent conversations we’ve had with the Panel and highlights their tips and advice for other teachers.
Emotional intelligence and wellbeing
Panellists were invited to a live conversation on emotional intelligence (EQ) and wellbeing, where two experts shared their research and experience.
Katina is a teacher and panellist based in Thailand. She said that higher emotional intelligence in teachers positively affects students’ EQ. By cultivating their own self-awareness and creating a school culture that cares about emotions and wellbeing, teachers become models for their students. Katina highlighted research that shows this can help improve students’
“academic performance, self-esteem, perceptions of themselves and [ability] to effectively manage stress.”
In Serbia, panellist and teacher Svetlana has a PhD in the professional development of teachers and the theory of change.
She told panellists about initiatives at her school to promote wellbeing: a mentorship scheme and a mindfulness club. These were conducted online during the pandemic and became an opportunity to talk about what is going on, but also to have fun. Lana said that the
“element of fun was also very important as we were going through a difficult period of life and we had to learn how to cope with it.” She concluded: “Social health for mental health and physical health.”
Motivation
In the discussion ‘What works to motivate learners?’ panellists shared how they use a combination of rewards like stickers, praise, and even food or chocolate sometimes.
Some other creative solutions to encourage students were an ‘appreciation tree’, suggested by Bindu, a Global Perspectives teacher in India. She said
“I create a new leaf for each child with his/her positive skills, values and attributes. These leaves are added to the tree before I start the class. So when the students see their name on the tree with a note they are very thrilled and are happy and enthusiastic in class.”
Empowering stronger students to help their peers was also suggested. For example, maths teacher Vaishali in Oman said
“I have leader jackets (bibs) designed for learners who support other students who need academic help. These leaders feel so proud wearing these jackets.”
In Albania, English teacher Viola used gifts as a weekly reward:
“a pen for the learners that didn’t make any mistakes during the classwork and homework papers; a pencil for those that made few errors; a rubber for those who made a lot of errors. This kind of reward engages them in the learning process and makes them accountable, and they can celebrate one another in front of the classroom.”
Practical tips
How do I increase my own EQ to help my students?
According to Katina, developing self-awareness is the key. You can do this by self-reflection practices like journaling, or having regular check-ins with a colleague, friend or mentor. Even getting feedback can also help us develop that self-awareness.
Svetlana echoed this by saying that she found it helpful to take part in students’ mindfulness clubs to increase her own awareness, and to understand the benefits of the clubs to students.
How do I create a school culture that values EQ and wellbeing?
Katina said there is no one size fits all approach, and that you need to find “what fits well for your own community and your organisational culture.” But by protecting teachers’ wellbeing and making emotions part of the vocabulary at school, teachers become ‘emotional models’, encouraging students to become more self-aware and talk about their emotions.
At Svetlana’s school, she implemented a peer coaching scheme that would encourage observation of both their colleagues’ and their own way of teaching. She also said that actively involving parents in their children’s wellbeing, as well as their education, was another major change.
What other tools can I use?
The mood meter from the Yale Center for Emotional Intelligence helps people name and understand their emotions in a nuanced way, according to Katina.
Svetlana’s organisation adopted a new education strategy to understand the relationship between students, parents and teachers. The priority was social and emotional competencies.
Where do I go from here?
Cambridge has also devised an approach to help you adapt your teaching – resources are available here. If you’d like to take part in conversations, webinars and research, you can join the Cambridge Panel today.
