edgct5010 - assessment task
The birth of my 5010 presentation proposal
My journey started several years ago when I commenced as a physiotherapist in a community health setting. After many years operating in a medical model of health whilst in private practice or a hospital setting, where my role was to advice patients what was or was not good for them, I was introduced to the social model of health, where the patient was central to an holistic negotiated treatment. It was as if a new world, a new me opened in front of my eyes and I spent many hours reflecting the new things I learned and applied. Somehow I had found my niche but wanted, needed to know more.
As demonstrated in some of the personality type self-assessments done in EDGCT5008, such as Howard Gardner’s Multiple Intelligences, Birmingham Grid of Learning and Myer Briggs, it was apparent, and not unexpected, that my preference or stronger intelligence was, intrapersonal/ introvert. Looking for facts and logic and wanting clear and concrete information, as well as being unable to draw on past experiences in this new model of equality, I relied on my love of learning to obtain and absorb as much information as possible.
The latter also happened as I went along in my EDGCT journey; from poster making with a new found group of friends and colleagues, teaching and learning on-line through Facebook and Twitter, to brain friendly teaching, and reflective practice. And then somewhere along the way, whilst reading interesting articles, it-bits here and there and watching TED YouTube clips, the word ‘emotional intelligence’ hit may brain. Then when I read about emotional self-control and the ‘Amygdala hijack’ in Nadler’s ‘Leading with Emotional Intelligence’ (Nadler, 2011) it suddenly all made sense to me.
Then for weeks I felt like Sigmund Freud’s ‘Ego’ being in the middle between ‘Id’ and ‘Superego’ (Heffner, 2011) (McLeod, 2008) listening to the latter two discussing the pros and cons of their proposal theme for EDGCT5010. The Id wanting to satisfy its unhappiness with the latest developments at work and as such proposing to discuss emotional intelligence in educational leadership (or the lack thereof). The Superego on the other hand felt that ethically the focus should purely be on education and proposed the topic of emotional intelligence in teachers and how that can influence the learning environment. In the meantime, I had become aware of the urge to know more and more about emotional intelligence as it had left the unconscious, travelled through the subconscious and surfaced in the conscious part of my existence. Now all I had to do was satisfy both parts of me.
The opportunity to learn more about emotional intelligence in leadership came through a Coursera short course which I started two weeks ago. As such, to go with Superego’s idea of the Emotional Intelligent Teacher was easier to make. But why focus on Emotional Intelligence (EI)?
The moment I started delving deeper into EI it looked as if I opened a can of worms. EI could not be seen in isolation as it seemed to intertwine with foward Gardner’s Multiple Intelligences, the Johari Window as developed by Joseph Luft and Harrington Ingham, William Moulton Marston’s DISC Profile theory, Myer Briggs personality types, and Emotional Quotient to name a few.
References
Heffner, C. L. (2011, November 29). All Psych Online - The virtual psychologu classroom. Retrieved August 31, 2014, from All Psych
online: http://allpsych.com/psychology101/ego.html
McLeod, S. A. (2008). Id, Ego and Superego. Retrieved from Simply Psychology: http://www.simplypsychology.org/psyche.html
My journey started several years ago when I commenced as a physiotherapist in a community health setting. After many years operating in a medical model of health whilst in private practice or a hospital setting, where my role was to advice patients what was or was not good for them, I was introduced to the social model of health, where the patient was central to an holistic negotiated treatment. It was as if a new world, a new me opened in front of my eyes and I spent many hours reflecting the new things I learned and applied. Somehow I had found my niche but wanted, needed to know more.
As demonstrated in some of the personality type self-assessments done in EDGCT5008, such as Howard Gardner’s Multiple Intelligences, Birmingham Grid of Learning and Myer Briggs, it was apparent, and not unexpected, that my preference or stronger intelligence was, intrapersonal/ introvert. Looking for facts and logic and wanting clear and concrete information, as well as being unable to draw on past experiences in this new model of equality, I relied on my love of learning to obtain and absorb as much information as possible.
The latter also happened as I went along in my EDGCT journey; from poster making with a new found group of friends and colleagues, teaching and learning on-line through Facebook and Twitter, to brain friendly teaching, and reflective practice. And then somewhere along the way, whilst reading interesting articles, it-bits here and there and watching TED YouTube clips, the word ‘emotional intelligence’ hit may brain. Then when I read about emotional self-control and the ‘Amygdala hijack’ in Nadler’s ‘Leading with Emotional Intelligence’ (Nadler, 2011) it suddenly all made sense to me.
Then for weeks I felt like Sigmund Freud’s ‘Ego’ being in the middle between ‘Id’ and ‘Superego’ (Heffner, 2011) (McLeod, 2008) listening to the latter two discussing the pros and cons of their proposal theme for EDGCT5010. The Id wanting to satisfy its unhappiness with the latest developments at work and as such proposing to discuss emotional intelligence in educational leadership (or the lack thereof). The Superego on the other hand felt that ethically the focus should purely be on education and proposed the topic of emotional intelligence in teachers and how that can influence the learning environment. In the meantime, I had become aware of the urge to know more and more about emotional intelligence as it had left the unconscious, travelled through the subconscious and surfaced in the conscious part of my existence. Now all I had to do was satisfy both parts of me.
The opportunity to learn more about emotional intelligence in leadership came through a Coursera short course which I started two weeks ago. As such, to go with Superego’s idea of the Emotional Intelligent Teacher was easier to make. But why focus on Emotional Intelligence (EI)?
The moment I started delving deeper into EI it looked as if I opened a can of worms. EI could not be seen in isolation as it seemed to intertwine with foward Gardner’s Multiple Intelligences, the Johari Window as developed by Joseph Luft and Harrington Ingham, William Moulton Marston’s DISC Profile theory, Myer Briggs personality types, and Emotional Quotient to name a few.
References
Heffner, C. L. (2011, November 29). All Psych Online - The virtual psychologu classroom. Retrieved August 31, 2014, from All Psych
online: http://allpsych.com/psychology101/ego.html
McLeod, S. A. (2008). Id, Ego and Superego. Retrieved from Simply Psychology: http://www.simplypsychology.org/psyche.html