Daniel Goleman Quotes About School
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Emotional 'literacy' implies an expanded responsibility for schools in helping to socialize children. This daunting task requires two major changes: that teachers go beyond their traditional mission and that people in the community become more involved with schools as both active participants in children's learning and as individual mentors.
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Educators, long disturbed by schoolchildren's lagging scores in math and reading, are realizing there is a different and more alarming deficiency: emotional literacy. And while laudable efforts are being made to raise academic standards, this new and troubling deficiency is not being addressed in the standard school curriculum. As one Brooklyn teacher put it, the present emphasis in schools suggests that "we care more about how well schoolchildren can read and write than whether they'll be alive next week."
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There are some surprising payoffs with only a few minutes' practice, like eliminating the loss of concentration that multitasking usually brings. Short daily mindfulness practice in beginners also improves memory, to the point that a group of students who volunteered for a study got significantly better scores on their graduate school entrance exams.
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Even though a high IQ is no guarantee of prosperity, prestige, or happiness in life, our schools and our culture fixate on academic abilities, ignoring the emotional intelligence that also matters immensely for our personal destiny.
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School success is not predicted by a child's fund of facts or a precocious ability to read as much as by emotional and social measures; being self-assured and interested: knowing what kind of behavior is expected and how to rein in the impulse to misbehave; being able to wait, to follow directions, and to turn to teachers for help; and expressing needs while getting along with other children.
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Who does not recall school at least in part as endless dreary hours of boredom punctuated by moments of high anxiety?
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