EMOTIONAL INTELLIGENCE AND INTEGRATION GROUP IN THE CLASSROOM: TWO CONSIDERATIONS IN TEACHER TRAINING

• Main Authors: Jazmín Ivette Burrola-Herrera, Luis Manuel Burrola-Márquez, Efrén Viramontes-Anaya
• Format: Article
• Language: English
• Published: Universidad Autónoma Indígena de México 2016-06-01
• Series: Ra Ximhai
• Subjects: socialization; self-regulation; emotions
• Online Access: https://drive.google.com/file/d/0B_QQ0W8TI5acTzFwdTJieUJpMlE/view

This work contains the results of an investigation carried out at primary level where emotional intelligence was used as a tool to promote group integration. With a qualitative approach, the research method action strategies were used to improve situations of conflict between members of the third grade group. For the analysis of the situations the technique used was of participant observation with instruments such as field journal, questionnaires, the tab for identification of students and the interview, among others were used for the analysis of situations. The research showed that the work of emotional intelligence in the classroom significantly improved the relationships of the group, which led to the respect that was at the start almost null, certain values were reinforced such as empathy and tolerance, as well as trust between peers and with teachers; a greater involvement of parents in the process could be of great help.