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Using imagery to teach emotional intelligence

Insights on the levels of Inclusion

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Rajan leads exceedingly interesting life. He is in his 80s, and has been living as a traveling artist photographer teacher as well as doctor. Most recently he starred in the film acting as Gandhi. He’s presently in Mauritius spending his time doing art as well as relaxing. I had a great interview with him to learn more about his experiences in India as well as abroad.

Teachers, professors and researchers from South Africa, Mauritius, India and the French island of Reunion met together for a symposium oninclusive education. Here within this podcast lies various insights that they shared during their presentations.

Howard shared his experiences teaching in Togo in West Africa, as well as studying and working in Mexico. Howard is a truly Holstic teacher with wonderful projects and as well as a really engaging and inspiring personality.

In this podcast Annabelle describes her life in Montenegro and I describe mine in Mauritius. We also share our favorite strategies for teaching. We both work in training pre-primary and primary teachers. Annabelle has a wonderful foundation in the psychological and intellectual stages of development for children. So her classes have this focus of giving teachers the theoretical and practical framework for teaching English. She’s also very passionate about mindfulness as I am and we have both even done research studies on this topic. We also discussed the work-life flow balance.

Interview with Dr. Dipane from Kwazulu- Natal University.

A healer who is blind from Mauritius shares his experiences.

In this podcast we will be listening to the rain in Mauritius. We will be learning how to listen to the rain in our inner and outer lives. We will discuss the metaphor of how the rain is similar to pain or emotions that we experience that we may not want. We will also learn how to observe and accept, rather than fight and reject when the inner or outer rain shows up in our lives. It’s an approach to emotional intelligence, where we relate to our emotions by knowing what we can name, we can tame.

In this class students were working on reading topics of interest to them. Rather than everyone being given the same reading text, they all received a different text, either fiction or nonfiction genres. And they were encouraged to first identify certain parts of speech such as present continuous, past and future tense, adjectives and subject and verb agreement. And the higher level task was to retell what they had read as well as explain why it was personally relevant to them with connections they may have to text.they agree to disagree didn’t agree with what they read about. Students share their final reflections in this podcast

This podcast reviews how in every moment of our lives we can either blame other people or take responsibility for our own thoughts, emotions and actions. The choice is in your eyes, ears, mouth and perspectives you decide to take.

Karen Hart is a specialist in developing culturally relevant materials that are engaging for the Deaf students. She works both in South African cities and in rural areas, as well as in various countries from India to Pakistan to the United Arab Emirates to New Zealand. Helping schools make more appropriate curriculum materials for Deaf students learning needs. She shared her experiences and some insights that would help me to be able to create similar materials for the students and teachers I’ll be working with here in Mauritius. More can be learned about the innovative app she developed: https://youtu.be/yTNlpLIzpIA

Independance day

Updates from Mauritius

Beth is a fellow teacher Hungry. She’s had experience in the Ohio school system, working with adults as well as children. We discussed how to work with students who have diverse needs. Also the impact of technology has on students and adults ability to focus in an overstimulated world. We also reflected on our personal experiences of having ADHD and ADD and how we’ve been able to compensate by turning our weaknesses into strengths. Similar to what we do for our students everyday in the classroom.

Didactics and pedagogy for teaching numeracy & literacy with Pascal & Terry.

Discussing our physical activity helps me feel more grounded and better. And I can teach better by doing more physical activity, because I’m really seeing excess energy and stress that I don’t need in the body.

Learning about how to fast and of course what foods to put in your body and not to put into your body is of the utmost importance. I describe how emotions, food and fasting impact our sense of well- being. As a teacher you must learn how to take care of yourself in order to take care of your students. Learning what to eat how to eat went to eat and when not to eat can give you that sense of empowerment.

Understanding our emotions impacts our relationships both personally professionally. It helps us become more emotionally intelligent. In schools we don’t teach emotional intelligence, we often just teach academic intelligence most of the time. Students need to learn how to not just clean their bodies in their teeth but their mind and their emotions as well. Students and teachers need more opportunities to strengthen their EQ not just their ability to pass exams. If students have challenges that are impacting them beyond the exam paper, they need to work through that in order to be able to better memorize and learn.