PSYCHOLOGY OF TEACHING AND LEARNING :: MEMORY AND EFFECTIVE METHODS OF REMEMBERING.

Today, through this blog of mine.... I am going to discuss about the most important topic 'Memory'. Many of us tend to forget matters related to daily life, related to what we just studied and as most of us complain..... Husbands forgetting the important dates!!

We have an important household formula of eating almonds to improve the memory. Indeed almonds are good for health but memory as a phenomenon is entirely dependent on the individual and his or her ability to manage his or her brain connections. 

Hope by the end of this topic, you will have a better understanding of the mechanism of controlling and training your brain. This part of educational psychology has huge importance for teachers and parents. As the saying goes... First impression is the best impression!! It is the first mark made on the brain that helps the child to remember the best and finally helps in attaining a stage where the teachers' and parents' work gets simpler.

Things we learn are stored in our brain. This process is technically called as memory. Learning and remembering are complementary processes. Remembering and forgetting are opposite sides of the same coin. Both the terms memory and remembering carry the same meaning. Sternberg defined memory as the means to draw past experiences in order to assess the information at the present. The complete process of structuring and processing the information involved in the storage and retrieval of such information can be defined as memory.

According to Woodworth, four main elements are involved in memory. They are: learning, retention, recall and recognition. Memory is the mental capacity of an individual to store the information and recall or recognise that information. 

Memory is a store house. It stores information. This information is recollected. Memory in general is an ability to remember things that happened a short or long time ago. So, our mind has the power of retaining and reproducing the information.

Memory processes limitless amount of information every day, and information is stored in different forms like meaning, sounds and images. From storing the information to the final processing in order to produce a desired outcome, memory can be categorized into three stages.

1.       Encoding,

2.      Storage and

3.      Retrieval.

Encoding

Encoding is the first stage of memory. As the term suggests, this is the stage of memory which accumulates all the information from the surrounding and encodes or stores it in our brain. The information we intake from the world around us is processed in three different forms.

·         Visual (picture)

·         Acoustic (sound)

·         Semantic (meaning)

In simple words, these different forms are how we take in the information. We either consume information as a picture, a sound, or we make it meaningful. These three different forms are termed as visual, acoustic and semantic accordingly. 

Encoding can also be defined as the process used to remember the information. We retrieve information in the same form we take it in because of this process. The more deeply we encode the information, the better we are able to recall it. For instance, consider remembering a telephone number say 9xxxxxx333. You are seeing it, means its visual or structural coding . If you’re repeating the number to yourself verbally in order to remember it, that’s acoustic or phonetic coding. Likewise, if you perceive that the last three numbers of the phone number are same, all 3’s, you are giving meaning to it. We are actually connecting small pieces of data to memorize it easily and meaningfully. Visual coding is shallow process compared to acoustic and semantic coding. Semantic coding is a deeper coding process and it helps in strong encoding of data. This is the reason while curriculum designing the topics are designed in a connected way so that the individual can learn by connecting things and can memorize it easily. Every child is different and so the memory levels... When a concept is introduced to a child, it needs to be done in a way that things are more easier to learn, understand and to memorize it for future retrieval. 

All three forms of encoding takes place so that you can remember that particular number. It has been found out that acoustic coding is the major form of encoding in Short Term Memory. Likewise, the major encoding system for the Long Term Memory seems to be semantic, with meaning. But it’s not just limited to that, and can be done in visual and acoustic forms too.

Storage

This stage deals with nature of the memory where the information is stored, time duration of the memory, the amount of information that can be stored, and type of memory. The manner in which information is stored directly affects the way in which information is retrieved. Information is stored in two main parts of memory.

Short Term Memory (STM)

Long Term Memory (LTM)

Miller stated in 1956 that most adults are capable of storing 5 to 9 items in their STM, short term memory, and he called it the magic number 7 (plus or minus 2). According to findings of Miller, there is limited number of slots in Short Term Memory; however, he didn’t specify the amount of information that can be stored in each memory slots. This gives the idea that more than one information can be stored together if information can be related and chunked, one upon another. Total capacity of Short Term memory is said to be around 0 – 30 seconds. 

Long Term Memory, however, is a whole different ball game when it comes to memory. Its capacity is said to be unlimited and the information stored can last as long as whole life time. For example, we might remember the colour of someone’s dress only for a while if it’s stored in short term memory. However, we remember that the sun rises from the east, and we will probably remember it for the rest of our lives, which is the information stored in long term memory. This memory is due to the continuous experiences that are added to this point based on focus of an individual and daily observation in practical sense. This is one of the reasons to include practical observations in the form of experiments and field trip; so that the actual idea is established in the minds of children. 

Retrieval

As the term suggests, retrieval refers to retrieving information out of our memory storage. Failure to retrieve information is often understood as not being able to remember or recall the particular information. Trying to retrieve information from our memory makes the differences between STM and LTM pretty apparent.

STM is both stored and retrieved in a sequential manner. For example, let’s say a subject is given a phone number to remember and then asked the second last number on the list. The person goes through the number from the start to retrieve the required information.

LTM is both stored and retrieved by association. Remembering a certain action might lead to retrieval of information about some other actions. For instance, you lost your phone, travelling the same road you were walking the day before might lead you to retrieve information about the things you had seen the day before. Finally relate it to the missing phone.

Memory organization is one of the ways to increase your ability to retrieve memory. Information can be organized alphabetically, by time, by size, or by any other means you deem fit. This will help you recall the information in a swift manner as you’ll be more comfortable with the manner in which you organized the information. Failure of any of these stages lead to failure in memory or in simple terms leads to forgetting things. 

Fact about our Brain:

Perhaps what is really amazing isn’t how much we forget, but how much we can remember. No one knows for sure how much information the human brain can hold, but most estimates agree that your memory can hold around 2.5 petabytes of information (that’s 2.5 million gigabytes). A digital video recorder with a capacity of 2.5 petabytes could hold 3 million hours of television programmes.

Forgetting!! Reasons why we forget.....

Information floods into your brain via your senses, and the most important information is held briefly in a very short-term zone called the sensory register. If you don’t pay any attention to this information it will almost immediately disappear through a process called decay. Decay is what happens when nerve cells stop firing in a certain pattern, and that pattern is lost.

If you are trying to remember a phone number, short term memory is where you hold it. Again, if you don’t make an effort or the information is not memorable, it will decay or simply be replaced by the next thing. In both this case and the previous one, you forget something because you never stored it as a memory.

In long term memory a memory is laid down in your brain as a more-or-less permanent trace. It seems likely that once a memory is laid down like this it lasts forever unless some physical damage actually destroys the nerve cells involved in the memory. But just because a memory is stored somewhere in your brain, it doesn’t mean you can remember it. If you can’t get hold of it, it means you’ve forgotten it, and there are lots of reasons why this could happen.

One reason is called interference. This is where other memories interfere with the one you are trying to remember. For instance, if you are trying to remember what you had for lunch two days ago, the memory of what you ate yesterday might interfere.

Decay and interference explain how forgetting might help us to survive. Decay means that our brains don’t store every single thing that happens. According to some studies it is estimated that, we only remember one out of every 100 things. This helps us to focus on things that are important or things which are prioritized by us, such as where to find shawarma in Hyderabad, location of the important documents or location of your phone.

Interference makes it hard to remember stuff, so by forgetting things we stop them from interfering with the important stuff. In other words, in order to have a good memory, you have to have a selective memory, and that means forgetting.

Techniques for effective memorization:

·         Practice improves methods of learning.

·         Concentration in learning is conducive for effective recall.

·         Interest in learning brings out memory too.

Methods of memorizing:

Recitation Method: It is the mental repetition of something, it is an active way of study and it not only saves time, but also ensures longer retention of the material learnt. In preschools recitation on a constant basis help all the children in the learning process. During the Vedic period, Guru used to recite the hymns and ask the shishyas to repeat to learn faster. This is also an important way to understand the intonation and pronunciation.

Spaced and un-spaced Method: Spaced method is one in which time intervals are given in the learning process. Un-spaced method is gone at one sitting, without any intervals. These two methods are used based on the maturity of the learner. Spaced method is considered advantageous than un-spaced. Since the individual comes back every time with freshness to learn.

Part and whole Method: In the part method, the learning material is divided into parts and memorised separately; where as in whole method, the material is learned from the beginning till end. Both have advantages and disadvantages. Whole method is more effective for short learning material. The combined method is also to be encouraged. Connecting each part to the other also increases the curiosity and there by enhances the focus and leads to good memory of an individual.

Rote and Intelligent Method: Learning and memorizing without understanding the content is rote or unintelligent method. Learning and memorizing with proper understanding and deep knowledge of the content is intelligent method. Intelligent method is more effective than rote learning.

Grouping and Rhythm Method: Memorization is carried away by rhythm or grouping. It is easier to memorise poetry than prose because of the rhythm involved.

Nevertheless to say, there are many topics where the children find it difficult to learn. So, as a parent or as a teacher; designing the learning process filled with lot of fun, games and activities make it not only easy for the children, rather it makes them more enthusiastic towards learning. Connecting it to daily life events makes it more memorable and so it gets easy to remember. Understanding the main essence of a topic is important. To make the learning process easy and interesting, we use a number of teaching aids. Teaching aids create visual and interactive experience for the students and help to present the information in a way that can help students learn and understand. Teaching involves more than simply sitting in the front of the classroom reciting information to the students in the class. These techniques also help in memory building.

In today's era of knowledge explosion, parents and teachers have huge expectations from the growing minds. It is not the mistake of the student or the parent or the teachers, if the child is unable to learn. Learning depends on many factors as we have seen in our previous blog. It is the responsibility which must be taken equally by everyone in the life of a child, including he or she himself or herself. Every child and every individual is different, unique and special. So the ways of learning also differs. Make the learning more activity and fun based for a better learning. The main idea is the right impact!!

PSYCHOLOGY OF TEACHING AND LEARNING :: FACTORS INFLUENCING IN LEARNING AND TRANSFER OF LEARNING.

We live in a world that is quickly changing and in this world of ours, the need of the hour is a lifelong learning. Learning is very important in today’s scenario because it boosts our confidence. It makes life enjoyable and provides happiness. Life need to be qualitative than quantitative. Hence, it leads to a better quality of life and finally leads to the total personal development. 

Learning is the process of acquiring new, or modifying existing, knowledge, behaviours, skills, values, or preferences. The ability to learn is possessed by humans, animals, and even some machines; there is also evidence for some kind of learning in some plants. 

Learning is not a passive absorption of knowledge but an active process. Some learning is immediate, induced by a single event, but much of the skill and knowledge accumulates from repeated experiences. Repeated experiences make learning really a piece of cake.  The process of learning involve the individuals who are learning a skill; the learners. 

Learning is the outcome of interaction between the learner and the environment, where learning occurs. This interaction effect may bring in qualitative and quantitative changes and developments in the learner. Understanding and managing the different personal and environmental factors influencing in learning process, helps in the better classroom management. Classroom management systems allow teachers to keep their class moving forward and stop disruptions from occurring.

FACTORS INFLUENICING THE LEARNING PROCESS:

Personal & Environmental Factors

Personal Factors:

Age of the learner: We learn from the day we are conceived in the womb of our mother. As a baby also from the moment we are born, we all learn till we grow. This explains the concept that the child is only physically developed with age but has not developed in social skills required for that age, emotional balance and intellectual operations of that age. Children need readiness to learn actively. The moment the readiness is achieved nothing can stop a child from learning, if the process is conducted properly.

Maturation: A child learns any task when it has attained maturity of that specific age. Academics learning involve not only maturation of one structure but many phases of maturation that may occur at different rates. 

Emotional Condition: Emotional and social climate in the home and school either promote or disturb the emotional health and social interests of the child. 

Needs: The learner is also motivated by conscious and unconscious needs and wants. Need stands for a force in the brain region that organizes perception further experiencing, following action.

Interest: Capitalizing on natural interests and cultivating new ones is the mark of a good educational programme. Intrinsic interest must be achieved.

Motivation: According to Mc Dougall, Leaning requires adequate motivation. The major problem of the curriculum maker and the classroom teacher is knowing and understanding the art and science of motivation. 

Abilities: Ability indicates the process of an individual to perform a task. The three important elements in a learning situation are the:

I.                   Learning material.

II.                Response to the learning material and

III.             The process of learning.

Learning process include both acquisition and retention of the learnt material. Higher abilities such as the ability of an individual to apply principles to new situations and to interpret data are retained over a period of time.

Aptitude: Aptitude indicates the power of an individual to learn and perform a task. Ability refers to a current state and aptitude to a future state. Aptitudes are special skills, knowledge and interest. Learners differ in their aptitudes. Educators use aptitude tests to determine pupils are ready to begin a formal learning programme to enhance their potentialities. 

Environmental Factors:

Natural Factors: Atmospheric conditions have a greater effect on learning. High temperature and humidity reduces efficiency. Productivity and creativeness of the pupils in hot regions is much lower than others. Morning time is the best for mastering difficult tasks. Night time is also better for learning. Poor ventilation and light also brings in fatigue. 

Social Factors: It includes home and school factors-

Home Factors: Parents, siblings and other members of the family and their educational background influence the learning process. Healthy diet, rest and stimulating environment with democratic atmosphere helps in positive learning. 

School Factors: School is a place for formal; education and learning outcomes. The school, its building, surrounding, the peer group influence and co-curricular and curricular activities play key role in the development of an individual. 

Cultural Factors: The way of life of people around the learners have influenced directly and indirectly. Learning societies inspire the learners. Child rearing practices, family life dependency, needs, motivational disposition at various stages of age, personality development. Development of values, ultimate aim of life, self-discipline, habits, lifestyle, eating and dressing etc form the culture. 

Learning Process and learning material:
Learning takes time and patience. It is a process — a journey. The learning process in incomplete without proper learning material. The manner of organization of the learning material and its meaningful presentation is very important for successful instruction. The learning material should have:

I.                   Proper language and presentation as per the maturity level of pupil.

II.                Content should be appropriate.

III.             Sequential presentation of the content.

IV.              Inclusion of real life situation and teaching.

V.                 Open the new dimensions of the knowledge.

VI.              Content presented in the form with pictures, figures, illustrations and tables.

Relationship with Parents:

Parental cooperation and encouragement to learners enhances a child’s learning process. Ambitious parents put too much of pressure. Where as critical parents, interfering parents and scolding parents create anxiety. 

Relationship with Teachers:  

Student teacher relationship matters a lot. The factors influencing learning process under this section are-

·         Teacher’s enthusiasm for teaching,

·         Concern for the students,

·         Clarity and variations in teaching,

·         Guidance to the needy,

·         Counselling the problems of the students,

·         Corrections related to academic weaknesses,

·         Constructive suggestions from the teacher,

·         Freedom given to the students.

 Relationship with Peer Group:

Learning atmosphere in a classroom is not only connected with the student and teacher rather is connected with other students of the class as well.  Self learning, proper learning and peer learning in groups apart from teaching can develop and sustain learning spirit. 

Media influence on learning:

Many topics of learning can be explained very well with the use of media. Use of charts, photos, T.V, computer, models, maps etc to help in proper understanding of the concept on the other hand addition to media is detrimental.

Negative Consequences of Media: 
One of the worst consequences is addiction to media itself. We have stopped using our brains and got addicted to network. Spending countless hours on the social sites can divert the focus and attention from a particular task. The increase in rusting minds, leading to decreased output of individuals. Anything in large quantity is not good for our body. Children are getting addicted and are negatively influenced by the bad content of the media. There is no control over the flow of data on net. The children can be greatly affected by these social networking sites if they are allowed to use them. The children are the future of our nation and the world as one. Gradual changes in the life styles of children and going back to the old days of learning and playing is a best option as compared to this present technological life of social media and gadgets.

TRANSFER OF LEARNING: CONCEPT & TYPES

Learning is transferable. If we keenly observe the process, it consists of many phases and experiences, which connect one kind of learning to the other. Learning experience facilitating other kinds of learning. The influence of previous learning on present learning is called as “transfer of learning”. The transfer of learning helps in optimizing the learning process. 

Transfer of learning is defined as the thinking, feeling, habit, knowledge and skill that are carried over from one learning task to another task. When we talk about the transfer of generalization, it is the extension of an idea to a new field. Transfer of learning is a phenomenon, in which positive transfer or negative transfer or both can occur. Positive transfer facilitates learning and negative transfer hinders the learning. It is the influence of previously learned information or task on new situation or tasks.

Based on the influence of the prior learned task on the new task, transfer of learning occur with the following three types-

Positive Transfer: A positive transfer takes place when the previously learned task facilitates the present learning task. For example, the knowledge of addition and subtraction in mathematics facilitates the learning of multiplication and division. The learning of Urdu facilitates learning of Hindi. In case of a child, learning pedalling of tricycle makes the pedalling of bicycle easy.

Negative Transfer: Transfer is negative when learning in one situation hinders, interferes or weakens the learning in another situation. For example, Left hand drive vehicles hindering the learning of right hand drive.

Zero Transfer: When one learning situation does not influence the learning in another situation significantly, it is said to be zero transfer. It is also called as neutral transfer. For example, learning of mathematics has no effect on the learning of swimming.  

THEORIES OF TRANSFER OF LEARNING: 

There are two important theories which explain transfer of learning. These are known as modern theories.

 Theory of identical elements: 

This theory has been developed by E.L.Thorndike. According to him most of transfer occurs from one situation to another in which there are most similar or identical elements.

This theory explains that carrying over from one situation to another is roughly proportional to the degree of resemblance in situation, in other words- more the similarity, more the transfer.

The degree of transfer increases as the similarity of elements increase. For example, learning to ride moped is easy after learning to ride a bicycle. Here, transfer is very fast because of identical elements in both vehicles.

Thorndike was convinced that the method used in guiding a pupil’s learning activities had a great effect upon the degree of transferability of his learning.

Theory of generalization of experience: 

This theory was developed by Charles Judd. Theory of generalization assumes that what is learnt in task ‘A’ transfers to task ‘B’, because in studying ‘A’, the learner develops a general principle which applies in part or completely in both ‘A’ and ‘B’.

Experiences, habits, knowledge gained in one situation help us to the extent to which they can be generalized and applied to another situation.

Generalization consists of perceiving and understanding what is common to a number of situations. The ability of individuals to generalize knowledge varies with the degree of their intelligence.

PSYCHOLOGY OF TEACHING AND LEARNING :: Goleman's Theory Of Emotional Intelligence.

The history of emotional intelligence

An IQ test is a psychological measure of a person’s “intelligence quotient” (IQ). For decades, researchers have studied the reasons why a high IQ does not necessarily guarantee success in the classroom or the boardroom. 

By the 1980s, psychologists and biologists, among others, were focusing on the important role other skill sets, which are needed to process emotional information and which are played in promoting worldly success, leadership, ownership, personal fulfillment, healthy and happy relationships.

In 1990, psychologists John Mayer and Peter Salovey of Yale theorized that a unitary intelligence underlay those other skill sets. They coined the term, Emotional Intelligence, to describe a person's ability to understand his/her own emotions. The emotions of others and act appropriately based on these emotions. Thus the skill emotional intelligence, which they broke down into four “branches” as:

1. Identifying emotions on a nonverbal level.

2. Using emotions to guide cognitive thinking.

3. Understanding the information emotions convey and the actions emotions generate.

4. Regulating one’s own emotions, for personal benefit and for the common good.

Later in 1995, Daniel Goleman a journalist, Harvard University professor popularized the term in his book, "Emotional Intelligence: Why it matters more than IQ?" He believes that people with high IQ might not necessarily be successful and a theory that true intelligence is a combination of both IQ and EQ. 

"Daniel Goleman, 1998: Emotional Intelligence refers to the capacity of recognizing our own feelings and those of others for motivating ourselves and for managing emotions well in us and in our relationships."

Importance of Emotional Intelligence:

Emotional Intelligence allows us to think more creatively and use our emotions to solve problems. Daniel Goleman believes EQ to be an important set of psychological abilities that relates to life's success. It is empathy and communication skills as well as social and leadership skills those together acts for the success in life and personal relationships. Rather than IQ, Goleman proposes for high E-IQ, if we want to have a high value in the society.

 Daniel Goleman argues that man particularly need to develop emotional skills and he gives a huge number of examples where people were not successful due to lack of EQ. EQ helps us to have a profound relation with fellow workers, family, friends etc. Those who use EQ are more successful as they persist in the face of setback and channel their emotional energies towards achieving the goals.

  

The Five Domains of EQ: Goleman's Theory 

As a science reporter for the New York Times, Goleman was exposed to Mayer’s and Salovey’s work and took the concept of emotional intelligence a step further. Goleman broadened Mayer’s and Salovey’s four-branch system to incorporate five essential elements of emotional intelligence or EQ:

1. Emotional self-awareness — knowing what one is feeling at any given time and understanding the impact those moods have on others.

2. Self-regulation — controlling or redirecting one’s emotions; anticipating consequences before acting on impulse.

3. Motivation — utilizing emotional factors to achieve goals, enjoys the learning process and perseveres in the face of obstacles.

4. Empathy — sensing the emotions of others.

5. Social skills — managing relationships, inspiring others and inducing desired responses from them.

Based on the theory the characteristics of high IQ and EQ persons can be distinguished.

If you think emotional intelligence is only important for those who always have to interact or communicate with people, we need to think about it again. Emotional intelligence is a doorway to a balanced-life. 

Physical Health – We live in an extremely bust and stressful life. The ability to take care of our bodies and especially to manage our stress, which has an incredible impact on our overall and total wellness, is heavily connected to our emotional intelligence. Only by being aware of our emotional state and our reactions to stress in our lives can we hope to manage stress and maintain good health.

Mental Well-Being – Emotional intelligence affects our attitude, our behaviour and outlook on life. It can also help to alleviate anxiety and avoid depression and control mood swings. A high level of emotional intelligence directly correlates to a positive attitude and happier outlook on life.

Conflict Resolution – We live in a world where we have started reacting more than understanding. We just want to believe in what we feel is the right and ending up with mere conclusions rather than understanding it thoroughly for more betterment. If we try to present our perception, people just think from their point of view and mistake you for no reason. When we can discern people’s emotions and empathize with their perspective, it’s much easier to resolve conflicts or possibly avoid them before they start. It neither mean we are proving ourselves wrong even thought if we are right, nor it mean we are accepting the other person. We are just trying to calm down the situation and the conflict that might pop up. By using emotional intelligence, we are now better at negotiation due to the very nature of our ability to understand the needs and desires of others. It’s easier to give people what they want if we can perceive what it is. 

Relationships – Relationships are nothing but adjustments. We cannot live together, if we just want ourselves as a priority. By better understanding and managing our emotions, we are better able to communicate our feelings in a more constructive and connective way. We are also better able to understand and relate to others. We can easily connect to people by understanding the needs, feelings, and responses of those we care about and this will lead to stronger and more fulfilling relationships. Minor adjustments in daily life can lead life to wonderful existence.

Success – Success is not a place or a destination. It is being able to go to bed each night with your soul in peace. Life is too short. We need to work by giving priority not to money or luxury rather our existence together on this planet. That is the real success. Higher emotional intelligence helps us to be stronger internal motivators, which can reduce procrastination, increase self-confidence, and improve our ability to focus on a goal. It also allows us to create better networks of support, overcome setbacks, and persevere with a more resilient outlook. Our ability to delay gratification and see the long-term directly affects our ability to succeed.

Leadership – Leadership is not a position, it is working together in a group without expecting position. Leadership is about creating leaders. The ability to understand what motivates others, relate in a positive manner, and to build stronger bonds with others in the workplace inevitably makes those with higher emotional intelligence better leaders. An effective leader can recognize what the needs of his people are, so that those needs can be met in a way that encourages higher performance and workplace satisfaction. An emotionally savvy and intelligent leader is also able to build stronger teams by strategically utilizing the emotional diversity of their team members to benefit the team as a whole. Leadership is victory of thousand of donkeys lead by a lion by defeating thousand of lion lead by a donkey.

Emotional intelligence is still not completely understood, but what we do know is that emotions play a very critical role in the overall quality of our personal and professional lives, more critical even than our actual measure of brain intelligence or the IQ. While tools and technology can help us to learn and master information, nothing can replace our ability to learn, manage, and master our emotions and the emotions of those around us. For bringing the right change in the society, the change must begin from you!!

Life can prosper when we take up the good and learn continuously for betterment. We live in a fast changing life, where we need to adjust with the society. We need to spread ourselves like the roots of a tree, ready to observe water and minerals; ready to grow and prosper. It is very easy to react and cause a conflict, but the fact is in understanding and resolving the situation thereby balancing the energy. The Universal law of energy conservation talks about the fact that energy cannot be created nor can be destroyed rather can be changed into different forms. We can change the reaction by converting it into a better response. It means that we should not hold the energy in us for long rather talk and resolve it for better peace. Everyone around has their own limits and self respect, people tend to be happier when their emotional needs are also met.    

"Emotional intelligence is not something inborn; there are ways to take control of your emotions."

It’s never too late to learn anything, so no matter how old you are, you can still take up EQ and make the rest of your life better and happier.

Observe and understand your feelings.

We easily lose touch with our emotions when we’re too busy worrying about what to do next and what can be done better. Instead of really taking good care of our emotions, we choose to ignore them most of the time. What we don’t realize is that suppressing our emotions only makes things worse. The more we try to put our emotions behind, the more uncontrollable our emotions become.

When we have an emotional reaction to something, it can be due to the fact that we’re having some unsolved issues. So next time when you feel like having some negative emotions, calm down and think about why you’re experiencing this. Take a deep breath and write down the emotions you’re experiencing and the possible reasons.

When you have things written down, you can identify your emotions triggers and think of ways to deal with each of them. Finally as a individual, our happiness is a must.

Practice responding, not reacting.

Reacting is an unconscious process where we behave in an unconscious way that expresses or relieves an emotion. Responding is a conscious process that involves paying attention to your feelings and deciding how to behave.

When you’re more aware of your emotional triggers, you can always think about the way to behave in advance.

For example, if you know that you get angry easily and throw temper to colleagues when you’re feeling very stressful at work, take note of that and think about what you can do next time when you’re experiencing the same trigger. Maybe you can try to tell your colleagues that you need some silent moments because you’re feeling stressful at the moment, or maybe you can get a few minutes of alone time just to calm down yourself first.

At times people understand you from their perception and may think wrong about you. We just need to avoid what people think about you with a smile rather than a reaction. You are a better judge. Train your mind to be calm always and let go the people who think wrong about you. What people think about you is not your problem, today they might say wrong about you but someday they will know the reality. Work upon you for your continuous growth. God falls in love with a stubborn heart who fights continuously with a dedicated heart.

Stay humble all the times.

We were born on this earth. Those who stay connected with mother earth will reach to the best point in life. When you always believe that you’re better than others, you’ll not see your own faults, and you’ll likely to get emotional about things that don’t meet your expectation. Learning is about emptying what you know. We need to be life a sponge, ready to percolate in good things. Until or unless you empty your mind, you won’t be able to be a good learner. Learn from everyone, everything can teach you something. Finally execute the best of learning in your life to achieve your goals.

Try to look at the same thing from a different perspective. Stop judging people, the more you judge them, the more you will increase the gaps. Instead of judging someone or something, put yourself in someone else’s shoes and try to think or feel like them: would you do or feel the same too and why? In this way, you’re likely to understand other people’s thoughts and emotions more; and you’ll probably learn something new about how to deal with stuff in similar situations too. This will prove you to be a better human and a better leader. Anyone can be a leader; it’s not about a position. It is about leading life, it might not give you money or luxury rather it will make you an ethical person in this world. People will get attracted towards you and will like your presence. 

Be humble enough to know you’re not better than anyone, and wise enough to know that you’re different from the rest! Being unique and special and different from others is the need of the hour. Emotional intelligence can be learned, it’s a lifetime process.

It’s never too late to learn anything; it just takes continuous observation and practice. So no matter how old you are, you can still take up EQ and make the rest of your life better and happier. 

Children are the real asset and they are continuously observing us. We need to change the society and the change will happen if we change from in. “Be the change you want to see in others” is the need of the hour. We need to engineer ourselves, if we need the world to change. Be authentic and natural. Take ownership and always keep a back up of what you learnt, during difficult situations. Appreciate even the small things around you. Be your own guide and be a motivator. Children need more of life lessons than the stories from a story book.