Have you ever done something or said something that you later regret? Do you have a goal but can’t seem to make it happen? Do you fly off the handle sometimes at those you love the most? Discover why managing your emotions is crucial to your wellbeing, your ability to achieve your goals and being able to be the parent and teacher you want to be. This key note speech will explore how important understanding Emotional Intelligence is to our Success, three steps to manage your emotions, a lesson from Angry Birds, Mindfulness and Meditation activities and the Six keys to effective time management.

1. Teacher Wellbeing: Chaos to Calm
Get Control and Manage Your
Emotions
Need a picture????

2. Teacher Wellbeing Research: Key Finding:
Having an emotional intelligence that allows teachers to
think positively about the demands of the job and apply
realistic coping strategies to effectively manage
demanding emotional situations that arise in working
closely with children, young people, parents and other
adults is essential to teacher wellbeing.
(Hastings & Bham, 2003; Kern, Waters, Adler & White, 2014; Kilgalon,
Maloney & Lock, 2008; Lambert, McCarthy, O’Donnell & Wang, 2009;
McCallum & Price, 2010; Parker, Martin, Colmar & Liem, 2012; Pillay, Goddard
& Wilss, 2005; Spilt, Koomen & Thijs, 2011; Sturmfels, 2009; Ross, Romer &
Horner, 2012; Vesely, Saklofske, & Nordstokke, 2014)
What is Emotional Intelligence?

3. What is Emotional Intelligence?
•Self Awareness
•Managing Your Emotions
•Empathy
•Putting altogether in
positive relationships
What is the number one thing we need to facilitate learning?

6. https://www.youtube.com/watc
h?v=pFkRbUKy19g

7. Which emotion do your regularly
experience in your day, that you
wish you did not?

8. 1. FOCUS 2. LANGUAGE
What do you
focus on or
believe in to feel
this way?
What are
phrases, words,
questions or
metaphors do
you use to
describe the
situation?
3. PHYSIOLOGY
How you hold your
body, your breathing
etc?
Anger
Sadness
Happiness
Triad
Creates
Emotions

9. What you focus on is what you get to the
exclusion of all else
Your Reality
Potential Reality
Potential Reality
Potential
Reality
Are you focussing on what’s right in your life or what is wrong?
Your
Reality

10. 2 million bits of
information a second
delete, distort,
generalise
7 chunks
0.00054% of reality is what we experience

11. Example: Stressed and Overwhelmed
What do you focus on?

12. • things you have not done
• what you have not got right
• what else you should be doing
• how can I possibly get this all done
• how stressed you are
• the students who did not complete their
work
• how you feel out of control
Example: Stressed and Overwhelmed
What do you focus on?

13. Language and Meaning
What are you telling yourself?
It’s too hard
It’s just unfamiliar

14. Example: Stressed and Overwhelmed
Your Language
What you say you will get more of.
• I have to work very hard or else
• I’m just keeping it all together
• When this is all done, then I can relax
• I have to give 100%
• There is so much I have to do
• I have to get it right
When you have finished, blow up your balloon, need one balloon per pair

15. Powerful Posture
How you hold your body, face and breath?

16. Example: Stressed and Overwhelmed
What posture do you choose?
• Tight shoulders
• Shallow breathing
• Eyes down
• Arms crossed
• Unsettled tummy

17. 1. FOCUS 2. LANGUAGE
• things you have not
done
• what you have not got
right
• what else you should
be doing
• how can I possibly get
this all done
• how stressed you are
3. PHYSIOLOGY
• Tight shoulders
•Shallow breathing
•Arms crossed
Triad
Creates
Emotions
Overwhelm
Anxiety, Frustration
• I have to work very hard
or else
• I’m just keeping it all
together
• When this is all done,
then I can relax
• I have to give 100%
• There is so much I have
to do
• I have to get it right

18. What is the pay off?
What do you get out of choosing this strategy?

19. When you are so busy focussing on this what are
you NOT CHOOSING to focus on?
Disempowering Empowering
Things you have not done
What you have not got right
What else you should be doing
How can I possibly get this all
done?
The students who did not
complete their work

20. When you are so busy focussing on this what are
you NOT CHOOSING to focus on?
Disempowering Empowering
Things you have not done Things I have done
What you have not got right What I have got right
What else you should be doing Focus for 30 minutes on this task
How can I possibly get this all
done?
One small step at a time. What is
the next small step?
The students who did not complete
their work
The students who did complete
their work, what support do
students need who did not?

21. What language can you choose to
describe the situation differently?
Disempowering Empowering
I have to work very hard or
else
I’m just keeping it all
together
When this is all done, then I
can relax
I have to give 100%
I have to get it right

22. What language can you choose to describe
the situation differently?
Disempowering Empowering
I have to work very hard or
else
I am good enough I don’t have to prove
my worth through how hard I work.
I’m just keeping it all together I have taken on enough it is time to put
in some boundaries.
When this is all done, then I
can relax
I can take some time out which will help
me get more done.
I have to give 100% Choose what needs 100 %. How
important is this task?
I have to get it right I can learn from my mistakes and model
this for my students.

23. What can you deliberately do with your
physiology to bring it into a state of calm?
Disempowering Empowering
Tight shoulders
Shallow breathing
Eyes down
Arms Crossed
Tummy Unsettled

24. What can you deliberately do with your physiology
to bring it into a state of calm?
Disempowering Empowering
Tight shoulders Relax shoulders
Shallow breathing Deep breathing
Eyes down Look up, jump up
Arms Crossed Hands by side
Tummy Unsettled Let tummy hang out

25. 1. FOCUS 2. LANGUAGE
• Things I got right
•Things I got done
• One step at a
time.
•What’s the next
small step?
• I am good enough I
don’t have to prove
my worth through
how hard I work.
• I have taken on
enough it is time to
put in some
boundaries
•I can learn from my
mistakes
3. PHYSIOLOGY
• Relax Shoulders
•Deep Breathing
•Stand up/ Jump up
Triad
Creates
Emotions
Calm___________
___

26. STAMP TECHNIQUE
Stop
Take a breath
Acknowledge
Make a different choice
Praise

27. More strategies
• Mindfulness
I’m noticing I am having the thought....
•Meditation: calming the snow dome
• Count 10/20
• Letting go

28. Keys to Productivity
1. Input vs. Output
2. Cluster Your time According to Activities
e.g. Lesson planning, emails, phone calls
3. Put the clock on: esp. for little annoying tasks
4. Turn off notifications
5. Serious/ Playfulness see the ridiculous
6. $30000 List

29. $30000 List
1. Complete to-do list the night before
2. Top 6
3. List from most important to least important
4. Do worst job first
5. Move across undone tasks to following day

30. To do List
1. Teach 6 lessons (building relationships)
2. Planning and Prep for 6 lessons
3.
4.
5.
6.

31. Five Keys to Using Your Time Effectively
Cultivating Positive Emotions
CALM: Set alarm five minutes earlier and sit up in bed
for some meditation/ relaxing/ mind time.
CONFIDENCE: First, look in the mirror and say to
yourself, “I am capable and confident.”
OPTIMISM: When brushing your hair, “How am going to
learn today?”
GRATITUDE: When brushing your teeth, “What am I
grateful for?”
LAUGHTER: What’s funny about this? Happy dance

32. Summary
1. Emotional Intelligence
2. How emotions are created:
• Focus
• Language
• Physiology
3. Stamp Technique
4. Mindfulness, Meditation, Count, Let Go
5. Keys To Productivity
6. Cultivating Positive Emotions

33. What action step will you
commit to this week?

34. SPECIAL OFFER
Half an hour free coaching session
via phone
• Ask any questions
• More Stop the Sacrifice Strategies
• Follow up accountability
Please see me at the end of the session to book.
Thank you

35. What we are going to cover
1. Emotional Intelligence
2. How emotions are created:
• Focus
• Language
• Physiology
3. Stamp Technique
4. Mindfulness, Meditation, Count, Let Go
5. Keys To Productivity
6. Cultivating Positive Emotions

36. Fixed and Growth Mindset
Fixed: Intelligence born with it. Students value looking smart:
sacrifice opp to learn if it involves risk or admitting deficiencies, do
not like effort. They believe that if you have ability, everything
should come naturally. When they have to work hard, they feel
dumb. Do not to handle setbacks well.
Emotions: This is the way things are. I can’t control how I feel
Growth: Develop intelligence over time (even geniuses work hard) ,
view challenging work as an opportunity to learn and grow. "I love a
challenge”, "Mistakes are our friends," There are many ways.
Emotions: I can control how I feel and how I choose to respond.