You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts.?Your reply posts are worth

According to Heller, over the past two decades, researchers have gathered a wealth of evidence showing the critical roles that emotional intelligence plays in education, work, and life. But what does it look like to translate that research into practice? In this interview, Yale University’s Marc Brackett takes stock of recent efforts to help K-12 educators address the emotional side of teaching and learning. 

After reading  “ On the science and teaching of emotional intelligence: An interview with Marc Brackett” in  Module 1: Lecture Materials & Resources , please answer and discuss the following.

1. What is the mission the Yale Center for Emotional Intelligence?

2. Brackett indicates that a large percentage of high school students surveyed experience negative emotions much of the time they’re in school. Tell how this fits or does not fit with your school? What are the consequences to students? 

3. What does Brackett mean by “RULER” and how does it promote emotional and social learning?

4. Describe the “Mood Meter” discussed by Brackett and how it is used? 

5. Describe how you would apply either “RULER” or the “Mood Meter” in your school?

6. Use one additional citation of Brackett’s work (either an article or a video in addition to the current article), cite it, and give a brief description of it.

Submission Instructions:

· Your initial post should be at least 200 words, formatted, and cited in current APA style with support from at least 2 academic sources.  Your initial post is worth 3 points.

· You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply post is worth 2 points (1 point per post). 

Reply from Giovonni Wilson

What is the mission the Yale Center for Emotional Intelligence? The mission of the Yale Center for Emotional Intelligence is to use the power of emotions to create a more effective and compassionate society (Yale Center for Emotional Intelligence, n.d.). The center conducts research and provides training for educators to foster emotional intelligence (EI) in schools. Its goal is to equip educators and students with the skills to recognize, understand, label, express, and regulate emotions. The ultimate aim is to create supportive learning environments that enhance academic performance, foster healthier relationships, and improve overall well-being.

Brackett indicates that a large percentage of high school students surveyed experience negative emotions much of the time they’re in school. Tell how this fits or does not fit with your school? What are the consequences to students?  Brackett (2019) discusses how many high school students experience negative emotions, such as stress and anxiety, which can hinder learning and overall well-being. This observation resonates with what I’ve noticed in my school, where students report similar feelings due to academic pressure. It aligns with many educational settings where the pressure to perform academically, social dynamics, and a lack of emotional support can lead to negative emotional experiences for students. Brackett also discusses the principles of emotional intelligence and provides examples of how RULER has been applied in schools to improve students' emotional and academic outcomes.

In my school, for instance, students often report feeling overwhelmed by the volume of homework and the pressure to excel in standardized testing. The consequences of these negative emotions include decreased motivation, lower academic achievement, increased absenteeism, and higher levels of anxiety and depression. When students' emotional needs are not addressed, their ability to focus and learn effectively is compromised.

What does Brackett mean by “RULER” and how does it promote emotional and social learning? "RULER" is an evidence-based approach to social and emotional learning (SEL) developed at the Yale Center for Emotional Intelligence. It is a comprehensive framework designed to teach emotional intelligence skills by focusing on recognizing, understanding, labeling, expressing, and regulating emotions (Brackett, 2019). It stands for:

· Recognizing emotions in oneself and others

· Understanding the causes and consequences of emotions

· Labeling emotions with a nuanced vocabulary

· Expressing emotions in accordance with cultural norms and social context

· Regulating emotions effectively

RULER promotes emotional and social learning by teaching students and educators to recognize and manage their emotions. By incorporating these skills into the curriculum, RULER aims to improve the emotional climate of classrooms, reduce stress, and enhance students’ social and academic outcomes. Brackett and Rivers (2013) discuss how integrating SEL programs like RULER into schools can transform the educational experience. They present evidence showing that SEL improves students' social skills, emotional regulation, and academic performance, while also reducing problem behaviors. This work emphasizes the importance of embedding SEL into everyday school practices to achieve lasting impact.

Describe the “Mood Meter” discussed by Brackett and how it is used?  The Mood Meter is a tool used within the RULER framework to help individuals recognize and label their emotions. It categorizes emotions based on energy and pleasantness into four color-coded quadrants:

· Red: High energy, unpleasant emotions (e.g., anger, anxiety)

· Blue: Low energy, unpleasant emotions (e.g., sadness, fatigue)

· Green: Low energy, pleasant emotions (e.g., calm, contentment)

· Yellow: High energy, pleasant emotions (e.g., happiness, excitement)

By identifying their emotions on the Mood Meter, students and educators can better understand their emotional states and adopt appropriate strategies to regulate them.

Describe how you would apply either “RULER” or the “Mood Meter” in your school?

To apply the Mood Meter in my school, I would start by incorporating it into my student meetings. For example, during each meeting, students could check in by placing themselves on the Mood Meter and briefly discussing their emotional state with the class or in small groups before starting. This practice would help normalize discussions about emotions and encourage students to be more self-aware. Additionally, it would provide me with insights into students' well-being, allowing for timely support and interventions. By implementing the Mood Meter in daily classroom routines, educators can promote self-awareness and emotional regulation, contributing to a supportive learning environment (Brackett & Rivers, 2013).

Brackett, M. A., & Rivers, S. E. (2013). "Transforming students' lives with social and emotional learning." In  Emotion Review, 5(4), 281-288. 

Brackett, M. A. (2020). "Emotions matter: Leveraging the power of emotional intelligence." [Video].  Yale Center for Emotional Intelligence. 

The Yale Center for Emotional Intelligence. (n.d.). "Our mission." Retrieved from https://www.ycei.org/.

Reply from R'zarick Buckman

What is the mission of the Yale Center for Emotional Intelligence?

According to the text, The mission of Yale’s Center for Emotional Intelligence is to attract and direct emotions to create a healthier, innovative and driven society (Brackett, 2017). This mission seeks to bridge and improve students and educators' understanding and emotional management for both academic performance and social well-being. 

Brackett indicates that a large percentage of high school students surveyed experience negative emotions much of the time they’re in school. Tell how this fits or does not fit with your school? What are the consequences to students? 

Like Brackett indicates, Many high schoolers experience negative emotions when pertaining to school. This observation fits what I've observed with students over my years of experiences working in education. Specifically at Montverde Academy, the most common response I hear from my question of “how was your day?” or “How's school going?” is “Stressful, tired, Overwhelmed, or horrible”. After asking them to elaborate, most students express that they are stressed with the workload, struggle with anxiety and or pressure to do well which ultimately results in disengagement, lower academic performance, poor mental health, and an overall bad experience and emotions towards high school from a vast number of students at the academy.

What does Brackett mean by “RULER” and how does it promote emotional and social learning?

“RULER” which stands for Recognizing, Understanding, Labeling, Expressing, and Regulating emotions is a personal hands-on evidence based approach to assessing an individual's “mood” which promotes emotional and social learning. This approach provides students with the tools and skills to manage their personal emotions effectively (Brackett, 2017). 

Describe the “Mood Meter” discussed by Brackett and how it is used? 

The “Mood Meter” is an interactive tool that gives students and educators the ability to assess their “Mood” based on their feelings, energy, and temperament allowing both students and educators to track and reflect on their emotional state of mind (Brackett, 2017).

Describe how you would apply either “RULER” or the “Mood Meter” in your school?

Both as a teacher and a dorm parent, I would implement the “Mood Meter” in my day-to-day activities and routine. Providing students with a brief check-in on their well being not only shows students that you as an educator care for their well-being, but also gives the students an opportunity to identify their emotions on the “Mood Meter”. Knowing how an individual feels gives the educator an opportunity to improve overall morals within a classroom or school. Lastly, this tool gives an individual an opportunity to analyze, correct, shift, or adjust factors that make an individual feel the way they do in order to be the best versions of themselves.

Use one additional citation of Brackett’s work (either an article or a video in addition to the current article), cite it, and give a brief description of it.

In this Article he discusses the importance of the five skills of emotional intelligence: Recognizing, Understanding, Labeling, Expressing, and Regulating emotions. According to the article, “it’s important to note that RULER isn’t a program, exactly, or a one-size-fits-all intervention. We prefer to describe it as an approach for infusing emotions into the DNA of a school. It includes various tools and resources, but the heart of it is the training we provide to school administrators, teachers, staff, students, and families, helping them to understand and apply key lessons from the research.”

With that being known, It's important to learn from each student you come into contact with because “Ruler” may look different and varies from student to student. This is a tool that can be useful depending on how it's implemented throughout education. I plan on using this when I become a leader of a school; not only for students, but towards teachers as well. A line that stood out to me in this article states  ” Students will struggle in and out of school unless they feel emotionally safe and have the skills and language to manage their emotions.” (Staff, 2024)  It's up to us as educators to change the narrative behind schools.

References: Brackett, M. (2017). On the science and teaching of emotional intelligence: An interview with Marc Brackett.  Phi Delta Kappan, 98(6), 19-24.

Staff, K. (2024, April 30).  On the science and teaching of emotional intelligence: An interview with Marc Brackett. Kappan Online.

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