let me start out with telling you a little bit about my brother Jack well
little bit about my brother Jack well
little bit about my brother Jack well first of all he’s a top student second
first of all he’s a top student second
first of all he’s a top student second of all he’s a top math student and is
of all he’s a top math student and is
of all he’s a top math student and is currently studying in the major of
currently studying in the major of
currently studying in the major of applied mathematics in college he’s
applied mathematics in college he’s
applied mathematics in college he’s super intelligent in any subject and
super intelligent in any subject and
super intelligent in any subject and he’s that type of person that can look
he’s that type of person that can look
he’s that type of person that can look at a math equation say oh the answer is
at a math equation say oh the answer is
at a math equation say oh the answer is 2 point 5 4 to the X power whereas it
2 point 5 4 to the X power whereas it
2 point 5 4 to the X power whereas it would take me half an hour just to solve
would take me half an hour just to solve
would take me half an hour just to solve this one problem where my brother is
this one problem where my brother is
this one problem where my brother is lacking though is in his social skills
lacking though is in his social skills
lacking though is in his social skills although his motives are pure
although his motives are pure
although his motives are pure he’s a tendency to say the wrong things
he’s a tendency to say the wrong things
he’s a tendency to say the wrong things and at the wrong time or he would go to
and at the wrong time or he would go to
and at the wrong time or he would go to a girl in school and say hey you come
a girl in school and say hey you come
a girl in school and say hey you come here often
here often
here often maybe that’s just a case of bad flirting
maybe that’s just a case of bad flirting
maybe that’s just a case of bad flirting but in the grand scheme of things I
but in the grand scheme of things I
but in the grand scheme of things I began to think well what does this mean
began to think well what does this mean
began to think well what does this mean and I came to the conclusion that he
and I came to the conclusion that he
and I came to the conclusion that he must have a very high IQ intelligence
must have a very high IQ intelligence
must have a very high IQ intelligence quotient and a not so high EQ emotional
quotient and a not so high EQ emotional
quotient and a not so high EQ emotional quotient so this got me thinking what is
quotient so this got me thinking what is
quotient so this got me thinking what is an emotional quotient why is it so
an emotional quotient why is it so
an emotional quotient why is it so important what is more advantageous in
important what is more advantageous in
important what is more advantageous in obtaining success an emotional quotient
obtaining success an emotional quotient
obtaining success an emotional quotient or an intelligence quotient is emotional
or an intelligence quotient is emotional
or an intelligence quotient is emotional intelligence something that can be
intelligence something that can be
intelligence something that can be learned or is it solely an innate
learned or is it solely an innate
learned or is it solely an innate ability well my first question was what
ability well my first question was what
ability well my first question was what even is an emotional quotient and so
even is an emotional quotient and so
even is an emotional quotient and so upon some research I found out that
upon some research I found out that
upon some research I found out that there are five main pillars to emotional
there are five main pillars to emotional
there are five main pillars to emotional intelligence
intelligence
intelligence the first being self-awareness which is
the first being self-awareness which is
the first being self-awareness which is the ability to understand our own
the ability to understand our own
the ability to understand our own emotions
emotions
emotions the second self management which is when
the second self management which is when
the second self management which is when someone can manage their own emotions
someone can manage their own emotions
someone can manage their own emotions and adapt their responses and moods
and adapt their responses and moods
and adapt their responses and moods motivation and that’s the ability to use
motivation and that’s the ability to use
motivation and that’s the ability to use our emotions to motivate ourselves and
our emotions to motivate ourselves and
our emotions to motivate ourselves and empathy which is to take others emotions
empathy which is to take others emotions
empathy which is to take others emotions and perspectives into account and last
and perspectives into account and last
and perspectives into account and last but not least social skill in which one
but not least social skill in which one
but not least social skill in which one can lead a team and negotiate a conflict
can lead a team and negotiate a conflict
can lead a team and negotiate a conflict so why is it emotional intelligence so
so why is it emotional intelligence so
so why is it emotional intelligence so important ok who here can tell me what
important ok who here can tell me what
important ok who here can tell me what emotion this man is portraying who
emotion this man is portraying who
emotion this man is portraying who thinks it’s jealous put your hands up ok
thinks it’s jealous put your hands up ok
thinks it’s jealous put your hands up ok nobody uh who thinks it’s panicked hands
nobody uh who thinks it’s panicked hands
nobody uh who thinks it’s panicked hands up ok
up ok
up ok is a quite a few arrogant no okay
is a quite a few arrogant no okay
is a quite a few arrogant no okay hateful a couple okay well the actual
hateful a couple okay well the actual
hateful a couple okay well the actual answer is panicked so good job with
answer is panicked so good job with
answer is panicked so good job with those of you who guess it right and so
those of you who guess it right and so
those of you who guess it right and so imagine if you were in a conversation
imagine if you were in a conversation
imagine if you were in a conversation with this person how would you react to
with this person how would you react to
with this person how would you react to his emotion could you still carry the
his emotion could you still carry the
his emotion could you still carry the conversation so interestingly enough the
conversation so interestingly enough the
conversation so interestingly enough the discussion around emotional intelligence
discussion around emotional intelligence
discussion around emotional intelligence didn’t become popular until very
didn’t become popular until very
didn’t become popular until very recently
recently
recently Peter salvo and John Dee Mayer coined
Peter salvo and John Dee Mayer coined
Peter salvo and John Dee Mayer coined the term emotional intelligence in 1990
the term emotional intelligence in 1990
the term emotional intelligence in 1990 and described it as a form of social
and described it as a form of social
and described it as a form of social intelligence that involves the ability
intelligence that involves the ability
intelligence that involves the ability to monitors one’s own and others
to monitors one’s own and others
to monitors one’s own and others feelings and emotions to discriminate
feelings and emotions to discriminate
feelings and emotions to discriminate among them and to use this information
among them and to use this information
among them and to use this information to guides one’s thinking and action
to guides one’s thinking and action
to guides one’s thinking and action however the person most commonly
however the person most commonly
however the person most commonly associated with emotional intelligence
associated with emotional intelligence
associated with emotional intelligence is Daniel Goleman a science writer for
is Daniel Goleman a science writer for
is Daniel Goleman a science writer for the New York Times in 1995 gomen
the New York Times in 1995 gomen
the New York Times in 1995 gomen published his book emotional
published his book emotional
published his book emotional intelligence and why can matter more
intelligence and why can matter more
intelligence and why can matter more than IQ Golan argues that is not
than IQ Golan argues that is not
than IQ Golan argues that is not cognitive intelligence that guarantees
cognitive intelligence that guarantees
cognitive intelligence that guarantees business success but emotional
business success but emotional
business success but emotional intelligence and he also argues that
intelligence and he also argues that
intelligence and he also argues that people with a higher emotional
people with a higher emotional
people with a higher emotional intelligence are generally happier in
intelligence are generally happier in
intelligence are generally happier in life so my second question was what is
life so my second question was what is
life so my second question was what is more advantageous in obtaining success
more advantageous in obtaining success
more advantageous in obtaining success an emotional quotient or an intelligence
an emotional quotient or an intelligence
an emotional quotient or an intelligence quotient well firstly let me define an
quotient well firstly let me define an
quotient well firstly let me define an IQ an intelligence quotient is a score
IQ an intelligence quotient is a score
IQ an intelligence quotient is a score derived from one of several cognitive
derived from one of several cognitive
derived from one of several cognitive standardized tests designed to assess
standardized tests designed to assess
standardized tests designed to assess intelligence and through my research I
intelligence and through my research I
intelligence and through my research I found a study to answer my question
found a study to answer my question
found a study to answer my question lewis terman x’ study of genius and
lewis terman x’ study of genius and
lewis terman x’ study of genius and gifted children in 1921 Turman believed
gifted children in 1921 Turman believed
gifted children in 1921 Turman believed that there is nothing about an
that there is nothing about an
that there is nothing about an individual as important as his IQ and
individual as important as his IQ and
individual as important as his IQ and possibly his morals in his genetic
possibly his morals in his genetic
possibly his morals in his genetic studies of genius Turman identified 1470
studies of genius Turman identified 1470
studies of genius Turman identified 1470 children who’s accused range from 140 to
children who’s accused range from 140 to
children who’s accused range from 140 to 200 and just to put that into
200 and just to put that into
200 and just to put that into perspective
perspective
perspective Einstein’s IQ was 166 T these children
Einstein’s IQ was 166 T these children
Einstein’s IQ was 166 T these children nicknamed termites were the 99th
nicknamed termites were the 99th
nicknamed termites were the 99th percentile of the 90
percentile of the 90
percentile of the 90 9% oh and they were destined to become
9% oh and they were destined to become
9% oh and they were destined to become the future elite of the United States
the future elite of the United States
the future elite of the United States Turman soon realized that intellect and
Turman soon realized that intellect and
Turman soon realized that intellect and achievement are far from perfectly
achievement are far from perfectly
achievement are far from perfectly correlated as many of his termites ended
correlated as many of his termites ended
correlated as many of his termites ended up with jobs that he would even call
up with jobs that he would even call
up with jobs that he would even call failures many were unemployed and many
failures many were unemployed and many
failures many were unemployed and many were postal workers no offense to any
were postal workers no offense to any
were postal workers no offense to any postal workers in the audience and there
postal workers in the audience and there
postal workers in the audience and there was not one single Nobel Prize winner in
was not one single Nobel Prize winner in
was not one single Nobel Prize winner in his pool of applicants and ironically to
his pool of applicants and ironically to
his pool of applicants and ironically to MLM entry students who were rejected
MLM entry students who were rejected
MLM entry students who were rejected from terminus experiment as their IQs
from terminus experiment as their IQs
from terminus experiment as their IQs weren’t high enough actually went on to
weren’t high enough actually went on to
weren’t high enough actually went on to become nobel laureates and so what
become nobel laureates and so what
become nobel laureates and so what Turman failed to realize is that there
Turman failed to realize is that there
Turman failed to realize is that there are many limitations to an IQ and that
are many limitations to an IQ and that
are many limitations to an IQ and that the brain’s capabilities cannot
the brain’s capabilities cannot
the brain’s capabilities cannot encompass cannot be measured by a single
encompass cannot be measured by a single
encompass cannot be measured by a single score and so what I’ve come to realize
score and so what I’ve come to realize
score and so what I’ve come to realize is that there’s a threshold to an IQ and
is that there’s a threshold to an IQ and
is that there’s a threshold to an IQ and I will explain this in terms of
I will explain this in terms of
I will explain this in terms of basketball a person that is 5’4 cannot
basketball a person that is 5’4 cannot
basketball a person that is 5’4 cannot expect to be extremely successful in
expect to be extremely successful in
expect to be extremely successful in professional basketball realistically
professional basketball realistically
professional basketball realistically speaking that person would need to be a
speaking that person would need to be a
speaking that person would need to be a list at least 6 foot or better yet 6 –
list at least 6 foot or better yet 6 –
list at least 6 foot or better yet 6 – however someone that is 6 8 is not
however someone that is 6 8 is not
however someone that is 6 8 is not automatically better than someone that
automatically better than someone that
automatically better than someone that is 6 – in other words this person just
is 6 – in other words this person just
is 6 – in other words this person just needs to be tall enough and this
needs to be tall enough and this
needs to be tall enough and this explains why people with average IQs
explains why people with average IQs
explains why people with average IQs outperform those with the highest IQs
outperform those with the highest IQs
outperform those with the highest IQs 70% of the time and so my final question
70% of the time and so my final question
70% of the time and so my final question was can someone actually improve their
was can someone actually improve their
was can someone actually improve their emotional intelligence if so should we
emotional intelligence if so should we
emotional intelligence if so should we actually define it as a social if so
actually define it as a social if so
actually define it as a social if so should we actually define emotional
should we actually define emotional
should we actually define emotional intelligence as a social skill set or
intelligence as a social skill set or
intelligence as a social skill set or rather than an intelligence I went and
rather than an intelligence I went and
rather than an intelligence I went and talked to Colleen Knudsen ISP school
talked to Colleen Knudsen ISP school
talked to Colleen Knudsen ISP school psychologists and she explained to me
psychologists and she explained to me
psychologists and she explained to me that she works with children who are
that she works with children who are
that she works with children who are incapable of executing the most what
incapable of executing the most what
incapable of executing the most what seems to us as the most mundane tasks
seems to us as the most mundane tasks
seems to us as the most mundane tasks she often works with children who cannot
she often works with children who cannot
she often works with children who cannot ask other kids to play or she works with
ask other kids to play or she works with
ask other kids to play or she works with children who exclude themselves from a
children who exclude themselves from a
children who exclude themselves from a social environment something interesting
social environment something interesting
social environment something interesting she noted was that even if non-english
she noted was that even if non-english
she noted was that even if non-english speakers came to the school they were
speakers came to the school they were
speakers came to the school they were able to play with other children as
able to play with other children as
able to play with other children as language isn’t the barrier and social
language isn’t the barrier and social
language isn’t the barrier and social play is their language and it’s the lack
play is their language and it’s the lack
play is their language and it’s the lack of social skills that can really hinder
of social skills that can really hinder
of social skills that can really hinder a student and to aid students that need
a student and to aid students that need
a student and to aid students that need to work on their social skills
to work on their social skills
to work on their social skills Colleen Dunstan uses these things these
Colleen Dunstan uses these things these
Colleen Dunstan uses these things these tools called social stories which are
tools called social stories which are
tools called social stories which are picture books that depict what to say in
picture books that depict what to say in
picture books that depict what to say in certain situations so and sometimes she
certain situations so and sometimes she
certain situations so and sometimes she would even roleplay with her students
would even roleplay with her students
would even roleplay with her students and she told me that some students would
and she told me that some students would
and she told me that some students would improve their social skills in just a
improve their social skills in just a
improve their social skills in just a semester and some would even need to
semester and some would even need to
semester and some would even need to take up to two years and so I’m from
take up to two years and so I’m from
take up to two years and so I’m from empirically speaking yes one can improve
empirically speaking yes one can improve
empirically speaking yes one can improve their emotional intelligence I watched
their emotional intelligence I watched
their emotional intelligence I watched my brother over the years improve on his
my brother over the years improve on his
my brother over the years improve on his communicative skills little by little
communicative skills little by little
communicative skills little by little and eventually he became less socially
and eventually he became less socially
and eventually he became less socially awkward I once asked my brother Jack how
awkward I once asked my brother Jack how
awkward I once asked my brother Jack how did you improve your EQ and he responded
did you improve your EQ and he responded
did you improve your EQ and he responded well I read online the only way to
well I read online the only way to
well I read online the only way to improve your IQ is through your
improve your IQ is through your
improve your IQ is through your willpower and I just added the same
willpower and I just added the same
willpower and I just added the same logic to my EQ when I was in a new
logic to my EQ when I was in a new
logic to my EQ when I was in a new social setting I would introduce myself
social setting I would introduce myself
social setting I would introduce myself to five new people I had never met
to five new people I had never met
to five new people I had never met before I remember to keep eye contact
before I remember to keep eye contact
before I remember to keep eye contact and smile and so forth until it became
and smile and so forth until it became
and smile and so forth until it became natural and right then and there I
natural and right then and there I
natural and right then and there I realized something
realized something
realized something Jack’s EQ wasn’t all that bad jack has
Jack’s EQ wasn’t all that bad jack has
Jack’s EQ wasn’t all that bad jack has grit and tenacity all of which are non
grit and tenacity all of which are non
grit and tenacity all of which are non cognitive attributes and these traits
cognitive attributes and these traits
cognitive attributes and these traits are based on an individual’s passion for
are based on an individual’s passion for
are based on an individual’s passion for a long-term goal Jack developed his
a long-term goal Jack developed his
a long-term goal Jack developed his social skills and in turn became very
social skills and in turn became very
social skills and in turn became very successful he was student class
successful he was student class
successful he was student class president his senior year one of the
president his senior year one of the
president his senior year one of the best I would like to add and and he even
best I would like to add and and he even
best I would like to add and and he even completed a couple internships
completed a couple internships
completed a couple internships successful in college and I simply could
successful in college and I simply could
successful in college and I simply could not be prouder of him thank you very
not be prouder of him thank you very
not be prouder of him thank you very much
”
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