In the current debate between Emotional Intelligence Quotient (EQ) and an individual’s IQ, many educational professionals argue that it is improper and counterproductive to teach emotional skills in the classroom.  However, proponents of EQ feel that corporate and real world examples help to justify the inclusion of emotional skills in the curriculum.  “Emotional Intelligence (EI) is the ability to acquire and apply knowledge from your emotions and the emotions of others.  You can use the information about what you’re feeling to help you make effective decisions about what to say or do [or not say or do] next” (EQI).  Given the harshness of reality that many high school students are thrust into upon graduation, it is clear that without emotional education and understanding these students will almost be handicapped in the real world.

Emotional intelligence is crucial to being able to properly understand the feelings and emotions that we experience in daily activities.  Motivations and purpose for actions tend to be very hazy if we do not fully understand the emotions that cause them.  However, there is a problem when considering this in an educational platform – who has control over decided what emotions should be taught and how much time should be spent on them?  These are very serious questions, and each holds a high importance in determining EQ in the classroom.  First of all, emotions are very difficult to legislate or quantify.  It is crucial that teachers be allowed to maintain judgment and control in the classroom for helping to educate students on acknowledging their feelings openly and privately.  Other administrators would likely not have the personal touch with the students that allow teachers the right to determine what feelings are important and what feelings are not.  However, our culture does not promote acknowledging feelings as much as it should; therefore, it is important to limit the amount of in-class instruction that is provided for students to learn.  Instead, written descriptions of analyzing the student’s own feelings may be a better method for helping to teach students to become independent and learn more about themselves.