Teachers urged to model emotional intelligence in classrooms

By Solomon Nartey Tetteh

Educator and school administrator Christable Gasu has stressed the importance of teachers modelling emotional intelligence in their interactions with students, warning that negative behaviour from teachers is often mirrored by learners.

Speaking on the Business Breakfast Show on Zed 101.9FM, Ms Gasu noted that the way teachers relate to their students directly shapes classroom culture and students’ emotional growth.

“The way you relate to students is very important. No insults, no shouting. Remember, you are modelling behaviour for the learner,” she said.

Ms Gasu explained that children quickly adopt the habits they observe from adults. “If you start to yell at a child or use harsh words, within a short time, that child will begin to do the very same thing,” she cautioned.

According to her, teachers who demonstrate calmness, patience and respect, especially in moments of frustration, help students develop healthier emotional responses.

“If you want your students to be emotionally intelligent, you must also be emotionally intelligent. Even when you are angry or frustrated, the way you react teaches students how to manage their own emotions,” Ms Gasu noted.

The educator pointed out that group work often exposes classroom conflicts and tensions, making it an ideal space for teachers to demonstrate emotional intelligence.

“When a teacher models patience and respectful engagement, students begin to mirror the same behaviour in their interactions,” she stressed.

Ms Gasu explained that teachers play a vital role in helping children recognise their emotions and respond appropriately.

“One thing you have to do as a teacher is to model emotional intelligence. For instance, if I feel offended, it does not mean I should slap my classmate or retaliate later. Instead, I need to name the feeling and also name the right behaviour that should follow,” she indicated.

Ms Gasu emphasised that teachers can guide students through everyday emotions such as shyness, fear or even envy, by naming the feelings and demonstrating positive responses.

“When a child says, ‘I’m shy, I’m afraid, or I feel envious of my classmate’s new school bag,’ the teacher has to show them what to do with those emotions,” she added.