DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF STUDENTS OF INCLUSIVE CLASSES: RESOURCES OF «CLASSROOM MANAGEMENT» TECHNOLOGY

Abstract

The article is devoted to the issue of building an effective educational space with an inclusive form of education. We consider the teachers’ and students’ emotional intelligence as one of the important components of the effectiveness of a such space. Authors analysed various aspects of emotional intelligence as a factor of success in learning, social development of students, as well as methodological developments of researchers on the technology of «Classroom Management» in the context of forming certain features of emotional competence of secondary education students. The main focus of our article is to systematize the resources of «Classroom Management» as a means of influencing the formation of inclusive classes pupils’ emotional intelligence as well as testing the effectiveness of this influence on each structural component of emotional intelligence. In our work we rely on the New multilevel model of emotional intelligence (Drigas & Papoutsi), which we modified in accordance with the psychological characteristics of primary school pupils. For each level of this Model we have selected methods of influence from the resource base of the technology «Class Management». Our study, which covers 6 grades of public and 5 grades of private schools, was conducted using methods: forecasting, surveys, semi-structured interviews, benchmarking, pedagogical experiment, product analysis, continuous expert coaching. Criteria for assessing the state of the educational space have been developed by experts based on groups of classroom management resources that contribute to the formation of pupils’ socio-emotional qualities. The pedagogical experiment lasted 8 months and consisted of purposeful training of teachers and continuous expert coaching of the educational process carried out by them. The results of the experiment show a positive trend in the competence of teachers in using environmental resources to form pupils’ emotional intelligence and build an atmosphere of emotional well-being in the classroom, which allows teachers to increase the technology of implementing effective and favourable for all participants educational process.