Emotional intelligence in the classroom Jonathan Cohen begins the introduction to his book Emotional Intelligence in the classroom to raise the reader about: when your child grows, yque kind of person wants you to be? It is clear that any parent would respond by saying that his son was a good person, hardworking, responsible, social and professional success. Well, the key to achieving these goals goes through emotionally educate the child and young person in the classroom and in the family. According to various investigations of the educational problems associated with low levels of emotional intelligence would be four: Deficit in the levels of well-being and psychological adjustment of students decline in the quantity and quality of interpersonal relationships Descent of onset of disruptive behaviors and substance use These addictive problems should be extended to any developed country in the world and currently have worsened to such an extent that governments have considered educational emotional intelligence to become one of the eight core competencies to work in the students. But yque about teachers? The emotionally intelligent teacher Until very recently it was thought wrong to conclude that affective and emotional skills not were essential in teachers. Even today, there are teachers with classes in which more than seventy-five percent have behavior problems that do not assume any responsibility to this fact. According to authors such as covers and Valles, the practice of any teacher teaching involves activities such as: emotional stimulation and regulated expression of positive feelings and, even more difficult, negative emotions (like anger, envy, jealousy, …
), the creation of environments (school assignments, group work dynamics ,…) to develop socio-emotional skills and interpersonal conflict resolution, exposure to experiences that can be solved using emotional strategies, or teaching skills empathic showing students how to pay attention and know how to listen and understand the views of others. However, implementing this type of skills is not an easy job as teacher training becomes a factor essential. The family and emotional intelligence educate teachers in school but the principal agent responsible for the emotional education of children is for the first time, thanks to the approach proposed by UNESCO and the basic skills LOE has a lot to say and provide for the development of emotional intelligence of their children at home and at school. In this way, parents and teachers need to be complemented and, together, provide opportunities to improve the student's emotional profile. For this, the first step that can give is to adopt a democratic educational profile. The democratic style involves education on the one hand, the enforcement of claims in line with the maturity of your child, but at the same time encourage decision making, show love and listen to the views of children and know their tastes and preferences. Furthermore, teacher-student interactions are socio-emotional space ideal for emotional education with everyday activities such as: Having problems or exchange opinions and advice, mediation in resolving interpersonal conflicts among students, the stories you can tell the professor about how he solved similar problems alos students passing, or the creation of tasks that allow for experiencing and learning about human feelings as the films. The topic of emotional intelligence and competence and personal initiative has autonomy to educational revolution, which often feel slightly responsible for the drastic change that was imposed by governments and educational Ministries of Education, but change is essential to get developing better citizens for tomorrow's world.