Dealing with errors in class

Como devemos proceder quando nossos alunos cometem erros ao falar ou ao escrever? Devemos corrigi los no momento em que cometem o erro, devemos esperar e comentar sobre o erro depois ou ainda não comentamos sobre nada e deixamos que o tempo se encarregue disso? Em grupo ou individualmente?

Essa é uma dúvida difícil e muitos professores não saber como proceder! 

Segue alguns conselhos e dicas de especialistas: 

Dealing with errors in class
Teachers often correct spoken errors as soon as they hear them, sometimes called immediate or on the spot error correction.
This has both advantages and disadvantages. Consider the following:
Advantages Disadvantages

Learner is aware of their error Can affect learner confidence. They may feel embarrassed or unwilling to speak.

Learner might have the opportunity to correct their own error (if the teacher prompts them to) Learner may not be able to get their message across due to interruptions, so communication is impeded.

Can improve accuracy Has a negative effect on fluency

For on-the-spot correction, you can:

– Help the learner to correct themselves (self-correction)

– Help other learners to correct the error (peer correction)

– Correct the error yourself (teacher-led correction)
Which type of on-the-spot correction do you use with your learners? (Self-correction, peer correction or teacher-led correction). Share with us!
Source: © British Council

Aprender idiomas faz o cérebro crescer

img_0102-2Você sabia disso!

Um recente estudo de uma universidade sueca descobriu que partes do cérebro de estudantes de idiomas desenvolveu e aumentou em tamanho enquanto que o dos alunos regulares, não!

Leia a matéria completa abaixo.

Language learning makes the brain grow

Have you ever thought that learning new languages would help develop your brain?

A recent study at Lund University in Sweden investigated the effect on the brains of students who were learning a new language intensively compared to other students who were studying intensively, but not languages. Remarkably, they discovered that parts of the language learners’ brains had increased in size, while this was not the case for the non-language learning group.

At the Swedish Armed Forces Interpreter Academy in the city of Uppsala, young people with a flair for languages go from having no knowledge of a language such as Arabic, Russian or Dari to speaking it fluently in the space of 13 months. From morning to evening, weekdays and weekends, the recruits study at a pace unlike on any other language course.

Young recruits learn a new language at a very fast pace. By measuring their brains before and after the language training, a group of researchers have had an almost unique opportunity to observe what happens to the brain when we learn a new language in a short period of time.

As a control group, the researchers used medicine and cognitive science students at Umea University – students who also study hard, but not languages. Both groups were given MRI scans before and after a three-month period of intensive study. While the brain structure of the control group remained unchanged, specific parts of the brain of the language students grew. The parts that developed in size were the hippocampus, a deep-lying brain structure that is involved in learning new material and spatial navigation, and three areas in the cerebral cortex.

“We were surprised that different parts of the brain developed to different degrees depending on how well the students performed and how much effort they had had to put in to keep up with the course”, says Johan Martensson, a researcher in psychology at Lund University, Sweden.

Students with greater growth in the hippocampus had better language skills than the other students. In students who had to put more effort into their learning, greater growth was seen in an area of the motor region of the cerebral cortex. The areas of the brain in which the changes take place are linked to how easy it is to learn a new language. The development varies according to individual performance.

Previous research from other groups has indicated that Alzheimer’s disease has a later onset in bilingual or multilingual groups.

“Even if we cannot compare three months of intensive language study with a lifetime of being bilingual, there is a lot to suggest that learning languages is a good way to keep the brain in shape”, says Johan Martensson.


Gerúndio ou Infinitivo?

Muitos alunos me perguntam como saber quando usar e ING ou TO na hora de escolher o tempo verbal mais apropriado . No entanto a regra é mais de memorizar do que de entender. 

Abaixo segue uma pequena lista com alguns verbos que pedem o gerúndio e outros que pedem o infinitivo.

Seguem alguns exemplos:
When two verbs are used together, the second verb is often in the gerund form (-ing) or the infinitive. There are no specific rules concerning which verbs take which form. Like irregular verbs, you will need to learn which form a verb takes.
Common Verbs + ‘ing’





can’t stand

They go jogging on Saturdays.

I don’t mind helping you.

They can’t stand driving in traffic jams.
Common Verbs + Infinitive






I promised to help him.

Alice needs to start that task.

He decided to quit his job.

Seven Habits for Effective Behaviour Management:

Disciplina é um dos grandes problemas dentro de sala de aula. Leia a seguir sobre 7 efetivos hábitos para gerenciar melhor a disciplina.
1 – Meet and greet at the door – the best early intervention in behaviour management is at the door.
2 – Catch students doing the right thing – nobody wants insincere praise and it can be easy to catch children doing the wrong thing so develop the ability to catch those more challenging students doing the right thing.
3 – Deal with poor behaviour privately and calmly – avoid as much as possible the public humiliation or public sanctioning of students
4 – Relentlessly build mutual trust – the relationship you have with students sustains you and carries on into the future.
5 – Directly teach the behaviours and learning attitudes you want to see – have a plan so that you know the behaviours you are trying to teach and the students know what behaviours they are trying to learn.
6 – Talk about values – never talk about behaviours in isolation – always relate them back to the culture you are trying to build and the values and truths you have as a class and as a teacher.
7 – Follow up follow up follow up – teachers who follow up are the ones the children decide to behave differently for. Write it down if you have a difficult incident with a student, then you have the control back – you can decide when and how to follow up.
© Pivotal Education

Expressões Idiomáticas com “Head”

img_0102-6Saber usar ou entender expressões idiomáticas em Inglês é importante e difícil.

Seguem algumas explicações e frases com exemplos interessantes.

The following idioms and expressions use the noun ‘head’. Each idiom or expression has a definition and two example sentences to help understanding of these common idiomatic expressions with ‘head’.

able to do something standing on one’s head -> do something very easily and without effort

He’s able to count backward standing on his head.
Don’t worry about that. I can do it standing on my head.

bang your head against a brick wall -> do something without any chance of it succeeding

I’ve been banging my head against a brick wall when it comes to finding a job.
Trying to convince Kevin is like banging your head against a brick wall.

beat something into someone’s head -> teach someone something by repeating it over and over again

Sometimes you just need to beat grammar into your head.
My father beat the importance of kindness into my head.

bite someone’s head off -> criticize someone strongly

Tim bit my head off last night at the party.
Don’t bit my head off just because I made a mistake.

bring something to a head -> cause a crisis to happen

We need to bring the situation to a head to get a resolution.
The immigration situation brought the political crisis to a head.

bury one’s head in the sand -> ignore something completely

You’re going to have to face the situation and not bury your head in the sand.
He chose to bury his head in the sand and not confront her.

can’t make heads or tails out of something -> not be able to understand something

I hate to admit that I can’t make heads or tails out of this math problem.
The politicians can’t make heads or tails out of the current employment crisis. 

drum something into someone’s head -> repeat over and over until someone learns something

I had to drum German grammar into my head for two years before I could speak the language.
I suggest you drum this into your head for the test next week.

fall head over heels in love -> fall deeply in love

She fell head over heals in love with Tom.
Have you ever fallen head over heels in love?

from head to toe -> dressed or covered in something completely

He’s dressed in blue from head to toe.
She’s wearing lace from head to toe. 

get a head start on something -> begin doing something early

Let’s get a head start on the report tomorrow.
She got a head start on her homework immediately after school.

get your head above water -> keep going in life despite many difficulties

If I can find a job I’ll be able to get my head above water.
Study these pages and you’ll get your head above water.

get someone or something out of one’s head -> remove someone or something from your thoughts (often used in the negative)

I’m really upset that I can’t get her out of my head.
She spent three years getting those experiences out of her head.

give someone a head’s start -> let someone else begin before you in  a competition of some kind

I’ll give you twenty minutes head’s start.
Can you give me a head’s start?

go over someone’s head -> not be able to understand something

I’m afraid the joke went over her head.
I’m afraid the situation goes over my head. 

go to someone’s head -> make someone feel better than others

His good grades went to his head.
Don’t let your success go to your head. Stay humble.

have a good head on your shoulders -> be intelligent

She’s got a good head on her shoulders.
You can trust him because he’s got a good head on his shoulders.

head someone or something off -> arrive before someone or something else

Let’s head them off at the pass.
We need to head the problem off.

hit the nail on the head -> be exactly right about something

I think you hit the nail on the head.
His answer hit the nail on the head.

in over one’s head -> do something that is too difficult for a person

I’m afraid Peter is in over his head with Mary.
Do you ever feel that your in over your head?

lose your head -> become nervous or angry

Don’t lose your head over the situation.
She lost her head when he told her he wanted a divorce.


What does classroom management include?

Classroom management is about how you manage what happens in the class and is really important for any teacher, especially for teaching children and teenagers in large classes. Here are some of the key things that you’ll need to start thinking about to help your lessons go as smoothly as possible.

Organising the classroom

Deciding what you want to do with the chairs and desks in the class. Do you want your learners to sit in rows? In a horseshoe? Café-style sitting around tables?

Organising the learners

Deciding how you want your learners to complete an activity. Do you want them to work alone? In pairs? In groups? As a whole class?


Asking learners questions to find out what they know and don’t know about an idea or about language.

Giving instructions

Telling learners what you want them to do in an activity.

Checking understanding

Asking learners questions to check that they understand the meaning of language or to check that learners know what to do in an activity.


When learners are doing an activity on their own or in pairs/groups, the teacher walks around the room to look at or listen to what learners are doing to check that they are doing the right thing and to help when needed.

Giving feedback

Telling learners how they are doing. This could be checking the answers to an activity in class or providing some correction. It could also be talking to learners about their progress.


Organising your board and using the board to help learners learn.

 Nomenclatura  de cursos de língua inglesa

During this course, you’ll find there’s a lot of terminology about English Language Teaching. Each week we’ll have a step near the end of the week with a list of key terms from the week’s activities.
Here’s the terminology from this week which is all about the world of ELT. If there are any terms which you’re not sure about, post your question below – you may find one of your fellow learners has an explanation which will help you to understand it better.
CELTA (Certificate in Teaching English to Speakers of Other Languages)

An initial teaching qualification from Cambridge English Language Assessment. It’s frequently taken as a four-week intensive course, with input on methodology and assessed teaching practice.
EAP (English for Academic Purposes)

Teaching English to people who are preparing to take, or are taking, a university course in English. The course will cover things like essay writing, note-taking, reading skills and academic vocabulary.
EFL (English as a foreign language)

This is the subject of English when it is taught for work, study or pleasure. Learners may be studying in their own country or studying for a while in an English-speaking country before returning home. They do not intend to live permanently in an English-speaking country. EFL is the term used in European contexts.
ESL (English as a second Language)

This is the term used in the US and Canada to talk about the subject of English when it is not the learner’s first language. Learners may be in the US or Canada or they may be in their own countries.
ESP (English for Specific Purposes)

English for people who need a very specialised type of English often for their jobs. Big sectors within this are Business English, English for Tourism and English for Medicine.
General English

Classes which aim to improve learners’ overall ability to communicate in English by studying the grammar, vocabulary and pronunciation of English and developing the skills of speaking, listening, writing and reading.
TEFL (Teaching English as a foreign language)

Teaching English to learners, both overseas and in the UK, who want to learn English for work, for study or pleasure but who do not normally live or work permanently in an English-speaking country. TEFL is the term used in European contexts.
TESL (Teaching English as a second language)

The term used in the US and Canada for teaching English. It is used for both learners studying in their own country and those studying in the US or Canada and it refers to both learners who live permanently in the US or Canada and those who don’t.
TESOL (Teaching English to speakers of other languages)

The term which is used to cover all forms of English teaching to non-English speakers. The term is widely used in North America, Australia and New Zealand.
You might also find it useful to look at the TKT (Teaching Knowledge Test) Glossary (attached below). The words and phrases in the TKT Glossary includes words and phrases for teaching knowledge connected to language, language use and the background to and practice of language teaching and learning as assessed in TKT. TKT is a teaching qualification which shows teachers how they are developing as a teacher. It is ideal for people who want to prove their teaching knowledge with a globally recognised certificate.

© UCLES 2016

Os cinco erros mais comuns no aprendizado de inglês.  

 Por que todo mundo acha que é tão difícil de aprender uma língua? E que requer muito tempo para praticar? Poderia ser porque todos nós temos alguns maus hábitos que não estamos cientes?

Vamos dar uma olhada nos erros mais comuns e descobrir como podemos evitá-los.

1. Vá devagar
Quando a aventura de uma nova lingua começa, o seu entusiasmo não conhece limites. Isso é algo muito positivo. Por outro lado, é importante não depender de entusiasmo sozinho. Quando a novidade e excitação inicial terminarem, você pode não saber onde encontrar a motivação para aprender. É melhor ir devagar.  Controle  o seu entusiasmo e certifique-se que a aprendizagem de uma língua se torne uma atividade diária e regular.

Dez minutos por dia é melhor do que ralar durante uma semana e nada depois disso.

2. Os benefícios da memória 
Memorizar frases inteiras podem ser úteis em determinadas situações, como pegar sua bagagem no aeroporto, Mas não vai ser útil quando temas surgem em conversa que não estavam no livro que você memorizou. 

Use sua memória para torná-la sua aliada. Saiba frases e palavras com as quais você pode fazer associações. E quando uma palavra não parece querer sair, procure uma alternativa do que você quer dizer. 

3. Ninguém é perfeito
Ninguém é perfeito e você não deve tentar ser! Um dos obstáculos no caminho para o domínio fluente de uma língua é a necessidade que você coloca em si mesmo para falar com pronúncia perfeita e livre de erros de gramática. Claro, você pode e vai chegar lá com muita prática, mas não deve ser a mais alta prioridade quando você está começando a conhecer uma linguagem completamente nova. 
 Dê-se uma pausa e não tenha medo de errar. 

4. So trabalho e nenhuma diversão 
Quando você defini um grande objetivo, como aprender uma nova língua é importante desenvolver alguma práticas regulares. Voce deve estudar com rotina, procurar assistir a filmes sem legenda, aprender a cantar uma música, praticar com um nativo. 

5. O objetivo é sempre importante
Manter um objetivo em vista aumenta a motivação. Antes de começar, defina uma meta! Por que você quer aprender inglês? Para um crescimento profissional, para viajar, para estudar fora ou para interagir com estrangeiros?

Boa sorte nos estudos e siga praticando 

In English. 

Let’s take a look at the most common mistakes and figure out how we can avoid them.
1. Take it slow
When the adventure of a new language starts, your enthusiasm knows no bounds. On the one hand, that’s something very positive. On the other hand, it’s important not to rely on enthusiasm alone. When the newness and initial excitement has worn off, you might not know where to find the motivation to learn. That’s why it’s necessary to steer your initial exuberance in the right direction, and not let it disappear like a flash in the pan. It’s better to take it slow – tame your enthusiasm and make sure that learning a language becomes a regular daily activity.
Otherwise something like this might happen: You’ll study every day for the first week. Already in the second week you’ll skip a day because you’re too tired. The following week it happens again, and then again the week after that. Soon, you’ll be staring, frustrated, at that pile of language books on your desk.
Our Tip: Steer your initial exuberance in the right direction and make sure that learning a language becomes a regular daily activity. Ten minutes a day is better than full-on for a week and then nothing after that.
2. The benefits of a bad memory
No, we’re not crazy. We’re talking to all those people who think that memorization is the key to everything, to everyone who boasts about their photographic memory, and to everyone who gets stuck on vocabulary lists. Don’t get us wrong: a good memory is definitely helpful, but one should not forget (no pun intended) to use and train it the right way.
Memorizing entire phrases can be helpful in certain, clearly-defined situations (like picking up your luggage at the airport, for example). But it won’t be of any benefit when topics come up in conversation that weren’t in that book you so diligently memorized.
Use your memory and make it your ally. Learn phrases and words with which you can make associations or create mnemonic devices. And when a word doesn’t seem to want to come out, find an alternative or paraphrase what you mean. In this way, you don’t only get your synapses firing, but you can also remember things better and for longer periods of time. Try it for yourself!
Our Tip: Your memory is an important ally if you use it intelligently.
3. Nobody’s perfect
No one is perfect… and you shouldn’t try to be! One of the first obstacles you encounter on the path to “fluent mastery” of a language is the absurd and premature demand you place on yourself to speak with perfect and error-free pronunciation and grammar. Of course, you can and will get there with a lot of practice, but it shouldn’t be the highest priority when you’re getting to know a completely new language.
If you get lost in especially complicated grammar when you’re trying to say something simple, or if you’re only sure of yourself when you don’t make even the smallest pronunciation mistakes, then it’s highly likely that within a few weeks, you’ll give up out of total frustration.
“Until I can speak perfectly, I won’t speak. But if I don’t speak, I’ll never improve and can give up hope of ever being able to speak perfectly”. It’s a Catch 22!
Our Tip: Give yourself a break and don’t be afraid to make mistakes! You’ll soon see the progress that’ll bring you closer to your goal.
4. All work and no play…
It’s exactly you – so tirelessly and steadfastly learning – who we’re speaking to here: Are you finally going to get up out of that chair, or do you want to put down roots right where you’re sitting? You’re diligent and persistent. You’ve used your memory and your desire to learn in the best way possible. You’ve trusted yourself to speak to people because you understand that we all learn from making mistakes. And now? Now it’s time to give yourself a reward!
When you set such a big goal as learning a new language, it’s important now and then to pat yourself on the back and enjoy the success you’ve achieved. You’ve managed to have your first real-life conversation? You’ve got all that difficult pronunciation down? You’ve gotten through the jungle of pronouns? Then you should celebrate it and do something fun! Watch a film, sing a song at the top of your lungs, or listen to the radio… but, of course, in the language you’re learning! When you couple language learning with activities that bring you joy, you’ll learn more effectively and remember what you’ve learned more easily.
Our Tip: You don’t have to learn like a crazy person. There should also be time to combine the enjoyable with the practical, and have fun while learning!
5. The goal is always within sight
Learn the art of always keeping your goal within sight. Of course, anyone could say that learning for learning’s sake is the ideal picture of education… that goes without saying. But if you want to reach the end of the road, it’s important that you’re aware of why you stepped onto the path in the first place.
Why are you learning a new language? For love? To get a raise? Because you want to try your luck in a new country? Because you can’t stand films that are dubbed? Very good. Keep your goal in sight and imagine that with every tiny step forward, the path to your goal gets shorter and the top of the mountain gets closer.
Our Tip: Keeping a goal in sight increases motivation. Before you start, set a goal!
Ready to learn a new language? Use the tips above for a fresh start.

5 maneiras de identificar se uma escola é realmente bilíngue


Atualmente, na área da Educação, a expressão educação bilíngue está em alta e, infelizmente, muitas escolas utilizam o termo inadequadamente por desconhecimento ou tática de marketing, afinal, qual é o pai que não gostaria de ter um filho fluente em dois idiomas?

Entretanto, não basta uma escola intitular-se bilíngue para, de fato, ser. Como atualmente não existe uma legislação específica que determine se uma escola é bilíngue, é importante que pais estejam cientes sobre como identificar se a escola se enquadra na definição.

1- Não basta escolas aumentarem a carga horária.
O ensino bilíngue consiste no ensino EM um segundo idioma e não DE um idioma, em diferentes graus de imersão. Ou seja, não basta a escola ter aulas de inglês todos os dias da semana para considerar-se bilíngue.

2- Não há tradução em educação bilíngue.
Quem faz tradução são cursos de idioma ou aulas de idiomas dentro de uma escola tradicional. Se seu filho demonstrar sempre que aprendeu que apple é maçã, que car é carro e que tree é árvore, pode tratar-se de um sinal de alerta. Em uma aula bilíngue, mesmo que as crianças que estejam em processo inicial de aprendizado perguntem à professora ou professor “mas o que é apple?”, o professor nunca responderá “maçã”. Ele poderá mostrar uma maçã e dizer: “This is an apple!” ou então “Apple is a delicious red fruit every child loves!”

3- A formação dos professores é diferenciada.
Outros fatores que os pais devem analisar são o currículo e a experiência dos professores. Em qualquer profissão isso é importante, mas escolas bilíngues sérias, além de recrutarem profissionais capacitados e experientes, investem na carreira de seus funcionários, com cursos de especialização, palestras e participação em convenções para atualização e aprimoramento no nível do ensino.
Professores bilíngues geralmente têm vivência no exterior, podem ou não ser nativos, mas são profissionais atualizados, que possuem não somente fluência no idioma, mas amplo conhecimento nas características sócio-culturais do país origem do idioma, conforme já mencionei aqui.

4- Não somente aulas são em Inglês, mas o ambiente como um todo.
Os melhores resultados na educação bilíngue são vistos quando instituições transformam a escola em um ambiente bilíngue, ou seja, não importa qual o nível de imersão utilizado, perguntas e respostas entre alunos e professores são feitas em inglês.
Inclusive quando professores conversam com pais, geralmente eles perguntam se os pais falam inglês e, caso a resposta seja positiva, as conversas também são em inglês.

Apesar de não ser uma regra, quando a própria equipe conversa em inglês entre si – e não somente na frente dos alunos – o processo de aprendizado é melhorado e o nível da qualidade do inglês dos professores aumenta. A regra é simples: quanto maior a utilização do idioma, melhor será sua qualidade.

5- Escolas são transparentes e não escondem seus métodos.
Geralmente as escolas genuinamente bilíngues oferecem um tour aos pais para averiguarem os itens citados acima, desta forma, em uma visita pela instituição é possível ver como as crianças conversam entre si, como funcionários conversam entre si e se os professores utilizam um nível mínimo de imersão.
Caso esta iniciativa não parta da escola, cabe aos pais solicitarem esta visita de observação e também buscar referências externas, como avaliações na Internet, opiniões de outros pais que tenham alunos na escola e conversas com crianças que estudem há alguns anos na escola. Crianças com um ou dois anos de estudo em escola bilíngue, mesmo que tenham apenas três anos de idade, já despertam espanto em adultos pela fluência com que falam neste segundo idioma.
Afinal, nenhuma propaganda fala mais alto que uma criança bilíngue.

Texto adaptado da Autora: Letícia Pimentel


18 Behaviors of Emotionally Intelligent People

 Emotional intelligence is a huge driver of success. It is the “something” in each of us that is a bit intangible. It affects how we manage behavior, navigate social complexities, and make personal decisions to achieve positive results.
1. You have a robust emotional vocabulary

All people experience emotions, but it is a select few who can accurately identify them as they occur. Our research shows that only 36 percent of people can do this, which is problematic because unlabeled emotions often go misunderstood, which leads to irrational choices and counterproductive actions.
2. You’re curious about people

It doesn’t matter if they’re introverted or extroverted, emotionally intelligent people are curious about everyone around them. This curiosity is the product of empathy, one of the most significant gateways to a high EQ. The more you care about other people and what they’re going through, the more curiosity you’re going to have about them.
3. You embrace change

Emotionally intelligent people are flexible and are constantly adapting. They know that fear of change is paralyzing and a major threat to their success and happiness. They look for change that is lurking just around the corner, and they form a plan of action should these changes occur.
4. You know your strengths and weaknesses

Emotionally intelligent people don’t just understand emotions; they know what they’re good at and what they’re terrible at. They also know who pushes their buttons and the environments (both situations and people) that enable them to succeed. Having a high EQ means you know your strengths and how to lean into and use them to your full advantage while keeping your weaknesses from holding you back.
5. You’re a good judge of character

Much of emotional intelligence comes down to social awareness; the ability to read other people, know what they’re about, and understand what they’re going through. Over time, this skill makes you an exceptional judge of character. People are no mystery to you. You know what they’re all about and understand their motivations, even those that lie hidden beneath the surface.
6. You are difficult to offend

If you have a firm grasp of who you are, it’s difficult for someone to say or do something that gets your goat. Emotionally intelligent people are self-confident and open-minded, which creates a pretty thick skin. You may even poke fun at yourself or let other people make jokes about you because you are able to mentally draw the line between humor and degradation.
7. You know how to say no (to yourself and others)

Emotional intelligence means knowing how to exert self-control. You delay gratification and avoid impulsive action. Research conducted at the University of California, San Francisco, shows that the more difficulty that you have saying no, the more likely you are to experience stress, burnout, and even depression. Saying no is a major self-control challenge for many people, but “No” is a powerful word that you should unafraid to wield. When it’s time to say no, emotionally intelligent people avoid phrases such as “I don’t think I can” or “I’m not certain.” Saying no to a new commitment honors your existing commitments and gives you the opportunity to successfully fulfill them.
8. You let go of mistakes

Emotionally intelligent people distance themselves from their mistakes, but do so without forgetting them. By keeping their mistakes at a safe distance, yet still handy enough to refer to, they are able to adapt and adjust for future success. It takes refined self-awareness to walk this tightrope between dwelling and remembering. Dwelling too long on your mistakes makes you anxious and gun shy, while forgetting about them completely makes you bound to repeat them. The key to balance lies in your ability to transform failures into nuggets of improvement. This creates the tendency to get right back up every time you fall down.
9. You give and expect nothing in return

When someone gives you something spontaneously, without expecting anything in return, this leaves a powerful impression. For example, you might have an interesting conversation with someone about a book, and when you see them again a month later, you show up with the book in hand. Emotionally intelligent people build strong relationships because they are constantly thinking about others.
10. You don’t hold grudges

The negative emotions that come with holding onto a grudge are actually a stress response. Just thinking about the event sends your body into fight-or-flight mode, a survival mechanism that forces you to stand up and fight or run for the hills when faced with a threat. When the threat is imminent, this reaction is essential to your survival, but when the threat is ancient history, holding onto that stress wreaks havoc on your body and can have devastating health consequences over time. In fact, researchers at Emory University have shown that holding onto stress contributes to high blood pressure and heart disease. Holding onto a grudge means you’re holding onto stress, and emotionally intelligent people know to avoid this at all costs. Letting go of a grudge not only makes you feel better now but can also improve your health.
11. You neutralize toxic people

Dealing with difficult people is frustrating and exhausting for most. But high-EQ individuals control their interactions with toxic people by keeping their feelings in check. When they need to confront a toxic person, they approach the situation rationally. They identify their own emotions and don’t allow anger or frustration to fuel the chaos. They also consider the difficult person’s standpoint and are able to find solutions and common ground. Even when things completely derail, emotionally intelligent people are able to take the toxic person with a grain of salt to avoid letting him or her bring them down.
12. You don’t seek perfection

Emotionally intelligent people won’t set perfection as their target because they know that it doesn’t exist. Human beings, by our very nature, are fallible. When perfection is your goal, you’re always left with a nagging sense of failure that makes you want to give up or reduce your effort. You end up spending time lamenting what you failed to accomplish and should have done differently instead of moving forward, excited about what you’ve achieved and what you will accomplish in the future.
13. You appreciate what you have

Taking time to contemplate what you’re grateful for isn’t merely the right thing to do; it also improves your mood by reducing the stress hormone cortisol (in some cases by 23 percent). Research conducted at the University of California, Davis, found that people who work daily to cultivate an attitude of gratitude experience improved mood, energy, and physical well-being. It’s likely that lower levels of cortisol play a major role in this.
14. You disconnect

Taking regular time off the grid is a sign of a high EQ because it helps you to keep your stress under control and to live in the moment. When you make yourself available to your work 24/7, you expose yourself to a constant barrage of stressors. Forcing yourself offline and even–gulp!–turning off your phone gives your body and mind a break. Studies have shown that something as simple as an email break can lower stress levels. Technology enables constant communication and the expectation that you should be available 24/7. It is extremely difficult to enjoy a stress-free moment outside of work when an email with the power to bring your thinking (read: stressing) back to work can drop onto your phone at any moment.
15. You limit your caffeine intake

Drinking excessive amounts of caffeine triggers the release of adrenaline, which is the primary source of a fight-or-flight response. The fight-or-flight mechanism sidesteps rational thinking in favor of a faster response to ensure survival. This is great when a bear is chasing you, but not so great when you’re responding to a curt email. When caffeine puts your brain and body into this hyper-aroused state of stress, your emotions overrun your behavior. Caffeine’s long half-life ensures you stay this way as it takes its sweet time working its way out of your body. High-EQ individuals know that caffeine is trouble, and they don’t let it get the better of them.
16. You get enough sleep

It’s difficult to overstate the importance of sleep to increasing your emotional intelligence and managing your stress levels. When you sleep, your brain literally recharges, shuffling through the day’s memories and storing or discarding them (which causes dreams) so that you wake up alert and clearheaded. High-EQ individuals know that their self-control, attention, and memory are all reduced when they don’t get enough–or the right kind–of sleep. So, they make sleep a top priority.
17. You stop negative self-talk in its tracks

The more you ruminate on negative thoughts, the more power you give them. Most of our negative thoughts are just that–thoughts, not facts. When it feels like something always or never happens, this is just your brain’s natural tendency to perceive threats (inflating the frequency or severity of an event). Emotionally intelligent people separate their thoughts from the facts in order to escape the cycle of negativity and move toward a positive, new outlook.
18. You won’t let anyone limit your joy

When your sense of pleasure and satisfaction are derived from the opinions of other people, you are no longer the master of your own happiness. When emotionally intelligent people feel good about something they’ve done, they won’t let anyone’s opinions or snide remarks take that away from them. While it’s impossible to turn off your reactions to what others think, you don’t have to compare yourself to others, and you can always take people’s opinions with a grain of salt. That way, no matter what other people are thinking or doing, your self-worth comes from within.

Time magazine – Feb. 16