On Cue Everyone, “Consider EQ before IQ”:
Leading with Emotional Intelligence BY DANE PETERS
“I knew I was a relatively smart guy, with an average or a little bit above average IQ, but I knew I had something going for me in my ability to connect with people, read situations, listen well, empathize, manage my impulses, and have pretty good follow through. And I think I did well academically because I could do all those things.” 1 As we explore emotional intelligence in our Montessori
observing how others behave in natural, non-scripted situations.
world, it is important to reflect on the role ‘modeling’ plays,
Whereas in traditional classrooms, children learn how to sit still
especially as it pertains to leadership, whether it applies to
and listen to the teacher, in Montessori, they can learn
children in the three-year cycle, or a head of school modeling
how to interact with each other. The oldest children in the
for faculty, staff, parents, and trustees. “Children also can
classroom can serve as examples to the younger ones.” 2 I also
learn about social behavior in Montessori classrooms by
want to highlight the importance of grace and courtesy in
1 This quote is from Dr. Mitchel Adler, a keynote speaker, whom I met in Chicago at a conference; I also had the opportunity to interview him for an article, “Emotional Intelligence and Montessori Principles, Values, and Perspectives: An Interview with Mitchel Adler, PsyD.” I love the quote above because it is an intelligence snapshot that speaks directly to the difference between EQ (Emotional Quotient) and IQ (Intelligence Quotient). Peters, Dane L., “Emotional Intelligence and Montessori Principles, Values, and Perspectives: An Interview with Mitchel Adler, PsyD,” Montessori Life, Winter 2015-16 2 Lillard, Angeline Stoll, Montessori The Science Behind the Genius, Oxford University Press, 2005, p. 199
VOLUME 23 ISSUE 1 • 2021 | WWW.MONTESSORI.ORG/IMC | ©MONTESSORI LEADERSHIP
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