THE IQ, EQ, AQ, AND SQ ELEMENTS OF

EFFECTIVE PEDAGOGY
by June Hetzel and Tim Stranske

W
hile teaching first grade, I was shocked to see For students in need of remedial help, tutoring, simpli-
J. R. in the back of the room with his scissors, fied material, and targeted assignments provide the needed
leaning against the closet door, rather than reinforcement. Additionally, students who process slowly
coming to the reading rug to review the alphabet. I asked, may benefit from an adjusted quantity of work (for example,
“What are you doing?” 10 problems instead of 20). If we truly believe that God
J. R. responded, “I’m carving my initials.” designed each student with a particular IQ or potential, then
“Why?” we demonstrate our faithfulness to God’s design by adapting
“I’m bored.” our teaching to the needs of individual learners.
Aghast, I gave J. R. a reading inventory and learned that
he read at the third-grade level. My heart sank ... I was teach- EQ: Emotional Quotient
ing him alphabet letters when he needed to read short chapter Although matching students’ cognitive abilities with les-
books. I was delivering great lessons, but J. R. was not learning. sons improves learning, teachers must also match students’
Good teaching results in learning. If students have not emotional quotient (EQ) with classroom interaction experi-
learned, the teaching has failed, regardless of the stellar ences. For the purpose of this article, EQ will be defined
performance of the
teacher. Many teachers use Most teaching is geared to midlevel students; however, teachers
state-of-the-art teaching
methods, but learning falls must strategically plan for fast learners as well as those who already
short because they fail to
match student needs with
have accumulated knowledge in the subject.
appropriate curricula and
pedagogy. To facilitate effective learning, instructors must as students’ potential to recognize and manage emotions
assess students’ IQ (intelligence quotient), EQ (emotional personally and interpersonally. To assist students in develop-
quotient), AQ (adversity quotient), and SQ (spiritual quotient) ing their emotional quotient, consider whether students (1)
and then appropriately match curricula and pedagogy to can express what they are feeling, (2) can manage their emo-
learners’ needs, thereby facilitating optimum development of tions appropriately for their age, (3) are comfortable working
souls and spirits for service to God and others. with others, and (4) can work through a conflict with a peer
through hearing the peer’s viewpoint, empathizing, and
IQ: Intelligence Quotient then expressing their own point of view (Goleman 1998).
For this discussion, intelligence quotient will refer to Also ask yourself the following questions about the students:
students’ learning potential and their already accumulated Has their emotional capacity expanded or diminished over
knowledge. Before teaching, instructors should ask if their time? What external or internal stressors could be affecting
learning plan (1) includes formal and/or informal assessment them? Would they benefit from practical classroom activities,
of what students already know about the topic, (2) uses the outside contacts, or both?
assessments to design lessons, (3) is paced appropriately for I’ll never forget the brilliant fourth grader who threw
students’ needs, (4) provides optimum practice and review herself on the floor, screaming, “I’m not going to do that
for slower learners, and (5) prepares challenging extension assignment.”
activities for faster learners. I calmly replied, “You will when you’re through with
Most teaching is geared to midlevel students; however, your fit,” stepped over her, and continued to assist the other
teachers must strategically plan for fast learners as well as children. Julie writhed on the floor, tears drenching her
those who already have accumulated knowledge in the dress, and I continued to ignore her. When the recess bell
subject. Curriculum compacting (Renzulli, Smith, and Reis rang and I dismissed the children, Julie sprang from her pros-
1982) frees instructors to use strategies such as (1) pretests that trate posture, wiped away her tears, and darted toward the
qualify students to skip material or entire books if they have door. I calmly blocked the door, firmly stating, “You have an
already mastered the content; (2) “the-five-most-difficult-first” assignment to complete, young lady.”
(Winebrenner 1992), which allows students to skip the easy Julie crept back to her seat, finished her assignment, and
problems if they correctly complete the five most difficult then was out the door in a flash. After speaking with Julie’s
problems first; and (3) the “peel off strategy,” which invites family, I learned that at home, if anything was slightly dif-
gifted students to leave group instruction or activities once ficult, she would have a fit and get her way. Now in fourth
they understand the concept. Challenge, or extension, mod- grade, Julie finally needed to face challenging tasks while
ules are provided for students who quickly master units. managing her personal emotions. More mini-fits emerged,

 2006–2007 | CSE Volume 10 Number 3 | The IQ, EQ, AQ, and SQ Elements of Effective Pedagogy
but the behavior disappeared within a few weeks.
We all recognize the students who struggle to manage
their emotions: fits, tantrums, jealousy, rage, withdrawal, and
responses rooted in deep emotional trauma or chemical im-
balance. When inappropriate behaviors emerge—regardless of
the nature, nurture, or contextual roots of the problem—we
must help. When students become emotionally capable—
learning to manage personal emotions as well as sense and
respond to the needs of others—they are better equipped to
fulfill their God-given potentials.
That said, we must acknowledge that managing emo-
tions, for some students, requires every ounce of energy they
have and sometimes even every ounce of energy you have;
however, time invested now will save heartache later as you
assist your students in understanding what it means to love
themselves, God, and others.

AQ: Adversity Quotient Absence of challenge or disequilibrium

Understanding students’ academic and emotional capa-
bilities and adjusting teaching accordingly can significantly creates boredom for gifted students, and
enhance learning; however, we must also nurture students’ overdone challenge for excessive durations
adversity quotient (AQ), a term coined by Paul Stoltz (1997).
He discovered the biblical principle (James 1:2–4) that indi- can discourage slower students.
viduals, in order to succeed in the world, need “salmon-like
“Why don’t you measure out the size of your bathroom on
tenacity” in the face of difficult circumstances. Questions
the ground?” He didn’t tell me how. Finally, I cut out four
for you to reflect on include the following: Do I challenge
1-foot squares of cardboard and laid them on the ground.
my students appropriately and regularly? Do I orchestrate
“Oh.” Mr. Piersen also asked, “Would doors be helpful so
disequilibrium to promote task persistence? Do I teach
that you could move from one room to the next?” I spent
my students to frame failures? Do my students welcome
all evening feverishly planning my dream house. The task
challenge?
that initially seemed simple turned out to be quite complex,
Appropriate levels of challenge in the learning context
contributing to my learning because it precipitated disequi-
nurture the AQ of students. When students enter your class-
librium, challenged me, piqued my interest, and required
room, they are generally in a state of equilibrium. But as you
time and creativity.
introduce challenging concepts, students move into a state of
Daniel Apple and Karl Krumsieg’s accelerator model
disequilibrium (adaptation of Piaget 1985). This disequilib-
(2000) suggests that teachers must widen students’ “happy
rium heightens cognition and emotion, developing students’
zone,” or the range in which students can learn without
AQ and task persistence, as well as resulting in greater levels boredom or excessive challenge, by providing appropriate
of concentration as students struggle to understand the doses of anxiety-producing disequilibrium. By widening the
concept, make cognitive accommodations, and return to students’ happy zone, teachers increase students’ endurance
equilibrium. of difficult circumstances and enhance students’ cognitive
Absence of challenge or disequilibrium creates boredom and emotional engagement, thereby strengthening potential
for gifted students, and overdone challenge for excessive achievement.
durations can discourage slower students. Both populations, In broad terms, EQ and AQ develop through nurture and
gifted and low achievers, are represented in the high school admonition respectively. Diana Baumrind (1966) suggested
dropout population (Kaskaloglu n.d.; Thornburgh 2006). that these two dimensions of parenting are not two extremes
I remember my fifth-grade teacher asking us to draw on one continuum, but two separate continuums that de-
our dream house to scale (1” = 1’). With great interest, I scribe four parenting and teaching styles. Caregivers can be
sketched a house that included an inner courtyard and pool, high or low in the support or nurture of a child and high or
along with three bedrooms, a living room, a kitchen, and low in the control exercised and expectations communicated
a library along the perimeter. When I shared the floor plan to a child. The apostle Paul outlined these parenting dimen-
with my teacher, he thought it looked good but wondered sions in Ephesians 6:4, commanding fathers to bring up
why I had no bathroom. I quickly drew two perpendicular their children in the nurture and admonition of the Lord.
lines, cutting square footage off one bedroom. Mr. Piersen Additionally, in 1 Thessalonians 2, Paul described his interac-
then asked, “Do you want a bathroom with only 4 square tion with the believers as being “gentle ... as a nurse” (v. 7,
feet?” I said I thought that it was fine. He challenged, KJV) and as having “exhorted and comforted and charged

The IQ, EQ, AQ, and SQ Elements of Effective Pedagogy | CSE Volume 10 Number 3 | 2006–2007 
every one ... as a father” (v. 11). SQ: Spiritual Quotient
Combining the ideas of the apostle Paul, Diana The first three pedagogical elements to consider when
Baumrind (1966), Daniel Goleman (1998), and Paul Stoltz matching students’ needs with curricula and pedagogy—IQ,
(1997), figure 1 illustrates how parenting and teaching EQ, and AQ—correspond with the three elements of the
styles probably influence the development of EQ and AQ. soul—mind, emotion, and will. The intersection of IQ, EQ,
Authoritative adults, high in both nurture and admonition, and AQ in the context of an authoritative learning environ-
tend to produce children high in EQ and AQ. Authoritarian ment (home and school, see figure 1, upper-right quadrant)
caregivers, high in admonition and low in nurture, spawn establishes the ideal environment for the development of
children high in AQ but low in EQ. Permissive parents, high students’ spiritual quotients (SQ), or life of the spirit. The
in nurture and low in admonition, engender children high
in EQ but low in AQ. And disengaged (our term) caregivers,
low in nurture and admonition, usually yield children with The most significant
low EQ and low AQ.
Stoltz (1997) classified AQ types by levels of persistence:
climbers, who are high in AQ; campers, who are moderate;
moments in pedagogy are
and quitters, who are low. Students with low doses of nurture
tend to be emotionally bullying in authoritarian situations not the polished, seemingly
and emotionally withdrawing in disengaged settings. If
they receive high doses of nurture, children may become
emotionally encouraging in authoritative homes or classes
perfect lessons, though it is
and emotionally demanding in permissive environments.
Examining these tendencies, while being cognizant that great to have these.
children brought up in the same home or working in the
same classroom are born with different temperaments and
volition, teachers may orchestrate classroom environments Commission on Children at Risk (2003), in Hardwired to
that help develop students’ EQ and AQ. Connect, argues for “authoritative communities,” or groups
of people committed to one another over time, who model
Figure 1. Influence of Parenting and Teaching Styles and pass along values to the next generation, a plan that God
on Student Development designed long ago (Psalm 78:1–8). The Commission describes
High Control, Expectations, Admonition authoritative communities, providing the ideal context to
Climbers nurture religiosity and spirituality, which readily develop
AUTHORITARIAN AUTHORITATIVE
in the learning context of effective Christian schools and of
• Leads to high AQ, • Leads to high AQ, godly homes.
low EQ children high EQ children SQ is the life of the spirit of students, representing their
• Emotionally bullying • Emotionally encouraging awareness of and response to God, His standards, His crea-
tion, His claim on their life, and His call to live a holy life of
worship, communion, service, and witness of His good news.
As Christian teachers, we mentor the development of SQ in
our students’ lives as we model, interact, and explicitly teach
God’s truth in the context of our subject matter.
Campers The following are important questions for reflection: do
Low High
the students demonstrate (1) increasing discrimination be-
Nurture Nurture
tween right and wrong? (2) increasing awareness of God and
creation and increasing expression of thanks to God?
(3) increasing trust solely in God’s grace for salvation and
sanctification? (4) growth in knowing God, communing
with Him, and following the leading of the Holy Spirit?
• L eads to low EQ,  • Leads to high EQ, (5) growth in character that reflects God’s divine nature, the
low AQ children low AQ children fruit of the Spirit, and godly wisdom? (6) increasing use of
• Emotionally withdrawing • Emotionally demanding their spiritual gifts for empowered service to the Church?
DISENGAGED PERMISSIVE (7) increased abiding in Christ, leading to active engagement
Quitters
with the world to reach the lost?
Low Control, Expectations, Admonition
The most significant moments in pedagogy are not the
—Adapted from Baumrind (1966), Goleman (1998), Stoltz (1997), polished, seemingly perfect lessons, though it is great to have
Ephesians 6:4, and 1 Thessalonians 2:7 and 11 these. Instead, the most critical moments in pedagogy are

 2006–2007 | CSE Volume 10 Number 3 | The IQ, EQ, AQ, and SQ Elements of Effective Pedagogy
Figure 2. Elements of a Spiritual Quotient (SQ) the moments of learning. And the most essential moments
of learning take place when your students catch a glimpse of
Elements of Scriptural Suggestions to their role in God’s kingdom. Good pedagogy is about iden-
a Spiritual Foundations Nurture Each tifying and maximizing the cognitive potential of students
Quotient Element (IQ), strengthening their management of emotions and
interpersonal skills (EQ), developing their task persistence
1. Development Romans 2:12–16 Model and teach
(AQ), and—ultimately—helping them develop their spiri-
of conscience God’s standards
tual life (SQ) so that they fulfill their assignment in God’s
2. Development Romans 1:18–25 Demonstrate awe/ kingdom.
of awareness of fear of God; teach
God His amazing creation References
Apple, Daniel K., and Karl Krumsieg. 2000. Process education teaching
3. Trust in Romans 1:16–17, Witness about God’s
institute handbook. Corvallis, OR: Pacific Crest Software.
God’s grace for Galatians 3:1–5, daily work in your Baumrind, Diana. 1966. Effects of authoritative parental control on
salvation and Philippians 3:2–9 life, His fulfilling child behavior. Child Development 37, no. 4:887–907.
sanctification the promise to save Commission on Children at Risk. 2003. Hardwired to connect: The
you from sin and its new scientific case for authoritative communities. New York:
consequences Institute for American Values.
Goleman, Daniel. 1998. Working with emotional intelligence.
New York: Bantam Books.
4. Knowing Jeremiah 9:23–24, Teach God’s Word,
Kaskaloglu, Esra Ayse. n.d. Gifted students who drop out—
God, commun- 1 Corinthians provide times for
who and why: A meta-analytical review of the literature.
ing with Him, 2:6–14, student Scripture http://www.hiceducation.org/Edu_Proceedings/Esra
and following 2 Timothy 3:16, reading and prayer, Ayse Kaskaloglu.pdf.
His Spirit Philippians 3:2–9 model acknowl- Piaget, Jean. 1985. The equilibration of cognitive structures.
edging God as Chicago: University of Chicago Press.
Counselor for each Renzulli, Joseph S., Linda H. Smith, and Sally M. Reis.
decision made 1982. Curriculum compacting: An essential strategy
for working with gifted students. Elementary School
5. Growth in 2 Peter 1:3–11, Model walking in the
Journal 82, no. 3:185–94.
character that Galatians Spirit, teach biblical
Stoltz, Paul G. 1997. Adversity quotient: Turning obstacles into
reflects God’s 5:22–23, principles opportunities. New York: John Wiley & Sons.
divine nature, James 3:13–18 Thornburgh, Nathan. 2006. Dropout nation. Time (April
the fruit of His 17): 31–40.
Spirit, and His Winebrenner, Susan. 1992. Teaching gifted kids in the regular
wisdom classroom: Strategies and techniques every teacher can
use to meet the academic needs of the gifted and talented.
Minneapolis, MN: Free Spirit Publishing.
6. Spirit-gifted Romans 12:4–21, Model use of
and empowered 1 Corinthians 12 spiritual gifts, assist
service to the and 14, students in discover-
Church Ephesians 4:11–13 ing how God has
June Hetzel, PhD, serves as a professor and the chair of educa-
gifted them, teach
tion at Biola University in La Mirada, California. Since 1979,
students to use their
she has enjoyed various roles, including teacher, curriculum
gifts to serve God’s
specialist, administrator, author, and editor. Dr. Hetzel also
Church
serves as a consultant for ACSI on textbook development,
7. Abiding in John 15:1–8, Model building and she has written dozens of articles and resource books.
Christ, lead- Matthew relationships with
ing to active 28:19–20, nonbelievers and Tim Stranske, PhD, serves as an associate professor of educa-
engagement Acts 1:8, engaging them in tion at Biola University. He has served as an administrator in
with the world 1 Corinthians conversation about Christian schools for 28 years and as an adjunct or full-time
in order to reach 9:19–23 spiritual matters professor for 10 years. He has three grown children, who
the lost received Christian schooling throughout their kindergarten
through 12th-grade education.

The IQ, EQ, AQ, and SQ Elements of Effective Pedagogy | CSE Volume 10 Number 3 | 2006–2007