u.s. for treatment. airports around the world are strengthening screening meyers. people in toledo, what the mayor says is being done to clean water. all that straight ahead. lisa fletcher and you're in the stream. shortening the average 9 to 5 , revolutionize the american office. ? >> some teachers are pushing for a homework list classroom. the iq myth. could teaching emotional intelligence be the missing piece in american education? waj ask out. bringing in your feedback, osma,

you and i were talking earlier about upending these traditional notions of education and of the workplace and you discovered on social media there is a fundamental issue a lot of people would like to depend with when it comes to the office space. >> it's pretty much the holy grail of the workplace and it is the meeting. if you take a look, alex ward and so did mark quela. it's a common refrain we are hearing. it's something that's very difficult to replace because it's so engrained in work culture, something i hope we can dig in to today and get guests to come up with alternatives and different ideas. >> improve it, make it more productive and shorter. shorter would be amazing. >> or eliminate it all together. >> if the work place is one of the most protective places, we may not be doing a good job. [norms like multi-tasking could be hend hindering our progress in the longrun. many innovators say stables like

cubicles, the 8-hour workday are outdated concepts. are the common practice both managers and employees may need to rethink and what is the future of the american workplace look like? joining us today, jean meister, founding member of a workplace to reinvent the office. jay morgan, author of the book, the future of work. and nikil sabab many. thanks for all of you for joining us. how to reinvent the workplace. what's wrong with most workplaces these days, both from a physical and human perspecti perspective? >> well, first from the physical perspective, the office is dead. employees are increasingly looking for workplace flexibility. so i'd like to think of work as

more a state of mind. and an experience. and this is actually important across generations. it's not a millennial thing as we have long thought about. it's really everyone wants to work when and where and how they want to work. in fact, it won't be too long before we ditch our smartphones and tablets and start communicating on our smart watches. >> jean, when you talk about everybody communicating when they want where they want and what they want, at the same time it sounds a little unproductive. >> actually, employees are really craving the ability to work on their own terms. but still, deliver their work product on time and on budget. so it's very, very important for

this workplace flexibility. it's actually a strategic imperative. it's not aperk like extra days off or stock options. employees are really craving and in fact, across the board, are rating workplace flexibility as a top-priority. look at what marriott has done in the last two years. you could now book a space in one of 300 marriott lobbies, in order to have a meeting with co-workers or customers, without having to go to an office at all. it's called work space on demand. >> jean, i'd have to agree with you. viewers. if you take a look account , margareta, even if a person isn't in at certain office hours, there are

ways of determining how to make a person productive and making sure they're on task. >> absolutely. especially as more companies adopt internal social networks, inside companies like facebook type networks, yemmer, one example from microsoft, you can get a sense of how productive you are and it's a very transparent way of working. so you're still working, but you're working at a time and at a place that is most productive for you, the employee. >> and let's face it we're all available 24/7 and this amount of control on how and where we work is something that's going to increasingly be important the us. >> jacob, how employees work, how managers lead and how workplaces are structured, changing everything, do you

think this is coming from employees and employee unhappiness or is it coming from the other end and managers are looking and seeing decreased productivity? >> i think it's coming from a couple of different areas. i think you definitely see employees that are disengaged. numbers currently show that 13% of employees are only engaged at work which means that we have the vast number of employees that are basically zombies in the workplace. like the living dead, you're living it. managers have a very difficult time managing people. they see, trying to figure out the best way to encourage and motivate employees. and then you see organizations as a whole, microsoft just recently nowed they're going -- announced they're going to lay off 18,000 employees over the next year or so. how do we stay agile and adaptive and do it in an effective way? it's coming from all three

levels of the company. >> nikil, can that actually be unproductive? >> yeah, you know, it's an interesting question. i think collaboration has become a very kind of insufferable buzzword. in american a lot of it is actually a code for open plan, that are cheaper that cram more people under the rubric of working and collaboration. most studies suggest that a lot of work needs concentration, privacy, collaboration as the end-all and be-all of work can actually hin diser th hinder thk they need to do. so actually i think a lot of it, there is a lot of synergism behind it and a lot of false consciousness on people who are not really interested in

collaboration in the end-all be-all. >> well, this idea of how do you rest in the workplace, how do you get time to rejuvenate yourself, if you're in the office or elsewhere, the idea of napping is something that came up repeatedly from viewers. i want to show you what blackwell said. napping is the true path yet i'm the only one taking them. justin says he has a couch in his office, not afraid to use it. even the difficult question of when do you wake someone up? it's clear not the easiest thing to navigate. >> the true path to getting fired in most american offices right. >> nikil do you think that could be useful in the workplace? >> yes, it's useful in the workplace, useful outside it. everyone who has had to work at home and not getting a nap at some point has found that to be valuable. i think what jean was saying really is true here, that the notion that -- i mean it

shouldn't be a sort of policy where workplace is firm in its use, in a way a kindergarten or preschool. i think it is this region where workers should have the ability to work when they need to work and coordination with their team and a lot of this is about control. i mean, the sense is that workers don't -- workers were afraid of napping or afraid of leaving the office for an errand. i mean it's the same thing ultimately. they are really afraid of a certain power structure in the workplace. i think that is sort of the issue behind all of this. the fact is that they're coming up against this system of control that they don't like and this is been true for generations. >> jean we have about 30 seconds left, the ideal workplace. >> the ideal workplace is open, collaborative, innovative, and remember these three letters: pto. predictable time off. and that needs into the ability

to take a nap, and rejuvenate, when and where you want to. >> all right, thanks to our guests, jean, jacob and nikil. still ahead. chances are you or your kids have taken the sat or act, certain colleges have put less emphasis on them or ignore them in whole. why teachers should have to justify assignments. and later, do you have emotional intelligence? some workplaces or universities are placing importance on people who can read a room. is emotional intelligence connected to success?

>> my name is janet, i'm in the stream. >> welcome back. education reform is a hot topic these days. especially when it comes to how much we're preparing students

for college. just recently,ham shie, hampshire college college, became one of the first to reject sats. >> out of orlando, florida, joshua katz. high school math teacher. thank you for both of you for joining us. alfie, is it good enough for me, is it good enough for you, what's wrong with that approach when it comes to education? >> sometimes we say, it's bad enough for me when i was a kid, it's bad enough for my kids. we end up perpetualin perpetuating experiences. a lot of things we talk about as

traditional or defining what it means to go to school, turns out according to good experience, theory and research to be not only unnecessary but counterproductive. that includes tests, grades, homework, lectures, worksheets, and a model that consists of basically transmitting a bunch o facts and skills to kids as if they were open receptacles. >> my nine-year-old nephew and 11-year-old niece can be so happy to hear what you hear next. the homework they have is insane. what do you think of homework? >> it's not just the amount of homework. we know the destructive effects kids and ex-kids should know, it tends to create exhaustion, family conflicts, take time away from other

activities, and turn kids off to learning. making kids work what amounts to be a second shift after they get home from school really doesn't help them to be better learners. there's no research to show any advantage whatsoever, before high school, and even in high school, claims are pretty dubious. so it turns out that there are ways that a lot of good schools and teachers know this, to help kids become mighted and proficient -- excited and proficient learners, after school, that's for families to decide what to do with that time. >> alfie, we got a lot of responses, homework should include values that we are struggling with in current events. just know who your political figures are is a good start. and he sort of brings unthis up this idea that we need to make homework practical if we're going odo it.

for example, sarah says, eliminate it altogether. what would hatch if we eliminated homework? >> we would have kids that had time to just be kids. to develop socially, emotionally as we will discover more in the next segment of your show, artistically, physically, and parents deciding what to do with the evening instead of the school telling us. what we might also have is kids who continue to learn books on their own. to learn math by cooking, to become more physically fit. to be excited about learning if it weren't such a anchor. >> you're a high school math teacher, you're also a tedx alum, great talk by the way. you teach the bottom 25% of kids in a algebra.

how does that fare in rote learning and testing now? >> they struggled not only currently but for years in this, in the model because of the testing results early on, begin to give them a way to identify themselves. so we know as early as second or third grade soon to be kindergarten whether or not they have capabilities, based on the results of the test. by the time they get to me they have already made a choice to identify themselves as not too good at school. so when they come to high school, they've already almost have given up on themselves. and it's a lot of effort to rebuild their confidence and talk about how we can turn you into a learner again, to get what you neat from school, from life. >> how do you think what and how teachers are doing should be changes to be more productive for kids? >> well, i think you open the

segment with a spot on descrition. we have done -- description. we have done things because that is what has been done to us. as teachers we tend to begin our careers doing things to what has been done to us. to learn new techniques, to do research on how learning works, how motivation works. a lot of times we do things -- go ahead. >> a lot of our respondents also mentioned the fact that they were punished as children. and as you were saying, they see it as something that they will mrs. maybe do to their children. and i want to bring up a response specifically by a person mentioned as attack leader, punished being alone until he was in his room until done. you see this has lasting effects. this sounds like a pretty egregious punishment.

what kind of effects does that have later on in life? >> well, in life you start to jaded. i have students a lot of times, in my classroom just so you know i've developed what i call, not what i call, a results-only work environment although i assign programs, they can demonstrate by practice test or by homework. so when a student like this example what they'll learn is that there's no use for me to even try or i'll begin to not enjoy, doing things for wrong reason, and instead of learning for the sake of learning, i'll start doing things just balk work and i can remember it -- because work i can remember it and dump it or there will no longer be an emotional attachment to what i'm doing. we're producing this robotic mechanic, i have to do things because they're telling me to do

it because of the true meaning of learning and exploring. >> taking the adventure and love out of it. thanks to both of our guests, joshua or alfie. i'm keeping you around, you're on next. beating book-smart. >> an american tonight investigative report >> i never would have thought this would happen to us >> athletes going for the gold >> i've had a lot of people ask me... why didn't you scream?... why didn't you yell?...kick... why didn't you go tell your mom? >> betrayed by those they believed in the most >> there's bad people out there in youth sports >> could this happen to your child? >> my sole purpose in coming forward, is to help change the culture of sports >> an america tonight investigative report only on al jazeera america vé

>> if you want free press in the new democracy, let the journalists live. welcome back. we're discussing unique shifts in american education. joining us to discuss a rise in emotional learning, mark brakett. and on skype is bonnie brown. served the new york department of education for 30 years.

mark what is emotion intelligence? >> emotio l emotional else intelligence has to do with understanding gestures and the causes, labeling emotions, knowing how to express emotions in the proper context and finally, the regulation of emotion and regulating difficult emotions. >> a lot of our respondents in order to have those skills that you mentioned, so for example charleston meyers here said that emotional intelligence in no way implies a product, a critical tool in doing those things that you mentioned correct? >> it is but it is observe ant of others and observant of others.

self awareness certainly benefits people of all ages. bonnie, you were school superintendent, you worked to bring emotional intelligence curriculum into the schools. why did you do that? what did you think the benefits were going to be? >> well, i felt that there was two deep an emphasis for my students on academic achievement where they were going to college, what their grades were and not enough emphasis on educating the whole child. and the pendulum that swung from one end to the other and no one was teaching them empathy and compassion and social skills. and because my particular students had special needs many of them were going into vocational schools and occupational training centers and what we found is they were losing employment moss graduation, not because of their lack of academic ability or lack of skills to do the job. but because of their lack of skills and emotional regulation and building relationships with

other people. >> this sounds good. but give me an example so we can better understanding how it's taught. take us into a classroom and tell us what they would lurn during an motion sort of -- learn during an emotional sort of legs. >> you might -- of lesson. >> what were his feelings at one point, what are his feelings at the other point? what caused him to feel that way? what would be a better strategy for him? we're leveraging the curriculum. so children are getting their academic needs met while we're also teaching them the five rules or skills or important for them to know about emotion. >> mark is this a trend, or a long term component that may eventually become fundamental to education?

>> well, our hope is that our nation takes emotion seriously and recognizes that children's emotions really matter. so we're working towards building policies and standards for this, across the nation, to make sure every child gets the emotion education he or she deserves. >> let's talk about this as i.q. versus emotional intelligence, mark. is one more important than the other. obviously you have to have a degree of intellect. do you see more of a scenario of a balance rather than an extreme emphasis on i.q? >> i definitely do. each intelligence has advantages. you need general intelligence to problem-solve about complex issues. but as i tell my students at yale all the time, those who reach the high level i.q. or at

least academic competent competence, that's not going to get them to the next stage of their lives. to do well in interviews, to collaborate, to manage the disappointments and failures that they may experience in the future are going to be in the line of emotional intelligence. >> alfie i want to jump to you. some of our viewers for example palm henkle here, point out measures of intelligence like i.q. based. what are there ways about thinking about intelligence? interi think we have to move beyond traditional measures and intelligence. a number of people have done that, that's quite separate from talking about emotional intelligence which is just a way of talking about social and moral skills, and dispositions. we just use the word intelligence because it's sexier, more salable for people who think in those terms. i generally find this is a very

useful and valuable thing to do to promote emotional intelligence. whatever we call it. but with a custom of caf -- a -- a couple of caveats. not just a means to improve their test scores or make kids more compliant by emphasizing self-regulation for our convenience. and then also i think we have to make sure we look at the structural causes of a lot of problems that kids grapple with. rather than just trying to fix the kid. for example, you can't just tell kids that they should be cooperative and help each other, if they're facing awards, assemblies and spelling bees that helps them look at everyone else's obstacles to success. you can't tell them they should be trying harder and trying different things. if we're giving them grades that create an incentive to do the easiest possible thing. you can't tell them to stop cheating and be honest when certain aspects of the way we

teach have been shown by research to promote cheating. >> i'm going to pause you there for a second alfie. we've got about 45 seconds left in the show, alfie raised issues about bullying. does emotional intelligence help to thrart that aspec -- thwart n aspect of that kid's personality? >> i think in school the there are programs that call themselves anti-bullying. i don't believe in antibullying programs but i believe in supporting children and teaching children to build their own compassion and ability to become a human being. >> thank my guests. we'll see you online.

♪ this is al jazeera. i am richelle carey with a look at today's top stories. the israeli prime minister said the file will continue after the commission to destroy all of the cross border tunnels is complete. washington, thousands of protesters marched on the twhiet house could done dem the violence in gaza. the american doctor who contracted ebola is back in the u.s. getting treatment at an atlanta hospital. a water emergency in