After a few years of teaching high school English, Michael was disillusioned with uninspiring conventional curriculum. Good students simply tolerated the boring content-driven curriculum better than the less academically inclined students. He started reading about an old concept, through a new term: Emotional Intelligence. An epiphany struck: If emotional intelligence (EQ) development was more of an indication of future success than IQ and was vastly more teachable, why did schools not emphasize the development of emotional intelligence?For the next 25 years as a high school English teacher, Michael drew and learned from vast resources to better understand, articulate, and embed Healthy Habits of the Mind in his everyday lessons. He developed a list of Healthy Habits of the mind which he could discuss with students. Appreciating a curriculum that became relevant and engaging, students invested energy and often discovered their own creativity and voices.Eventually, Michael understood how developing writing skills and Emotional Intelligence strengthen and reinforce each other. Students who took more risks, succumbed to fewer fears, and developed a revision mentality were better at all life's tasks, not just writing.