Module 6: Social Literacy

Social Literacy

Social literacy entails the development of social skills, knowledge and positive human values toward desire
and ability in human beings to act and react positively and responsibly in a wide range of complex social
settings. It can be acquired through social process of inquiry, values exploration and social decision‐
making that relate to the acquisition of knowledge and understanding (Arthur, Davison and Stow, 2000).

In school, social literacy can be demonstrated by teachers in dealing with their superiors, colleagues,
parents, students and others, while for students, by way of interaction and interrelation with the
surroundings around them ‐ their peers, the media and political influencers, technology agents, religious
groups, school staff, family members, etc.

Social Skills

Social skills are aspects of social literacy. As such, these are an integral part of functioning in society. It
involves good manners, communicating effectively with others, being considerate of others’ feelings and
expressing personal needs. In fact, children gain social skills through playing while adults obtain it by
interrelating with others, both verbally (spoken language) and non‐verbally (gestures, body language,
facial expressions, eye contact and appearance).

Social skills are also important in schools because they help build, maintain and grow relationships of
students with classmates, peers, teachers, students, and others; while for teachers, with their superiors,
colleagues, parents, students, and others. These can be attained through:
1. gaining ideas, information, techniques and perspectives from people with different areas of
expertise;
2. providing their own perspective for the benefit of others;
3. accomplishing tasks and working together toward shared goal;
4. providing mutual support for difficult situations;
5. expanding network to learn about and pursue new opportunities;
6. gaining feedback and referrals from people who can personally attest to work, skills and qualities;
and
7. making the school truly a healthy and conducive learning environment.

Types of Social Skills

There are types of social skills that teachers can demonstrate among students to attain a harmonious
relationship with them.

1. Effective communication. It is the ability to communicate effectively and share thoughts and ideas
with students through group conversations, discussions, etc.

2. Conflict resolution. It is the ability to get to the source Of the problem and find a workable solution
by weighing both Sides from those involved with the goal of mediating for reconciliation,

3. Active listening. It is the ability to pay close attention to Student in times of counseling,
introspection and consultation,
 4. Empathy. It is the ability to understand and identify the feeling of students in times of difficulty
and trouble.

5. Relationship management. It is the ability to maintain relationships and build key connections
with school stakeholders for the student's development.

6. Respect. It. can be done by knowing when [o initiate communication and respond during
interactions or even in times of heated arguments and confrontations.

7. Problem‐solving skills. These involve seeking help, making effective decisions and accepting
consequences to derive better solutions to the problem.

8. Interpersonal skills. These include the abilities of sharing, joining activities, asking for permission
and waiting for one’s turn in every facet of school undertakings.

Improving social skills.

Social skills can be improved by focusing on sustaining desirable attitudes and eliminating those
undesirable ones through modeling, role‐playing and performance feedback mechanisms.

In addition, one may consider:

1. maintaining eye contact;
2. using proper body language;
3. knowing the difference between being assertive and being aggressive;
4. selecting effective communication channels;
5. being flexible;
6. accepting criticism without being defensive;
7. remaining positive at all times; and
8. being teachable and a good student in most instances (https://www.skillsyouneed.com/
ips/social‐skills.html). :

Likewise, other ways that may help are as follows:

1. Behave as a social person;
2. Start small if necessary;
3. Ask open‐ended questions;
4. Encourage others to talk about themselves:
5. Create goals for yourself;
6. Offer compliments generously;
7. Read books about social skills;
8. Practice good manners;
9. Pay attention to your body language;
10. Join a social skills support group;
11. Stay up to date on current events; and
12. Identify and replace negative thoughts.

Impact of Social Skills.

Possessing social skills results to:
1. better relationships;
2. better communication;
 3. greater efficiency
4. advanced career prospects, and
5. increased over‐all happiness (https://www.masters‐in‐special‐education.com/lists/5‐types‐of‐
social‐skills‐deficit))

Emotional Intelligence (EQ)

Emotional intelligence can bring about maintaining a healthy an all purposeful relationship with others
that may best depict a social literate person.

Goleman (1996) defines Emotional Intelligence (EQ) as the ability to: (1) recognize, understand and
manage own emotions; and (2) recognize, understand and influence the emotions of others.

It is being aware that emotions can drive behavior and impact people (positively and negatively), and
learning how to manage those emotions, both one’s own and others’ when under pressure, especially in
times of:
1. giving and receiving feedback;
2. meeting tight deadlines;
3. dealing with challenging relationships;
4. not having enough resources;
5. dealing with change; and
6. experiencing setbacks and failure

Strategies for Enhancing Emotional Intelligence

Goleman (1995) laid down ways of enhancing emotional intelligence in the light of understanding and
managing emotions that teachers need to know and understand.

1. Think about feelings. A person has to be sensitive to one’s and other's feelings to come up with
the right manner of approach or appropriate response. For example, a teacher has to be aware of
his/her students’ background or situation that may trigger negative emotions. In that case, he/she
would know the right approach when dealing, with sensitive issues in class.

2. Pause. This is about taking a moment to stop and think before doing anything to refrain from
resorting to an unsound decision at the height of anger. For example, at the peak of anger with a
student who commits violations, a teacher may gently pause for a while and take a moment of
silence to rethink and cool down before jumping to any decision in order to avoid untoward
consequences.

3. Strive to control one’s thoughts. This is controlling the reaction to emotions by focusing on one’s
thoughts in harmony with goals and values. For example, instead of overreacting to a certain
incident or situation in class, try to control negative thoughts to see a myriad of colors at the end
of the rainbow among students. As such, try to find beauty in all things despite not‐so‐good
circumstances that may happen.

4. Benefit from criticism. Criticism, even not delivered in a favorable way, is an opportunity to learn
and it gives idea on how others: think about you. For example, when a senior teacher gives
negative feedback on your work, instead of taking it personally against him/her, gratefully accept
it with humility and appreciation, just think that it is for your improvement.
 5. Show authenticity. This is saying what we mean with what we say and we have to stick on to our
values and principles. For example, in. times of confrontation with parents, as teachers, we should
clearly express our side with respect and. sincerity while consistently upholding on to the principle
and truth behind the issue in order to avoid resorting to heated argument and conflict at the end.

6. Demonstrate empathy. Whenever we show empathy to others, such as understanding their

thoughts and feelings, we can easily establish a connection with them. As teachers, we should
reach out to students who are in their worse situations and try to understand them and feel as if
we were in the same boat.

7. Praise others. This is by way of acknowledging and appreciating others toward attaining self‐
fulfillment and building trust. For example, teachers should give acknowledgment and praise to
students for their deeds that are worth commending.

8. Give helpful feedback. Although negative feedback may hurt one’s feelings, at some point, it can
be turned constructive for one’s improvement. For example, when we receive negative feedback
from our superiors, we have to take it as a challenge toward becoming a better and stronger
person.

9. Apologize. Saying sorry demonstrates humility, a quality that will naturally win others as you value
the relationship more than the ego. For example, whenever we commit mistakes in teaching
whether big or small, there is nothing to lose when we apologize, even at times, doing it may
seem to be very difficult.

10. Forgive and forget. Forgiving and forgetting prevent others from holding emotions and allowing
one to move forward. For example, when a student or a colleague hurts us, we should be ready
to forgive and let go of the pains that somehow caused us.

11. Keep our commitments. The habit of keeping one’s word in things, either big or small, develops
a strong reputation for reliability and trustworthiness. For example, when we are given tasks in
the school, make sure that we commit ourselves, our time and efforts into it. Remember,
opportunities may only come once, therefore, grab every opportunity that may come along our,
way for it may never come again.

12. Help others. One way to positively win others is through helping them because listening to and
helping them can build trust and inspire them to follow. For example, in every school activity, we
have to find ways to help others accomplish their tasks successfully. In return, they will be grateful
to us.

13. Protect ourselves from emotional sabotage. This is being wise enough in protecting ourselves
when others attempt to manipulate our emotions for personal sake. For example, when we feel
that someone has been excessively or wrongly controlling our actions, feelings and decisions in
school, stop it in any right but subtle and courteous way possible.

Recommended Tools in Enhancing Emotional Intelligence

Emotional intelligence can be enhanced in school with the help of the following tools and strategies.
1. Emotional Literacy Workshop. This will help teachers’ to communicate with students, recognize
and manage emotions and increase self ‐awareness.
2. Emotional Literacy Museum. It is a self‐directed learning experience that teaches about the
physiology of emotions, emotional regulation, and emotional literacy.

3. Mixed Emotions Cards. It is a beautiful deck of “tarot‐like” cards of feelings (labeled with feelings
and synonyms).

4. Emotion Cards. It is an evocative, playful moon face illustration of emotions (open‐ended without
labels).

5. Bingo Emotions. It is typically a classic “bingo” game played with emotions.

6. Feeling Faces. These are photos of real people and data about how survey respondents evaluated
each picture.

7. Six Seconds Emotional Intelligence Assessment. It provides feedback about the way one uses EQ
and how to improve in this area. (http:www.6seconds.org/201 8/02/27/emotional‐intelligence‐
tipsawareness/) _ :

8. The Zoo. Animal Workshop. It is an activity that intends to imitate an animal behavior and gesture
that ends with reflections and group sharing.

9. Face Workshop. It is an activity, in which partners face each other while showing different facial’:
expressions and qualities that ends with reflections.

10. The Machine Transformer. Participants in groups have to transform into an assigned machine or
vehicle, of which each member shall comprise different parts, deemed essentials and equally
important that usually ends up with interactions and reflections.

11. Tower Building. Groups will be tasked to build a tower using pop sticks and straws. The goal is to
make the tallest and strongest tower of all. This will end up with interactions, sharing, open
forums and patching of emotional barriers.

12. Build Me a House. The participants in groups will be tasked to build a house using any available
material around them. The goal is to make the strongest house. Then, the facilitator will suddenly
destroy the house made by the group and observe the members’ emotions and, reactions and let
them express their feelings and thoughts. At the end, each one will draw realizations, lessons and
values for reflection.

13. Internalization Activity. This is an activity that helps participants to reflect on the narrations of the
facilitator with a background music in a dim and candle lighted room. Everyone can express
his/her emotions and feelings of resentment, remorse, agony, disappointment, and sadness.

14. Mirroring and Unmasking Activity. Each participant shall prepare a piece of paper and put it at
his/her back. In a circular formation, everyone has to write that person’s negative attitude on that
paper. Everyone will be given time to see those feedbacks and reflect on them while they are also
given a chance to express themselves. These negative feedbacks will be’ called masks to be torn‐
 off and burned at the end of the activity and they will be led to a prayer for self‐renewal and
rejuvenation.

Ten Characteristics of an Emotionally Intelligent Person (Connors, 2018)

The following are indicators and manifestations of an emotionally intelligent person that have to be
considered and demonstrated in schools.

1. Empathy. Empathy is the capacity to understand or feel what another person is experiencing from
within their frame of reference.

Greater Good Science Center in UC Berkeley laid down two different types of empathy, namely:
(a) Affective empathy ‐ refers to the sensations and feelings that one gets in response to others’
emotions including mirroring what that person is feeling, or just feeling stressed when he/she
detects another's fear or anxiety; (b) Cognitive empathy (sometimes called “perspective taking’)
‐ refers to one’s ability to identify and understand other people’s emotions.

2. Self‐awareness. It is the art of understanding one’s self, recognizing the stimuli that he/she faces
and preparing how to manage him/herself, both in a proactive and reactive manner.

3. Curiosity. It is one’s willingness to learn and improve. When one is curious, he/she is passionate
and therefore, he/she is driven to desire to be at his/her best.

4. Analytical mind. It pertains to being critical thinker that analyzes and processes all new
information that comes his/her way and see if they can extract ways to improve.

5. Belief. It is the power of believing in one’s self, both at present and the future. It is a matter of
affirming that people and things in one’s life happen for a reason and that everything will
ultimately turn out to be good.

6. Needs and wants. It is something to discern between things that one needs versus things that
he/she just wants and establishing needs prior to fulfilling wants.

7. Passion. It is the natural desire, instinct, drive, ambition and motivated love for a subject or
someone. More so, it brings positive energy that helps sustain and inspire one to keep going.

8. Optimism. It is about maintaining a positive attitude that may increase one’s opportunities,
improve relationships and think clearly and constructively.

9. Adaptability. It is an important recognition and the ability to make or remake decisions in one’s
best interest. It is also determining when to continue his/her course, or when is the time for a
change.

10. Desire to help others succeed. It is becoming interested and appreciative of the success and
achievement of others.

People Skills
Like emotional intelligence and social skills people skills have been widely used in demonstrating social
literacy at home, in school or anywhere that a person may be.

According to Wikipedia, people skills are patterns of behavior and behavioral interactions. For Thompson
(2009), this is an area of exploration about how a person behaves and how he/she is perceived
‘irrespective of his/her thinking and feeling. Honey (2001) defines it as the dynamics between personal
ecology (cognitive, affective, physical and spiritual dimensions) and. its function with other people's
personality styles in numerous environments (life events, institutions, challenges, etc.).

On the other hand, people skills are tools used to communicate and interact effectively with others.
Therefore, individuals with strong people skills are able to predict behavior, relate to others and. socialize
easily.

People skills can also be defined in three sets of abilities:

1. personal effectiveness or about how one comes across with others;
2. interaction ability or how well one predicts and decodes behavior; and
3. intercede easily or ability to lead, influence and build bridges between people.

Moreover, people skills are the ability to accept, appreciate and admire others on a personal or
professional level. Good people skills extend to the ability to listen and empathize with others, as well as
work toward common goals with them. Therefore, these are sets of skills that enable a person to get along
with others, communicate ideas effectively, resolve conflicts and achieve personal or professional goals.

In general, Portland Business Journal describes people skills as (Rifkin, 2009): )

1. Ability to effectively communicate, understand and empathize

2. Ability to interact with others respectfully and develop productive working relationship to
minimize conflict and maximize rapport
3. Ability to build sincerity and trust, moderate behaviors (less impulsive) and enhance
agreeableness

Educational Impact of People Skills. People skills are important for teachers in effective classroom
management. Knowing how to communicate and teach people instead of simply teaching their subjects
will help make a difference in the classroom (Bolton, 2009). Accordingly, almost 50 percent of classroom
success lies on effective interpersonal relationships, while the other 50 percent lies within academic skills
(Boyle, 2011). This is because teachers tend to interact and relate with students. Therefore, they need to
learn how to practice these people skills effectively in order to create a healthy and conducive learning
atmosphere in the classroom. , ,

In general, people skills are an essential part of work, life and social success. When one has strong people
skills, he/she is able to:
1. pitch him/herself;
2. overcome social anxiety;
3. communicate ideas; and
4. influence others positively.

Strategies in Obtaining Good People Skills

McQuerrey (2019) presents the following strategies in maintaining good people skills which are essential
in a meaningful, joyful and purpose‐driven life that teachers also need to know.

1. Good communication skills. Strong people skills in the communication area include the ability to
take in information, clarify comments and participate in effective verbal and written exchanges.

2. Conflict resolution skills. Having the ability to mediate disputes and resolve conflict among others
is an important personal and .professional skill. Hence, conflict resolution involves the ability to
clarify a specific dispute, listen to perspectives in a non‐judgmental manner and offer suggestions
for action.

3. The value of patience. Patience is an exceptional people skill that is valuable in every profession.
It involves being able to maintain an even temper, repeat and explain information as necessary
and control anger in even the most trying situations.

4. Tolerance and understanding. Waving tolerance and understanding for the differences of others
leads to success. Tolerant people have the ability to accept differences, even when they don’t
personally agree with them.

In general, there are 5 A's to improve people skills, namely: (1) acceptance; (2) appreciation; (3) approval;
(4) admiration; and (5): attention.

Ten Essential People Skills to Succeed

The following is the list of soft skills for one’s self‐reflection and examination.

1. Being socially assertive. Social assertiveness is essential for conserving social energy in the right
ways. People with high social assertiveness have more focused social energy and more clarity in
their interactions.

2. Crafting a memorable presence. People with great presence take it easy in making connections
and are extremely good at rapport building. Those with a strong presence can attract others, are
well‐remembered and are likable.

3. Mastering communication. This is knowing how to present one’s self and, in turn, gets one's
message across.

4. Sustaining lasting confidence. People, who can sustain lasting confidence are able to conquer
their shyness, avoid awkwardness and get through their anxiety or overcome any nervous
tendencies.

5. Being an excellent conversationalists. This is essential in communicating and interacting with

others are people whom others may be fond of listening to and discussing with. Most interactions
happen in three levels: (1) The First Five Minutes: This is the first impression and the time to
decide if someone is worth getting to know; (2) The First Five Hours: This is moving past first
impressions into rapport building; and (3) The First Five Days: This is the final and ultimate level
of trust and connection. Thus, a conversation is the key to moving up these three levels.
 6. Being highly likable. Likability is an important facet of trust by through being authentic or genuine
with their true selves.

7. Being exceptional at decoding emotions. People, who are good at reading people, are
exceptionally strong at knowing how others think and feel.

8. Pitching ideas. Pitching is a very important people skill because it happens all the time when one
is asked for his/her opinion and in introducing himself/herself.

9. Being charismatic. Charisma is the perfect blend of two essential people skills traits such as
warmth and competence.

10. Being an influential leader. Leaders in both personal, social and professional life are able to gain
camaraderie. (Source: www.scienceofpeople.com/people‐skills/)

Socio‐Emotional Literacy into the Curriculum

Schools that want to teach socio‐emotional learning but confined with classroom time can take a social,
emotional and moral inventory of what students are currently learning by involving:
1. a person's emotional life;
2. an ethical dilemma;
3. a situation calling for compassion;
4. a societal challenge;
5. the ethical use of knowledge;
6. cross‐group interactions; and
7. an implicit pro‐social concept.

By integrating social literacy in the curriculum content, teachers do not only give students opportunities
to practice: their social‐emotional skills, but also show them how integral these skills are in their daily lives.

Hence, reviewing’ curricula through social, emotional and moral lens is like a. habit of mind that the more
it is done, the easier it gets. Obviously, the greatest benefit of teaching lessons like these is that students
can begin to examine their education, their decisions, their interests and their relationships through this
lens, while helping them cultivate a more thoughtful and discerning approach to life.