Social Relationship Targets

SOCIAL RELATIONSHIP
TARGETS
The table below contains examples of the nature of
social relationships that can be use as targets.
peer relations friendship

cooperation
collaboration
taking a stand conflict
resolution
functioning in groups assertiveness
prosocial behavior empathy
Presented in the table below are some examples of social relationship
areas and corresponding targets.
Social relationship Targets concern Example
Peer •Showing interest in ►Students will

others share their ideas
Relationship •Listening to peers
in a small group
•Sharing to a group
•Contributing to discussion.
group activities
Cooperative •Sharing ►Students Will
•Listening
skills •Volunteering ideas
demonstrate
and suggestions that they are
•Supporting and able to
accepting others’ negotiate with
deas
•Taking turns others and
•Criticizing compromise.
constructively
Collaborative skills needed to work in
small groups may include four
components namely ; (1) BASIC
INTERACTION; (2) GETTING ALONG;
(3) COACHING; and (4) FULFILLING
PARTICULAR ROLES ( Borich &
Tombari, 2004; Hoy & Greg, 1994).
Classroom Environment Targets
In every classroom there is a unique climate

that is felt at every point in time. Some
manifest a comfortable atmosphere, others
have relaxed and productive ambiance.
CHARACTERISTICS DESCRIPTION
Affiliation The extent to which student like and accept
each other.
Involvement The extent to which students are interested in

and engaged in learning.
Task The extent to which classroom activities are

focused on the completion of academic
orientation tasks.
cohesiveness The extent to which students share norms
and expectations.
Competition The emphasis on competition between
students
Favoritism Whether each student enjoy the same

privileges
Influence The extent to which each student influences

classroom decisions
Friction The extent to which students bicker with one

another
Formality The emphasis on imposing rules

Communicati The extent to which communication
among students and with teacher is
on honest and authentic
Warmth The extent to which students care about
each and show concern.
Affective Domain of the Taxonomy of
Educational Objectives
In 1964, David R. Krathwohl, together with his
colleagues, extended Bloom’s Taxonomy of
educational objectives by publishing the second
taxonomy of objectives, this time giving emphasis
on the affective domain. krathwohl and his
collaborators attempted to subdivide the affective
realm into relatively distinct divisions.
Five different levels of affective objectives were
described in the affective taxonomy. These levels
are described in the following table.
Level Description Example
Receiving Concerned with student’s Students does
sensitivity to the existence mathematics
(Attending) of the certain phenomena activities for
and stimuli, that is, with
student’s willingness to grades.
receive or to attend stimuli.
It is categorized in three
subdivisions that shows the
different levels of attending
to phenomena:
1. Awareness of the
phenomena
2. Willingness to receive
the phenomena
3. Controlled or selected
attention to phenomena.
Responding Concerned with Students gives
responses that go special attention
to the discussion
beyond merely of mathematics
attending to lessons to be
phenomena. able to answer
the activities
Valuing Reflects the student’s Student actively
holding of a particular and consistently
importance or value. participates in the
discussion and
interestingly
answers all the
activities in
mathematics.
Organizing Students successively Student ingrates
internalize values, they the lessons
encounter situations in learned in math
which more than one with science.
value is relevant
Characterizing Internalizations has Student applies
by a value or taken place in an the lessons
individual’s value learned in
value complex hierarchy to the mathematics in
extent that he or she daily activities
can be characterized such buying,
as holding a cooking, and
particular value or others.
set of values.
Thank you and
God bless!!!😊
Prepared by:
Mariel A. Montesino BEED II-1

Social Relationship Targets

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SOCIAL RELATIONSHIP

peer relations friendship

Peer •Showing interest in ►Students will

In every classroom there is a unique climate

Involvement The extent to which students are interested in

Task The extent to which classroom activities are

Favoritism Whether each student enjoy the same

Influence The extent to which each student influences

Friction The extent to which students bicker with one

Formality The emphasis on imposing rules

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