Social Literacy

An Exploration of Transformation in Society

 Social literacy Defined
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
responsibility in a wide range complex
social settings. It can be acquired through
social process of inquiry, values exploitation
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 superior,
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
influencer, technology agents,
religious group, school staff, family
members.
Moral Uprightness
-refers to actions, thoughts, speech, and
motivations that align with ethical standards
of right and wrong. It underscores the
importance of integrity and moral values in
social interactions.

Justice:
-involves adhering to a standard that promotes
fairness and accountability. It requires a
framework of laws or rules that ensure
equitable treatment of individuals, holding
them accountable for their actions while
rewarding positive behavior.
Equity
- differs from equality in that it focuses on
meeting individual needs rather than providing
the same treatment for all. It seeks to
understand and address the unique
circumstances of each person to promote
fairness and support.

The Role of Peers and Schools

-peers and educational institutions are crucial
in shaping children's social skills. Their
environments provide opportunities for
learning and practicing these skills.
Social skills are composed of three interrelated
components:

1. Social Perception: Understanding social cues and

dynamics.
2. Social Cognition: Processing and interpreting social
information.
3. Social Performance: The ability to act appropriately in
social situations.

Social Skill

- defined as the ability to interact with others in socially

acceptable ways that are beneficial both personally and mutually.
This definition emphasizes the importance of context and the
value of positive social interactions.
 Types of Social Skills
 Effective communication
It is the ability to communicate effectively and
share thoughts ideas with students through group
conversations, discussion, etc.

 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 with mediating
for reconciliation.
 Active Listening
It is the ability to pay close attention to a students
in times of counseling, introspection and
consultation.

 Empathy
It is the ability to understand and identify the
feelings of students in times of difficulty and
trouble.

 Relationship Management
It is the ability to maintain relationship and build
key connections with school stakeholders for the
students development.
 Respect
It can be done by knowing when to initiate
communication and respond during interaction or even
in times of heated arguments and confrontation.

 Problem-solving Skills
This involve seeking help, making effective decisions
and accepted consequences to derive better solutions to
the problem.

 Interpersonal Skills
These include the abilities to sharing, joining activities,
asking for permission and waiting for one's turn in every
facet of school undertaken.
IMPACT OF SOCIAL SKILLS

Possessing social skills result to:

1. better relationship
2. better communication
3. greater efficiency
4. advanced career prospects
5. increased overall happiness
 The Role of Parents and Teachers in
Teaching
Social Skills to Children
• Parents can directly teach social
skills by modeling, role-playing,
and providing opportunities for
their child to rehearse and
practice new skills.
• Professionals typically intervene
only when children are having
substantial social difficulty with
peers.
• Children must then generalize the
skills they learn in the group to
school and other personal social
situations.
• School is the place where children
spend the majority of their time
with peers.
• Professionals should work
cooperatively with the children’s
parents to prevent the humiliation,
embarrassment, and distress that
befall these children.
• Pairing a socially inept child, with a
socially adept one, involving children in
cooperative instead of competitive
learning exercises, identifying and
acknowledging the strengths of all
children, understanding social
weaknesses., and creating an
environment in which diversity is
accepted and celebrated can greatly
enhance all children’s social abilities,
sense of belongingness, and self-
esteem, not just in the classroom but in
life as well.
EMOTIONAL INTELLIGENCE

Emotional intelligence can bring about

maintaining a healthy and purposeful
relationship with others that may best depict
a socially literate person.

Goleman(1996) defines Emotional Intelligence

as the ability to: (1) recognize, understand
and manage own emotions; and (2) recognize,
understand and influence the emotions of
others.
 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. Sensitivity to one’s and other’s
feelings to come up with the right manner of approach or
appropriate response.

2. Pause. Taking a moment to stop and think before doing

anything to refrain from resorting to an unsound decision at
the height of anger.
3. Strive to control one’s thoughts. Controlling the reaction
to emotions by focusing on one’s thoughts in harmony with
goals and values.

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.

5. Show authenticity. Saying what we mean with what we

say and we have to stick on to our values and principles.

6. Demonstrate empathy. Whenever we show empathy to

others, such as understanding their thoughts and feelings, we
can easily establish a connection with them.
7. Praise others. Acknowledging ‘and appreciating others
toward attaining self-fulfillment and building trust.

8. Give helpful feedback. Although negative feedback may

hurt one’s feelings, at some point, it can be turned
constructive for one’s improvement.

9. Apologize. Saying sorry demonstrates humility, a quality

that will naturally win others as you value the relationship
more than the ego.

10. Forgive and forget. Forgiving and forgetting prevent

others from holding emotions and allowing one to move
forward.
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.

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.

13. Protect ourselves from emotional sabotage. This

is being wise enough in protecting ourselves when others
attempt to manipulate our emotions for personal sake.
 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. Help teachers to
communicate with students, recognize and manage
emotions and increase self-awareness.

2. Emotional Literacy Museum. Teaches about the

physiology of emotions, emotional regulation, and
emotional literacy.
3. Mixed Emotions Cards. A beautiful deck of “tarot-
like” cards of feelings (labeled with feelings and
synonyms).

4. eMotion Cards. An evocative, playful moon face

illustration of emotions (open-ended without labels).

5. Biodots. A simple reminder that emotions are part of

our physiology.

6. Bingo Emotions. Typically a classic “bingo” game

played with emotions.
7. Feeling Faces. Photos of real people and data about
how survey respondents evaluated each picture.

8. Six Seconds Emotional Intelligence Assessment.

Provides feedback about the way one uses EQ and how
to improve in this area.

9. The Zoo: Animal Workshop. Imitating an animal

behavior and gesture that ends with reflections and
group sharing.

10. Face Workshop. Partners face each other while

showing different facial expressions and qualities that
ends with reflections.
11. 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.

12. Tower Building. Build a tower using pop sticks and

straws to make the tallest and strongest tower of all which will
end up with interactions, sharing, open forums and patching of
emotional barriers.

13. Build Me a House. Build a house using any available

material around them to make the strongest house. Facilitator
will suddenly destroy it and observe the members’ emotions
and reactions and let them express their feelings and thoughts
to draw realizations, lessons and values for reflection.
14. Internalization Activity. Participants 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.

15. 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.
Thank You
JAVAREZ
PAGUIA
LEQUIGAN
MAGDAYAO
TIBIO
TEJARES