Chapter 6 Ed 110 - Building and Enhancing New Literacy 2nd Sem SY 2023-2024

CHAPTER 6
SOCIAL LITERACY

INTRODUCTION

The school is a social institution established for the contemplation of reality in a profound,
personal, informal and unstructured way. Teachers facilitate learning, teach students and model
certain types of acceptable behavior while developing them in all aspects: academically, physically,
emotionally and socially. In performing such tasks, teachers also relate to parents and other
stakeholders. That is why understanding and attaining social literacy is imperative among them.

OBJECTIVES
o Define social literacy;
o Discuss social skills, their impact and strategies for improvement;
o Describe an emotionally intelligent person;
o Present ways for enhancing people skills;
o Identify ways on how to integrate social literacy in the lesson;
o give relevant life lessons and significant values from personal experience on practicing
social literacy; and
o Design an instructional material that can be used in integrating social literacy in a related
discipline.

LET’S FIND OUT

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

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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 fan 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 a student in times of counseling,
introspection and consultation.
4. Empathy. It is the ability to understand and identify the feelings 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 to 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:/Avww.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)

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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.

Emotional Intelligence (EQ)

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 (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.

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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 situation 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.

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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. Biodots. It is a simple reminder that emotions are part of our physiology.
6. Bingo Emotions. It is typically a classic “bingo” game played with emotions.
7. Feeling Faces. These are photos of real people and data about how survey respondents
evaluated each picture.
8. 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/2018/02/27/emotional-inteliigence-
tips-awareness/)
9. The Zoo: Animal Workshop. It is an activity that intends to imitate an animal behavior and
gesture that ends with reflections and group sharing.
10.Face Workshop. It is an activity, in which 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. 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.
13. 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.
14. Internalization Activity. This is an activity that helps participants to reflect on the narrations of
the facilitator with background music in a dim and candle lighted room. Everyone can express
his/her emotions and feelings of resentment, remorse, agony, disappointment, and sadness.

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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 q 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.

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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 behavior (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 59
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/her; (2) overcome social anxiety; (3)
communicate ideas; and (4) influence others positively.

Strategies in Obtaining Good People Skills

Mc Querrey (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.

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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 fasting 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 conversationalist. This is essential in communicating and interacting with
others. Excellent conversationalists 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 personal, social and professional life are able to gain
camaraderie. (Source: www.scienceofpeople.com/people-skills/)

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TESTING PEOPLE SKILLS

Direction: Please rate yourself on the following people skill indicators using the intended scale. Check
the column that applies to you.
4 3 2 1
INDICATORS Very Much Not Not
Much Much Really
People Skill 1: Being socially assertive
1. I set limitations and boundaries in interacting with others.
2. I immediately sense and address the needs of others.
3. I know how to say “No” when needed.
People Skill 2: Crafting a memorable presence
1. I leave positive impression to someone I encounter with.
I establish strong connection with people whom I meet.
3. I easily build good rapport with others.
People Skill 3: Mastering communication
1. I am good in public speaking.
2. I present topics, lessons and reports well.
3. I easily discuss big concepts in front of the crowd.
People Skill 4: Sustaining lasting confidence
1. I am excellent in most social situations.
2. I easily overcome my fear and tension whenever I face the
crowd.
3. I am more excited than anxious when socializing with others.
People Skill 5: Being an excellent conversationalist
1. I know how and when to engage in conversations and keep
it going.
2. I make small talk into big talk during conversations.
3. I use effective conversation for rapport building and
socializing.
People Skill 6: Being highly likable
1. I am invited to join teams, social engagements and groups.
2. I am the ideal one that I want to become.
3. I am always asked for my opinion on issues at hand during
conversations.
People Skill 7: Being exceptional at decoding emotions
1. I sense and determine people's attitude and intentions.
2. I interpret body gestures and facial expressions.
3. I have the ability to understand things even without any
proof or evidence.

People Skill 8: Pitching ideas

1. I can convince people to consider or take my ideas and
opinions.
2. I am confident in insisting on my ideas and opinions during
a conversation.
3. I make my ideas popular to the group during a conversation.

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People Skill 9: Being charismatic

1. I accommodate people and approach them, even strangers.
2. I provide my services to others while addressing their needs.
3. I am someone who can be easily depended on.
People Skill 10: Being an influential leader
1. I build excitement in leading people while performing
relevant tasks.
2. I can determine members who can commit themselves to
the team.
3. I make plans and try my best to realize them with others.
Interpretation: 3.25-4.0 Very High 2.50-3.24 High
1.75-2.49 Low 1.0-1.74 Very Low
Legend: 1 - never 2 – sometimes 3 – often 4 – always

Integrating 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 prosocial 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.

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