FTC 14

The Teacher and the Community, School Culture and Organization Leadership

Unit 2: Understanding Social Interaction in Schools and Communities

Group 1

Peang, Jay-ann

Lumbadi, Elbina

Bulaquit, Chrishelle

Tao-ey, Rogelio

Alipit, Clinton

Galid, Valerie

Mangsi, Melody D.

Date of Submission:

February 26, 2020

Social Interaction

- Refers to the mutual inter-stimulation and response between two or more persons and groups
through symbols, language, gestures, and expression of ideas.
- It is the foundation of society. Without interaction there would be no group life. For instance,
interaction is the major processes for the socialization of an individual from birth to death, which
exists in every culture.
- According to Merrill, “Social interaction is the process of contact where the behavior modifies
slightly.”
- According to Dowson and Getty, “Social interaction is a process whereby men inter-penetrate the
mind of each other.”
- According to Corkiness. “Social interaction is such a process which influences the overt behavior
or state of mind of the individuals.”

Socialization

- According to E.S. Bogardus “Socialization is the process of working together, of developing group
responsibility or being guided by the welfare needs of others.”
- W.F. Ogburn defines “Socialization is the process by which the individual learns to conform to the
norms of the group.”
- Lundberg says that “Socialization consists of the complex processes of interaction through which
the individual learns the habits, beliefs, skills and standards of judgment that are necessary for
his effective participation in social groups and communities.”
- According to H.T. Majumdar “Socialization as the process whereby original nature is transformed
into human nature and the individual into person”.
- A.W. Green opines, “Socialization is the process by which the child acquires a cultural content,
along with selfhood and personality”.
- According to Horton and Hunt “Socialization is the process by which one internalizes the norms of
his groups, so that a distinct “self” emerges, unique to this individual.”
- Peter Worsley explains “Socialization as the process of transmission of culture, the process
whereby men learn the rules and practices of social groups.”

Levels of Social Interaction

According to “Situational Interaction Flexibility”

Level Scope Example

Distributed Each person is in a separate ‘bubble’ of
People passing by
Attention attention
People observing the same thing, not unlike
Shared Focus Watching, exploring together
broadcast media
“shared activity in which people are investing
Dialogue Showing off, intensive explorations
themselves and their opinions”
People engage and work towards a shared Choreography, mass exploration,
Collective Action
goal hacking/ unintended use

Forms of Social Interaction

Forms Scope Example

Between Individual and
Individual
Between Individual and Group
Between Group and Group
Between Individual and Culture
The interaction between at least
two persons.
Operates between one person and
more.
Found between two groups of
people.
People have social interaction and
social relationship with media of
mass communication and get
social change in their life.
 Doctor and Patient
 Mother and Child
 Customer and Shopkeeper
 Teacher teaching his class
 A speaker addressing the
audience
 Teams playing match
 Two forces fighting against
each other
 debate
 Peron watching TV, listening
radio, reading newspaper,
observe exhibition, etc.
Elements of Social Interaction

1. Social Contact
- In the sociological hierarchy leading up to social relations, an incidental social interaction between
individuals. In social networks, a node (representing an individual or organization) to which
another node is socially connected.
- Examples: Visiting friends and family, telephoning, etc.
2. Communication
- Communication is a social interaction with individuals constantly altering their signals in
response to the history of the immediate interaction and in response to the history of the social
relationships between individuals.
- The ontogeny of vocal communication is also dependent upon the social interactions between
young animals and other group members.
- Communication includes the Verbal, Nonverbal, and Visual Communication.
- Examples: Phone calls, smiling unintentionally when you hear something pleasing, drawings,
sketches, etc.

3. Social Attitudes and Values

- Social Attitude is learned, relatively enduring organization of beliefs about an object or situation
which leads to a disposition to respond or rather a readiness to respond in a given way.
- According to Sherif (1956) there are Distinguishing features of attitudes: 1 Attitudes are not innate,
2 More or less lasting, 3 Imply a subject-object relationship, 4 Involve individuals as well as groups,

5 Motivational-affective properties and 6 Shared by the members of a group.

Types of Social Interaction

1. Cooperation
- Occurs when two or more persons or groups working together to achieve a goal that will benefit
many people
- Can be used with other forms or interaction
- Get things done
2. Competition
- Two or more persons or groups opposing each other to achieve a goal that only one can attain
- Follows accepted rules of conduct
- Positive can lead to conflict
3. Conflict
- Deliberate attempt to control force, oppose, or harm the will of another person
- Conflict has few rules of conduct

Note: Competition vs. Conflict

The main emphasis of competition is on achieving the goal while the emphasis of conflict is on defeating
the opponent.
4. Accommodation
- State of balance between cooperation and conflict
- Give up a little and taking a little
- Major Types of Accommodation
 Compromise – two parties both give up something to come to an agreement.
 Truce – brings a halt to conflict until a compromise is reached
 Mediation – a third party acts as a counsellor in helping two parties reach an agreement
 Arbitration – a third party makes a decision that is binding on all parties
5. Assimilation
- A process of interpenetration and fusion in which persons and groups acquire the memories,
sentiments, attitudes of other persons or groups and by sharing their experiences and history are
incorporated with them in a cultural life.

Social Groups

- According to Mayer Nimkoff, “Social group is a group of two more persons who are in state of
interaction with one another”
- According to William Ogburn, “Social group is when two or more individuals come together and
influence one another.”
- Example: A family living in a home, group of employees working in a same organization, group of
classmates, a group of member of a meeting, etc.
Types of Social Groups

A. On the basis of contact

1. Primary Group (C.H Cooley)
- Primary groups have following characteristics
 There is face-to-face interaction among its members.
 There are frequent interactions among its members.
 The relations among the members are too personal, intimate and intense.
 There is a sense of ‘we-feeling’ in the members.
 The members possess similar background attributes such as language, interests, culture,
religion, etc.
 There is physical proximity among the members.
 These groups are smaller in size.
- Primary groups have a great importance. For instance the family provides food, shelter and care to
a kid. An individual learns his culture and develops a healthy personality within his primary
groups to become a productive citizen of the society.
2. Secondary Group Maciver
- Secondary groups have following characteristics:
 The group is formed by relations secondary to the primary group.
 There is comparatively less face-to-face interaction.
 There is comparatively less frequent interaction.
 The relations among the members are impersonal and secondary. These relations are
relatively less personal, less intimidate and less intense.
 The members have specific aims of interest to achieve.
 There is less physical proximity among the members.
 These groups are larger in size.
- Examples: A shopkeeper-customer relations, a doctor-patient relation, an advocate-client relation,
a teacher-student relation, a candidate-voter relation, etc.
B. On the Basis of Identification
- W.G Summer has divided social groups into two types:
1. In-group
- A group, to which we directly belong, is called our in-group. It can be our own family, tribe, sex,
occupation, games or interest group.
- Example: if I am a player of a cricket team, my cricket-team is in-group for me. A religious is in-
group for its followers. A geographical community is in-group for its residents.
- The term ‘in-group’ is used when an individual wants to identify himself with a group or show an
association with his group, such as by saying: We are American. We are English. We are Christian.
We are Muslims. We are students. We are doctors. We are musicians.
- The members of in-group have sense of ‘we-feeling’ and belongingness towards their in-group.
2. Out-group
- A group, to which we do not belong, is called an out-group. It can be any group of others (not ours)
including a family, tribe, ethnicity, sex, occupations or interest groups.
- Example: If I am a student of Psychology, the students of psychology are in-group for me, but the
students of any other discipline (other than psychology) are an out-group for me.
- The term ‘out-group’ is used to distinguish one’s identity from that of others or to compare one’s
identity to that of other, such as by saying: We are Americans (in-group) and they are Indians (out-
group). We are Muslims (in-group) and they are Christians (out-group). We are doctors (in-group) and
they are engineers (out-group).
- There is a sense of ‘they-feeling’ while referring to an out-group.
C. On the Basis of Rules and Regulation
1. Formal Group
- It is a group that has well-defined rules and regulation for joining the group, staying in the group
and leaving the group. Those, who fulfill these rules and regulations, can join and engage in the
activities of the group. The membership can be cancelled if the member violates the rules.
- Examples: Organizations, banks, hospitals, educational institutions, official association and firms
and so on.
2. Informal Group
- It is a group which has prescribed rules and regulation for joining the group, staying in the group
and leaving the group. Any person can join the group, participate in it and leave it whenever he
wants.
 - Example: a group of students sitting in playground and gossiping with one another. Any classmate
can come and join it. People gathered to see a Joker in a public place, informal clubs and
associations.
D. On the Basis of Structure
- Sanderson has divided social groups on the basis of structure into three types:
1. Involuntary Group
- It is a group that an individual cannot join or leave by his own choice.
- Example: a family is an involuntary group because an individual has no control over his birth – to
be born or not born in a specific family.
- Similarity, the sex-group is an involuntary group to which we are born without our choice and we
have no control on changing our sex-group.
- Example: from male to female or vice versa
- Age-group is also an involuntary group. We belong to our age group which changes with growth
but we have no control on changing our age group.
2. Voluntary Group
- It is a group that an individual can join or leave by his own choice.
- Example: you can join people watching a game in the playground, you can become a student in a
college, and you can join an organization and so on.
- Sometimes, you are required to fulfill criteria to join a voluntary group but still, it is in your control
to fulfill the criteria and join it.
3. Delegate Group
- It is a group that serves as a representative of the larger number of people. The members are either
elected by the people or nominated on the basis of certain criteria. A parliament is a delegate group
as it represents wishes and needs of the public. Similarly, a group of experts, sent to another
country to discuss an issue on behalf of their country, is delegate group.
E. On the Basis of Relations to Society
- George Hassen has divided social groups on the basis of its relation to society into the following:
1. Un-social Group
- It is a group that remains detached within a society. They do not participate in the society and
remains alone.
- Example: Introverts, people with adjustment problems or psychological anomalies, drug addicts,
criminals, thieves and murders.
2. Anti-social Groups
- It is a group that acts against the interest of the society. They destroy public property and peace.
They intend to spread fear and aggression to pursue their aims.
- Example: the terrorist groups, criminals, thieves and murderers.
- Similarly, a group of laborers on strike against the administration of a factory, students
demonstrating protest, people gathered to demonstrate against the government may also
sometimes become violent and anti-social groups.
3. Pre-Social Group
- It is a group that works for the betterment of the society. They engage in activities for the
development, prosperity, welfare and peace in the society.
- All the governmental and non-governmental welfare organizations are the examples of pro-social
groups who work promoting education, reducing poverty, providing health care, treating drug
addicts, helping the underprivileged people and rehabilitating the grieved ones in the society.
4. Pseudo-Social Group
- It is a group that participates in the society only for their own interest and gains. They do not care
about the interest of others or betterment of society. They are concerned only about their own
gains and benefits. They behave in a predatory or parasitic way in the society.

Individual Behavior

- Can be defined as a mix of responses to external and internal stimuli. It is the way a person reacts
in different situations and the way someone expresses different emotions like anger, happiness,
love, etc.

Group Behavior

- Two or more interacting and interdependent individuals who come together to achieve particular
objectives.
- Can be stated as a course of action a group takes as a family.
The roles of schools and teachers in developing social interaction for peace,
harmony, and tolerance in Filipino communities

A. The teacher should focus on teaching and modelling social and emotional learning
strategies that encourage reflection and awareness.

o Encourage students to consider how individual actions and words have consequences.
Through values modelling opportunities, assist students in developing student's ability to take
different perspectives and viewpoints. Teach students to think through situations and or
challenges by rehearsing various outcomes.

B. Teach problem solving and conflict resolution skills.

o Many students with behavioural disorder have deficits in executive functioning skills and
require step by step process instruction in problem-solving process. Teach students to identify
the problem and brain storm various solutions, and identify the solution he will use.

C. Create opportunities to practice effective social skills both individually and in groups.

o Model effective social skills in the classroom through praise, positive reinforcement, and
correction and redirection of inappropriate behaviours. Provide. Provide role-play scenarios
that build social skills.

D. Adjust instructional strategies to address social deficits.

o Teachers should provide structure an organization within the classroom. The arrangement of
the physical environment should be effective. Clearly stated instructional objectives and
behavioural expectations should be effective. Clearly stated instructional objectives and
behavioural expectations should be provided throughout lessons and social interactions.
Providing stimulated challenges that students may encounter at the school, home, and in the
community is essential to placing social skills in practical contexts.

E. Tailor social skill interventions to individual student needs.

o Utilize various data collection strategies to collect behavioural information and use the results
when deciding which interventions to use. Investigate strategies designed to meet particular
social skills deficits and ensure the intervention is implemented with fidelity, duration, and
intensity of the intervention delivery meets set.

F. Practice communication skills.

o Model and provide opportunities to practice effective communication skills, teach students
how to listen to others and waiting to talk, taking turns in conversation, suggesting an idea,
providing praise to others, saying thank you, and apologizing. Communication skills can be
taught through role play, games, and practice.

G. Utilize collaborative learning environments.

o Incorporate collaborative learning activities within the curriculum to encourage social
interaction. Utilizing collaborative groups will allow students to practice and observe
appropriate social interactions with peer.

H. Get parents involved! Obtain parental input regarding the students’ social
interactions.
o Converse and collaborate with parents to develop a plan that can be used at home and in
school.

I. Be creative! Utilize various forms of media when teaching social skills.

o Allow the students to read books about various conflict situations and verbally discuss
solutions.