88 By LONG AND Enkancine New Literacies AcROss THE CURRICULUM Module 6: 4 SOCIAL LITERACY Lene MNSOGIALIITERACYAD Cay LEARNING OUTCOMES Define social literacy Discuss social skis, their impact and Strategies for improvement Describe an emotionally intelligent person Present ways for enhancing people skills Identify ways on how to integrate social Ieracy in the lesson. Draw relevant life lessons and significant values from persdnal experience on Practicing social literacy Analyze research abstract on social Iteracy ‘and its implications to the teaching-learning process, Design an instructional material that can be Used in integrating social literacy in a related disciptine ga INTERACTIVE PRESENTATION Camera Flash: This is an activity that depicts the students understanding of social literacy including their expressions through Picture taking. It also enhances creativity, resourcefulness, and critical thinking ae ) Procedures: 1. Group the students into 4 or 5 depending on class size. 2. Each group will be given ample time to think of ideas on social skills. 3. Each group will be asked to take a picture that depicts the given topic using cellphone camera. Pictures are all about social skills, 4. The groups will show the pictures on the screen using an LCD projector. 5. The class will first describe and interpret the picture. 6. Then, it will be the group’s turn to explain their picture. 7. The class will find time for a brief reflection on the activity. CONCEPT EXPLORATION The school is a social institution established for the contemplation of reality in a profound, personal, informal and unstructured w2V: Teachers facilitate leaming, teach students and model ceftai” types of acceptable behavior while developing them in all aspectsModule 6:Sacial Literacy 89 academically, physically, emotionall h ly and socially. In performing suc tasks, teachers also relate to parents and other stakeholders. That is why understanding and attaining social literacy is imperative among them. 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 lear 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. 4, Effective communication. It is the ability to communicate effectively and share thoughts and ideas with students through group conversations, discussions, etc. gedere + EEREBULOING avo Ennancine New Lrtenacies Across THE CURRICULUM Fj ? ility to get to the SOUrCE of jh 2. Conflict resolution. It is the Sarl by weighing both sideg rob workable , ion idee ened with the goal of mediating for reconciliation, 3. Active listening. It is the ability to pa! close attention to , student in times of counseling, introspection jand consultat‘on, 4. Empathy. itis the ability to understand and identify the feetings of students in times of difficulty and trouble. 5. Relationship management. It is the ability t0 maintain relationships and build key connections with schoo stakeholders for the student's development. 6. Respect. It can be done by knowing when to initiate communication and respond during interactions or even iq 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 ies, asking for permission and waiting for gs. Improving social skilis. 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 addifion, one may consider: (1) maintaining eye contact; (2) using proper body language; (3) knowing the difference between 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) Sty up to date on current events; and (12) Identify and replace negative thoughts, Impact of Social Skills. Possessing social skills results to: (") better relationships; (2) better communication; (3) greater efficiency: (4) advanced career prospects; and (5) increased over-all happiness (http. masters-in-special-education.comlists/S-types-of-social-skils- defi). Emotional Intelligence (EQ) Emotional intelligence can bring about maintaining a healthy and purposeful relationship with others that may best depict a social’ literate person. assertive and being aggressive; (4) selecting effective communication | channels; (5) being flexible; (6) accepting criticism without being |Module 6: Social Literacy 91 Goleman (1996) «, to: (1) recognize, un recognize, understand tis being aware elines Emotional Inteligence (EQ) as the ability derstand and manage own emotions; and (2) and influence the emotions of others. e: that emotions can drive behavior and impact people (positively and negatively), and leaming how to manage those omens Both one's own and others’ when under proseure, especially in times of: (1) giving and receiving feedback; (2) meeting tight deadlines; (3) dealing with challenging relationships; (4) not having erat eeaumees: (6) dealing with change; and. (@) 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 hisiher 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, 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 Feaction to emotions by focusing on one’s thoughis 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 Iam 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 himvher, gratefully ‘accept it with humility ‘and appreciation, just think that it is for your improvement. 5. Show authenticity. This is saying what we me: say and we have to stick on to our values an example, in times of confrontation with parer we should clearly express our side with res; while consistently upholding on to the principle an with what we id principles. For nls, as teachers, pect and sincerity le and truth behind92 BUROING ANO EnnaNCING New LiteRacies Acaoss THE CURRICULUM 12. 13. 10. 1. the issue in order to avoid resorting to heated argument an, conflict at the end. Demonstrate empathy. Whenever we show empathy others, such as understanding their thoughts and feelings, can easily establish a connection with them. As teachers, should reach out to students who are in their worse sitvatio and try to understand them and feel as if we were in the sa boat. ea Praise others. This is by way of acknowledging a appreciating others toward attaining self-fulfilment and building trust. For example, teachers should give acknowledgment ar Praise to students for their deeds that are worth commending Give helpful feedback. Although negative feedback may hut ‘one's feelings, at some t, it can be turned constructive ‘one's improvement. For example, when we receive negatis feedback from our superiors, we have to take it as a challeng toward becoming a better and stronger person. Apologize. Saying sorry demonstrates humility, a quality th will naturally win others as you value the relationship mor than the ego. For example, whenever we commit mistakes i teaching, whether big or small, there is nothing to lose whi we apologize, even at times, doing it may seem to be ver difficult. Forgive and forget. Forgiving and forgetting prevent other from holding emotions and allowing one to move forward. example, when a student or a colleague hurts us, we should ready to forgive and let go of the pains that somehow caus us. Keep our commitments. The habit of keeping one’s in things, either big or small, develops a strong reputation reliability and trustworthiness. For example, when we are gi tasks in the school, make sure that we commit ourselves, oul time and efforts into it, Remember, opportunities may onl come once, therefore, grab every opportunity that may comé along our way for it may never come again. Help others. One way to positively ‘win others is throu helping them because listening to and helping them can bi trust and inspire them to follow. For example, in every school activity, we have to find ways to help others accomplish theit tasks successfully. In return, they will be grateful to us Protect ourselves from emotional sabotage. This is being wise enough in protecting ourselves when others attempt (0 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.Module 6: Social Literacy 93 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). 8. 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. (itp:tiwwn.6seconds.ory/2018/02/27/emotiona-inteligence-ts- 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 ot 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 Shddenly 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94 Butoins ano EnwancinG New Literacies Across THe CURRICULUM 14, Internalization Activity. This is an activity that helps participang to reflect on the ren of the facilitator with a backgroung music in a dim and candle lighted room. Everyone can expreg his/her emotions and feelings of resentment, remorse, agony disappointment, and sadness. : 15. Mirroring and Unmasking Activity. Each participant s} prepare a piece of paper and put it at his/her back In Circular formation, everyone has to write that person’s negati attitude on that paper. Everyone will be given time to see tho feedbacks and refiect on them while they are also give chance to express themselves. These negative feedbacks be called masks to be torn-off and burned at the end of activity and they will be led to a prayer for self-renewal rejuvenation. Ten Characteristics of an Emotionally Intelligent Person (Connors, 2018) : The following are indicators and manifestations of an emotio intelligent person that have to be considered and demonstrate schools. 1. Empathy. Empathy is the capacity to understand or feel another person is experiencing from within their frar reference. z Greater Good Science Center in UC Berkeley laid down b different types of empathy, namely: (a) Affective empathy - {o the sensations and feelings that one gets in respon: others’ emotions including mirroring what that person is or just feeling stressed when he/she detects another's anxiety; (b) Cognitive empathy (sometimes called "persp taking") - refers to one's ability to identify and understand - people’s emotions. 2. Self-awareness. It is the art of under recognizing the stimuli that he/she faces and preparing manage him/herself, both in a proactive and reactive mann 3. Curiosity. It is one's willingness to learn cne is curious, he/she is passionate and therefore, els driven to desire to be at his/her best. ee 4. Analytical mind. it pertains to being critical thinker | analyzes and processes all new information that comes fi way and see if they can extract ways to improve. 5. Belief. It is the power of believing in one’s self, both at pl and the future. It is a matter of affirming that people ene thi in one’s life happen for a reason and that everything ultimately turn out to be good, 6. Needs and wants. It is something to di .etwee! that one needs versus things that vane a By a establishing needs prior to fulfilling wants. 9.Module 6: Social Literacy 95 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 helshe is perceived lrespective of histher 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 (Ritkin, 2009): 4. Ability to effectively com.vunicate, understand and empathize 2. Ability to interact with others respectfully and develop productive working relationship to minimize conflict and96 Buon ano Ennanciis New Literacies Across THE CURRICULUM, maximize rapport 3. Ability to. build sincerty and tust, moderate Pehavig, (less impulsive) and enhance aggreablen' i Is are import Educational impact of People Skills. People ski ant for teachers in effective classroom management. Knowing how t communicate and teach people instead of simply teac! ria 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 5) 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 j, order to create a healthy and conducive learning atmosphere jn the classroom. In general, people skills are an essential part of work, life ang Socialisuccess. 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. The value of patience. Patience is an exceptional people skil that is valuable in every profession. It involves being able 10 maintain an even temper, repeat and explain information a5 necessary and control anger in even the most trying situations. 5. Tolerance and understanding. Having tolerance and understanding for the differences of others leads to success. Tolerant people have the ability to accept differences, eve” when they don't personally agree with them, In general, there are § A's to improve people skills, namely: (1) acceptance; (2) appreciation; (3) approval; (4) admiration; and (5) attention. 7- Ten Module 6: Social Literacy Essential People Skills to Succeed The following is the list of soft skils for one’s self-reflection and examination. 1. 7 10. 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, 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 wellremembered and are likable. Mastering communication. This is knowing how to present one’s self and, in turn, gets one’s message across. ‘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. 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. Being highly likable. Likabilty is an important facet of trust by through being authentic or genuine with their true selves, Being exceptional at decoding emotions. People, who are ‘good at reading people, are exceptionally strong at knowing how others think and feel. Pitching ideas. Pitching is a very irhportant people skill because happens all the time when one is asked for his/her opinion and in introducing himself/herself. Being charismatic. Charisma is the perfect blend of two essential people skills traits such as warmth and competence. Being an influential leader. Leaders in both personal, social and professional life are able to gain camaraderie. (Source: wwrw.scionceofpeople.com/people-sil/)98 Buon ano Ennavcrns New LiTeRacies TESTING YOUR PEOPLE SKILLS scale. Check the column that applies to you. _ ‘Across THe CURRICULUM Direction: Please rate yourself on the following people skill indicators using , INDICATORS People Skill : Being socially assertive Very Much 1.1 set Imitation and boundaries in interacting with others. hg 2. Limmediately sense and address the needs of others. 3. know how to say "No" when needed, People Skill 2: Crafting a memorable presence 1. Tleave positive impression to someone | encounter with, 2. establish strong connection with people whom | meet '3.| easily build good rapport with others. People Skill 3: Mastering communication 1. am good in public speaking, 2. | present (opies, lessons and reports well 3. easily discuss big concepts in front ofthe crowd. People Skill 4: Sustaining lasting confidence 1. am excellent in most social situations 2. easly overcome my fear and tension whenever I face the crow. 3. Lam more excited than anxious when socializing with others, People Skill 5: Being an excollent conversationalist 1. | know how and when to engage in conversations and Keep it going. 2. | make small talk into big talk during conversations. 3. use effective conversation fr rapport building and socializing. People Skill 6: Being highly likable 1. am invited to join teams, social engagements and groups. 2. | am the ideal one that | want to become. ‘3. am always asked for ™y opinion on issues at a during conversations Me People Skill 7: Being excay ope tional at decoding emo- 4.1 sense and determine people's attude and intentions 3. interpret body gestures and facial expressions 4. Thave the abiliy to understand tings ave proof or evidence. ray) People Skill 8: Pitching ideas 1. ean convince people to consid ler or take my idea ophioal ‘my ideas andModule 6: Social Literacy 99 ei i (am confident in insisting on my ide oa omen sstng on my ideas and op Sina ry Mees pop the group conversation. group duting a onl Skil: Boing charismatic — 7 accommodate people and aj paren Pproach them, even 2 I provide my services to othe os FS while addressing their 3. lam someone who can be easily depended on People Skill 10: Being an influential leader 1.1 build excitement in leading people while performing relevant tasks. 2. can determine members who can commit themselves to the team, 3. make plans and try my best to realize them with others Interpretation: 325-40 VoryHigh 250-824 High 1.75249 Low 1.0-174 Very Low DeLeon (2019) 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. a QUESTIONS FOR DISCUSSION 1. What is social literacy? 2. Explain social skills. Cite the impact of social literacy and singel ctrategies and tools to improve it.102 Buromis mo Ennancine New Lirenacies Across THE CURRICULUM it h Direction: Give at least four (4) people skills and write €2ch of thes, on each head. On each shoulder, write Signs of 4 person possessing such skills. LEARNING REFLECTION PEOPLE SKILLS (SJeuraieucum APPLICATION Direction: Design an instructional material that can be used in integrating social literacy in a related discipline (i.e. Edukasyon sa Pagpapakatao). Use the provided format template sample belov, INSTRUCTIONAL MATERIAL PLAN Instructional Material: Brief Description: Purpose: Topic: Subject: Materials: PROCEDURE