Building and Enhancing New Literacies Across the Curriculum 1

MODULE 6: SOCIAL LITERACY

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.

Social Literacy
Social literacy entails the development of social skills, knowledge and positive human values toward desire
and ability in human beings to ac 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 learn 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.
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 workable solution by weighing
both sides from 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 a 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 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.
Building and Enhancing New Literacies Across the Curriculum 2

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; accepting criticism without 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) Stay 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 prospect and (5) increased over-all happiness
(https://www.masters-in-special-education.com/lists/5-types-of-social-skills -deficit/).

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 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.
Building and Enhancing New Literacies Across the Curriculum 3

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 as understanding their thoughts and feelings, we can
easily establish connection with them. As teachers, we should reach out to students who are in their worse
situations and try to understand them and feel 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 ma hurt one's feelings, at some point, it can be turned
constructive for one's improvement. For example, when we receive negative feedback from 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. example, whenever we commit mistakes in teaching, whether big or small,
there is nothing to lose when we apologize, even at times, doing 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 lc
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 then follow. For-example, in every school activity, we have to find ways to
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 ay possible.

Recommended Tools in Enhancing Emotional Intelligence

Emotiona 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-intelligence-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.
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10. Face Workshop. It is an activity, in which partners face each other while showing different facial
expressions and qualities that ends with reflection.

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 a background music in a dim and candle lighted room. Everyone can express 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.

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' emotion including mirroring
what that person is feeling, or just feeling stress€ 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 I 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 c; 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 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 appreciation of the success and achievement of
others.

People Skills
Building and Enhancing New Literacies Across the Curriculum 5

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 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:(l) 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 persona 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 behaviors (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 50 percent lies with 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/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.
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. Having tolerance and understanding for the differences of others leads to
success. Tolerant people have the ability 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.
Building and Enhancing New Literacies Across the Curriculum 6

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 buildings 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 lasting confidence. People, who can sustain lasting confidence are able to conquer their shyness,
avoid awkwardness and get through the 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 him3 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 both personal, social and professional life are able to gain
camaraderie.
(Source:www.scienceofpeople.com/people-skills/)

Integrating Socio-Emotional Literacy into the Curriculum

Schools that want to teach socio-emotional learning but co 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.

QUESTIONS FOR DISCUSSION

1. What is social literacy?
2. Explain social skills. Cite the impact of social literacy and suggest strategies and tools to improve it.
3. When is a person emotionally intelligent?
4. What are the ways of enhancing people skills?
5. How can you practice social literacy in delivering a lesson in the classroom?

Note: Write your answer on a yellow pad. Submit before Final Exam.