Name: ANNA CHRIS C.

CORONA Date: April 04, 2023

Course/Year: BSEd-MATH III

LEARNING TASKS
WHAT DO YOU THINK
Answer the following questions substantively:
1. Unhealthy and problematic social media is seen to adversely affect the interpersonal
relationship among the youth. What school and classroom intervention should teachers
employ to minimize the effect of social media addiction on the interpersonal relationship
among the youth?

My Answer: Social media addiction can have a significant impact on the interpersonal
relationships among youth, including their relationships with teachers and peers at school. Here
are some classroom interventions that teachers can employ to minimize the effects of social
media addiction on students' interpersonal relationships:

1. Educate students on the effects of social media addiction: Teachers can talk to their students
about the negative impact of social media addiction on interpersonal relationships, including
how it can lead to decreased empathy and social skills. Providing education on the topic can
help students understand the importance of balancing their social media use with face-to-face
interactions.

2. Encourage face-to-face interactions: Teachers can encourage their students to engage in

face-to-face interactions by implementing group work and class discussions. This can help
students develop their social skills, improve their communication abilities, and form stronger
interpersonal connections.

3. Set clear boundaries: Teachers can set clear boundaries for social media use during class
time. This can include prohibiting the use of social media during class or limiting the amount of
time students are allowed to spend on social media during breaks.

4. Foster a positive classroom environment: Teachers can create a positive classroom

environment where students feel comfortable sharing their thoughts and feelings. This can help
students build stronger connections with their peers and teachers, which can in turn help
mitigate the negative effects of social media addiction.
5. Encourage outdoor activities: Teachers can encourage their students to participate in
outdoor activities, such as sports, games, or other recreational activities. This can help students
develop their social skills and form stronger bonds with their peers outside of social media.

Furthermore, teachers can play an important role in helping students manage their social
media use and develop stronger interpersonal relationships. By implementing these
interventions, teachers can help mitigate the negative effects of social media addiction on their
students' interpersonal relationships.

2. When Teacher Nel is visited a gaming station in the locality, he was alarmed by the
language of the gamers, some of which are his students. Gamers exchange profanity and
swearing while interacting in the gaming station. When Teacher Nel asked some of the
gamers, he learned that exchange of profane expressions is normal in the gaming station and
gamers used to it. If you were Teacher Nel, how would you react to such language of these
gamers? Do you agree with the idea that profanity is normalized in the gaming station? Why
or Why not? What school/community intervention will you suggest to minimize swearing and
profanity among gamers?

My Answer: If I were Teacher Nel, I would take immediate action to address the language used
by the gamers. While profanity may be normalized in the gaming station, it is not acceptable in
a school setting, and it can create a negative learning environment for students. First, I would
have a conversation with my students, both individually and as a group, to discuss the impact of
their language on themselves and others. I would explain why the use of profanity is not
acceptable in a school setting and how it can create a hostile or uncomfortable environment for
others. It would also be important to communicate that this behavior is not acceptable and may
violate school policies. Second, I would work with the school administration to develop a plan
to address the issue of profanity and swearing among gamers. This could involve implementing
school policies that prohibit the use of profanity in school settings, collaborating with parents
and community members to raise awareness about the negative impact of profanity on
students, and providing alternative activities or incentives for students to engage in positive
behavior. Third, I would encourage the gamers to take responsibility for their language and to
be mindful of the impact of their words on others. It may be helpful to provide education and
resources to help students develop more positive ways of interacting with their peers, such as
conflict resolution skills or team-building activities. Therefore, the key to minimizing swearing
and profanity among gamers is to create a positive and inclusive learning environment where
students feel safe and respected. By working together with the school administration, parents,
and community members, Teacher Nel can help to create a culture of respect and responsibility
where students can thrive and succeed.
3. Teacher Ben is tasked to discuss the concept of SOGIE( Sexual Orientation, Gender Identity,
and Expression) in a seminar which will be attended by senior high school students. He thinks
that such new and sensitive concept may not be well received by the students. He is afraid
that he might say words that may offend students. What advise will you give to Teacher Ben
as he prepares for his talk?

My Answer: Discussing the concept of SOGIE with high school students can be a sensitive topic,
and it's understandable that Teacher Ben may feel apprehensive about it. Here are some pieces
of my advice that may help him prepare for his talk:

1. Educate himself on the concept of SOGIE: To ensure that he has a clear and accurate
understanding of SOGIE, Teacher Ben should read up on the topic, attend training sessions, or
consult with experts in the field.

2. Use inclusive language: When discussing SOGIE, it's important to use language that is
inclusive and respectful of all individuals, regardless of their sexual orientation, gender identity,
or expression. Teacher Ben should make sure to use gender-neutral pronouns (such as
they/them), avoid making assumptions about a person's gender or sexual orientation, and use
language that is appropriate for the audience.

3. Be sensitive to students' needs: Teacher Ben should be aware that some students may feel
uncomfortable or vulnerable discussing their SOGIE in a public setting. He should create a safe
space where students feel comfortable sharing their thoughts and feelings, and he should be
prepared to answer questions in a non-judgmental and supportive manner.

4. Provide accurate information: Teacher Ben should provide accurate information about
SOGIE, including its definition, the different terms and concepts related to it, and the various
experiences that people may have based on their SOGIE. He should be prepared to answer
questions and address misconceptions that students may have.

5. Foster open-mindedness and respect: Teacher Ben should encourage students to be open-
minded and respectful of others, regardless of their SOGIE. He should emphasize the
importance of treating others with kindness, empathy, and understanding, and he should
discourage any discriminatory or hurtful behavior.
6. Seek support: Finally, Teacher Ben should seek support from colleagues, school
administrators, or other professionals who have experience discussing SOGIE with students.
They may be able to offer advice, resources, or guidance that can help him prepare for his talk.

4. The pandemic has restricted community and school activities and staying at home is
encouraged by the authorities to stop the virus from spreading. As a result, the students
don't have the chance to socialize with his classmates and peers. What learning activities
should teachers adopt to develop the interpersonal skills among students who are under
homebased instruction? What are the pros and cons of these learning activities?

My Answer: The pandemic has indeed presented significant challenges to the development of
interpersonal skills among students who are under home-based instruction. Here are some
learning activities that teachers can adopt to help foster interpersonal skills among their
students, along with their pros and cons:

1. Virtual group projects: Teachers can assign group projects that require students to work
together virtually. This can help students develop communication and collaboration skills while
also giving them the opportunity to socialize with their peers. Pros include the ability to work
on projects from anywhere, and the opportunity to develop digital collaboration skills. Cons
include potential difficulties with online communication and the lack of face-to-face interaction.

2. Online discussions: Teachers can facilitate online discussions on topics related to the
curriculum, current events, or other areas of interest. These discussions can help students
develop critical thinking, communication, and listening skills, as well as provide opportunities
for socialization. Pros include the ability to engage in discussions from anywhere and the
opportunity to develop critical thinking skills. Cons include the potential for miscommunication
and the lack of nonverbal communication cues.

3. Virtual team-building activities: Teachers can organize virtual team-building activities such
as online games, virtual tours, and other interactive activities. These can help students develop
teamwork, communication, and problem-solving skills while also providing opportunities for
socialization. Pros include the ability to engage in team-building activities from anywhere and
the opportunity to develop problem-solving skills. Cons include potential difficulties with online
communication and the lack of face-to-face interaction.

4. Online peer tutoring: Teachers can pair students up to engage in online peer tutoring, where
students can help each other with their coursework. This can help students develop leadership
and communication skills, as well as provide opportunities for socialization. Pros include the
opportunity for students to learn from one another and the development of leadership skills.
Cons include the potential for miscommunication and the lack of face-to-face interaction.

In summary, there are several learning activities that teachers can adopt to help foster
interpersonal skills among their students who are under home-based instruction. However, it is
important to note that these activities may have some limitations, such as the potential for
miscommunication and the lack of face-to-face interaction. Therefore, it is important for
teachers to be mindful of these limitations and to provide appropriate support and guidance to
their students to ensure their success.

5. Teacher Cora noticed that Jim, the class president, sounds bossy and arrogant when he
presides the meeting. He has the tendency to preach about the class rules and regulations
and does not accept suggestions from his other classmates. One time, she saw Jim pointing
his finger to his classmate. Teacher Cora finds his verbal and body language inappropriate and
disrespectful. If you were Teacher Cora, what will you do to address this issue? What advice
will you give Jim?

My Answer: As Teacher Cora, I would first speak to Jim privately and express my observations
and concerns about his behavior during class meetings. I would emphasize the importance of
creating a positive and respectful environment in the classroom, where all students feel heard
and valued. Next, I would provide Jim with specific examples of his behavior that I found
inappropriate and disrespectful, such as pointing his finger at his classmate. I would explain to
him that this type of behavior can be perceived as aggressive and intimidating, and can make
his classmates feel uncomfortable and disrespected. I would, then, offer Jim some advice on
how to improve his presiding skills. I would encourage him to listen actively to his classmates'
suggestions and ideas, and to show appreciation for their contributions. I would also advise him
to use a more collaborative approach when making decisions and enforcing class rules, rather
than just preaching about them. Finally, I would work with Jim to develop a plan for how he can
implement these changes in his role as class president. I would offer ongoing support and
feedback to help him improve his communication and leadership skills, and to create a more
positive and respectful learning environment for all students in the classroom.

THE GOLDEN TEN

Accomplish the following tasks:
1. Name ten (10) nonverbal expressions that you find disrespectful and offensive.
My Answer:
Here are examples of nonverbal expressions that are generally considered disrespectful or
offensive in various cultures:
1. Rolling your eyes.
2. Pointing your finger.
3. Crossing your arms.
4. Standing too close to someone.
5. Making derogatory facial expressions.
6. Turning your back on someone.
7. Ignoring someone or not making eye contact.
8. Interrupting someone while they are speaking.
9. Invading someone's personal space.
10. Using aggressive body language such as clenched fists or leaning forward aggressively.

2. Give ten (10) things to remember when talking about sensitive issues.
My Answer:
Here are ten things to remember when talking about sensitive issues:

1. Be aware of your own biases and assumptions.

2. Use respectful and non-judgmental language.
3. Listen actively and try to understand the other person's perspective.
4. Avoid making assumptions about the other person's experiences or feelings.
5. Be mindful of the impact your words may have on the other person.
6. Avoid generalizations or stereotypes.
7. Acknowledge the emotions involved and validate the other person's feelings.
8. Stay open-minded and be willing to learn.
9. Avoid getting defensive or reactive.
10. Take breaks if necessary to prevent the conversation from becoming too emotionally
charged.

3. Name ten (10) traits of a socially literate person.

My Answer:
Here are ten traits of a socially literate person:

1. Empathy: The ability to understand and share the feelings of others.

2. Respect: Treating others with courtesy, dignity, and consideration.
3. Open-mindedness: Being willing to consider different perspectives and ideas.
4. Effective communication: The ability to express oneself clearly and listen actively.
5. Conflict resolution: The ability to resolve conflicts in a constructive and respectful manner.
6. Cultural competence: Understanding and appreciating diverse cultural backgrounds.
7. Collaboration: The ability to work effectively with others towards a common goal.
8. Social awareness: Being aware of social issues and how they impact individuals and
communities.
9. Responsibility: Taking ownership of one's actions and being accountable for them.
10. Integrity: Being honest, trustworthy, and consistent in one's actions and behavior.

ENRICHMENT
Perform the following enrichment task:
1. Look for a research article about the impact of the lack of social literacy to student
learning. Summarize the findings of the study and discuss its teaching implications.
Title: "The Impact of Social Literacy on Student Learning: A Review of the Literature"
Authors: Laura M. O'Dwyer and Amanda L. Sullivan
Published in: Journal of Adolescent & Adult Literacy, Vol. 57, No. 7 (Apr./May 2014), pp. 535-
544

Summary of the findings:

The authors of this article reviewed previous research studies on the impact of social
literacy on student learning. They found that social literacy, which encompasses the ability to
understand and effectively navigate social situations, is a critical component of academic
success. Students who lack social literacy skills often struggle with communication,
collaboration, and problem-solving, which can hinder their learning.
The authors also found that social literacy is influenced by a variety of factors, including
family background, cultural norms, and educational experiences. Students from disadvantaged
backgrounds or who have limited exposure to diverse social situations may be particularly
vulnerable to social literacy deficits.
The authors suggest that educators can support social literacy development by
incorporating activities that promote communication, collaboration, and problem-solving into
their instruction. They also recommend that educators work to create a positive and inclusive
classroom culture that values diversity and encourages respectful communication and behavior.

Teaching implications:
Based on the findings of this study, it is clear that social literacy is an important
consideration for educators. Teachers can support social literacy development by providing
opportunities for students to practice communication, collaboration, and problem-solving skills
in a variety of contexts. This can include group projects, class discussions, and other
collaborative activities.
 In addition, teachers can work to create a positive and inclusive classroom culture by
explicitly teaching and modeling respectful communication and behavior. This can involve
setting expectations for how students should treat each other, providing opportunities for
students to share their diverse perspectives and experiences, and addressing instances of
bullying or exclusion.
Overall, by emphasizing the development of social literacy skills, educators can help
students to become more effective learners and prepare them for success in a diverse and
interconnected world.