ProfEd-10

Group3
SOCIAL
LITERACY
MODULE 3
(content)

BEED BLOCK 25 - 3
 Introduction
Welcome to our social literacy lesson, where we'll
explore the essential skills and knowledge needed
to navigate the intricacies of human interactions.
From effective communication to understanding
social cues, join me on a journey to enhance your
social literacy and build meaningful connections in
today's diverse and dynamic world.
 ACTIVITY
Encourage students to interact and communicate within
their roles, discussing how their unique skills contribute to
solving the situation. After the role play, facilitate a class
discussion on the importance of teamwork and effective
communication among community helpers. Connect the
activity to real-life examples, discussing how these
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This activity not only enhances social literacy but also
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within a community.
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Activity: Role play
- Daniel Gallego
Instructions:
Assign each student a role as a community helper
(e.g., police officer, firefighter, teacher, doctor,
librarian). Ask students to research their assigned
roles briefly and prepare a short description of
their duties and responsibilities. In the role play
activity, create a scenario where different
community helpers collaborate to solve a problem
(e.g., a lost pet, a fire drill, or a health emergency).
- Juiiana Silva
 DISCUSSION
Social literacy concerns itself with the development of
social skills, knowledge and positive human values that enable
human beings to act positively and responsibly in range of
complex social setting. It is the knowledge of how to behave
and treat other people in a way that is morally upright, just
and equitable, with a view of promoting positive and
productive relations that are free from unfair prejudices, hate
and discrimination.

By MORALLY UPRIGHT, we refer to thoughts, speech,

actions and motivations that adhere to a standard of right
and wrong. On the other hand, JUST refers to speech, actions,
and behaviors that are in-line with a fixed standard of justice -
a system that promotes and rewards good and at the same
time punishes wrongdoing. Any system of justice, whether
national, regional or local requires a body of rules or laws by
which to measure and administer rewards and punishment.
EQUITABLE are the speech, actions, behaviors, and decisions
that treat others fairly, regardless of background or
circumstances. Not to be confused with EQUALITY, which
connotes a fixed standard of treatment for all people. equity
seeks the good of others, and labors to find means by which
everyone gets "what they need" rather than simply "everyone
gets the same thing in the same amount".

Peers and schools play a formative role on the social

skills development of children. These social skills are often
expressed as consisting of three inter-related components:
SOCIAL PERCEPTION, SOCIAL COGNITION, SOCIAL
PERFORMANCE.
 SOCIAL SKILLS is defined as "the ability to interact with
others in a given social context in specific ways that are socially
acceptable or valued and at the same time personally beneficial,
mutually beneficial, or primarily beneficial to others".

There are several types of social skills that must be

mastered for a child to be socially adept. These range from the
ability to initiate, maintain and end a conversation to reading
social signals to more complex skills such as solving problems and
resolving conflict. Children with social skill deficits can be taught
these skills directly by parents, teachers, and/or professionals
using the strategies of modelling, role-playing, rehearsal and
practice. The following examples represent some of the
fundamental principles of relating well to others.

8 TYPES OF SOCIAL SKILLS

1. Greeting - Children develop relationships with peers by
interacting with them. The first step in a social interaction is
greeting someone. Greeting others is done not only with words
like "Hi" or "How are you?" but with facial expressions, tone of
voice, and gestures such as a nod or a wave. The nonverbal part
of greeting someone is just as important as the words. It is not so
much what one says but how he/she says it that lets people know
he/she is glad to see them.
2. Initiating conversion - In order to carry on a conversation, a
child must be able to initiate, maintain and close conversation
appropriately. This requires good listening and attention skills, as
well as the ability to take turns and probe for missing
information. Being a good conversationalist requires turn-taking
and reciprocity.
Children have to listen as well as talk. If they do not show an
interest in what the other person has to say, they probably will
not be interested in talking. Impulsive children often have
trouble knowing when to talk and when to listen.
3. Understanding the listener - Once a conversation is initiated,
it has to be maintained. In order to do that, it is important to
understand the audience one is talking to. A socially adept
child quickly and unconsciously identifies and categorizes his
listener, measures what he/she has planned to say against the
anticipated response of the listener, and then proceeds, alters,
or avoids what she has planned to say. He/She knows that
talking to authority figures is not done in the same way when
talking to peers. A misread of the listener often leads to a
misunderstood message and potential social rejection. To
converse in a socially appropriate manner, children must be
able to take the perspective or point of view of the other
person. To do this, a child must pretend that he/she is the
listener and think about what he/she needs to hear to
understand what is being said.
4. Empathizing - Empathy is more than perspective taking; it
means that one is able to feel what the other person feels.
Empathy allows one to really connect with other people. Other
children often think of children who lack empathy as mean,
unkind, or self-centered.
5. Reading Social Clues - It is very important to read social
cues in a conversation. Cues are the hints and signals that
guide us to the next thing to say or do. Social cues can be
verbal or nonverbal. Verbal cues are words that the other
person is saying. Tone or voice is an important part of verbal
cues. Good detectives pay very close attention to nonverbal
cues.

.
6. Previewing or Planning - Conversation also require that one
previews or thinks about what effect the words or actions may
have on the listener before she says or does them. If the
impact will be negative, one can adjust what she might say or
do.
7. Problem-solving - Problems and conflict are often a part of
social interactions. Someone may not agree, get angry, insult
or become aggressive at something that one says. How one
reacts to these conflicts depends on how good her problem
solving skills are. Conflicts cannot be avoided and are often
necessary to "clear the air". Turning a conflict from a "win-
lose" situation to a "win-win" situation is the best way to
resolve conflict. This requires negotiation and compromise,
give and take that results in a situation where all parties can
live with and help maintain friendships.
8. Apologizing - Everyone makes social mistakes at one time
or another. A person with good social skills is confident enough
to make a sincere apology for her error. This is a courageous
act and is the quickest and easiest way to correct a social
blunder. In reality, other people usually have a higher opinion
of someone who apologizes for making a mistake. Apologizing
is a sign of humble and mature character when one commits
mistakes.
Emotional intelligence
The ability to understand, use, and manage your own
emotions in positive ways to relieve stress, communicate
effectively, empathize with others, overcome challenges and
defuse conflict.
The importance of social skills:
Helps against discrimination Higher self-esteem
Better health Better jobs
Harmonious family relationship Stronger friendship
The Role of Parents and Teachers in Teaching Social Skills
to Children

Bronfenbrenner’s Ecological Systems Theory

Bronfenbrenner's ecological systems theory views child

development as a complex system of relationships affected
by multiple levels of the surrounding environment, from
immediate settings of family and school to broad cultural
values, laws, and customs.
 Parents typically play the role in teaching children social
skills. Parents can directly teach social skills by modelling,
role-playing, and providing opportunities for their child to
rehearse and practice new skills. They should encourage and
praise the child for successfully using a new skill. Professionals
typically intervene only when children are having substantial
social difficulty with peers. These individuals can implement
structured, guided, and effective programs that often involve
group work with peers. Children must then generalize the skills
they learn in the group to school and other personal social
situations.
School is a place where children spend the majority of
their time with peers, it is therefore, a natural and perfect
setting for children to learn and practice social skills. While
teachers do not have to teach a class in social skills, they can
take advantage of every opportunity to help children improve
their social skills. They should be alert to teasing and bullying
and aware of children that are rejected or ignored by their
peers. They should work cooperatively with the children's
parents to prevent the humiliation, embarrassment, and
distress that befall these children. Pairing a socially inept child
with a socially adept one, involving children in cooperative
instead of competitive learning exercises, identifying and
acknowledging the strengths of all children, understanding
social weaknesses, and creating an environment in which
diversity is accepted and celebrated can greatly enhance all
children's social abilities, sense of belongingness, and self-
esteem, not just in the classroom but in life as well.
 Issues in Teaching Social Literacy

The acquisition of social literacy is a complex process that is

historically and culturally conditioned and context-specific.
Children learn through social practices, both explicit and
implicit, and become human through social interaction.
Nevertheless, it is also the case that children engage in social
activity before they are taught it; in other words, children are
disposed to be social before they learn what sociability is all
about. There are two distinct ways of answering the questions
on how children learn to live socially with each other and with
adults.
The first view is normative and communal. From their culture,
children learn customs that provide them with a guide to act in
ways that minimize conflict. Children are persuaded. of the
moral force of acting socially through their voluntary
associations with others, both in their immediate circle, such as
the family, and in the wider community. The child in the
normative view will not only know the correct behavior but will
perform the role without any need for regular, conscious
reference to the rules governing it. For example, through
membership of a church or club.
The second view is pragmatic and individualistic. The social
order of children is created by explicit and implicit agreements
entered into by self-seeking individuals to avert the worst
consequences of their selfish instincts. Social order is
dependent on sanctions and formal agreements. Rules are
obeyed because they confer personal advantage on a child.
 Teaching social literacy in schools is not as easy as it
appears to be due to subjective standards of morality and
inherent human capacity to judge and make excuses.

Today's students have grown up with the internet that

they have become inseparable from their gadgets. Blake
(2017) offers helpful reminders to young professionals in terms
of social skills in the modern age. The situation underscores
the importance of educating students in what could be called
social literacy to ensure their academic and career success.

Situational Awareness in the Workplace While casual office

attire has become the norm in many offices, job interviews
typically require more formal dress and behavior to
demonstrate a level of respect. Stories prevail of young adults
showing up to interviews in casual clothing, texting or using
phones during job interviews or even bringing their parents
with them. Such behavior demonstrates a lack of situational
awareness about what is appropriate to do in different social
circumstances. While college classrooms or the actual office
atmosphere may allow for a more casual dress code, students
need to be taught what is socially acceptable in terms of dress
or behavior for them to stand out above their colleagues. An
ability to read social situations illustrates strength to
employers - quickly picking up a client's mood or expectations
in various business or cross-cultural situations can be the
difference between success and failure.
Social Intelligence in Technological Communication
Text-speak and technology use have affected many young
people's ability to communicate. While email has deformalized
much of the communication process, students still need to
ensure their writing denotes respect and provides enough
context for professors to readily respond, in addition, text-
speak has reduced student's ability to communicate using
correct grammar. Through studying particular communication
genres and what they demand, students can learn more about
what individual situations demand in terms of the formality of
communication. For example, if a professor signs an email
with "Dr. Smith," this is a fairly good indication that he expects
to be addressed as such and not informally by his first name.

Social Intelligence in Traditional Communication

While email has taken over as the primary method of
communication, traditional modes of discourse still exist. For
example, many employers still expect cover letters in addition
to resumes, and the lack of a thank-you note for a gift is often
perceived as more than a simple social oversight. An ability to
craft these types of documents illustrate an understanding of
social expectations and denotes a level of respect or
appreciation. While not related to the traditional educational
canon, learning to properly write a cover letter or business
letter or a thank-you card not only teaches students that
these documents exist and are often necessary but also shows
them how to craft such documents, saving them time and
energy in the future.
 ASSESSMENT
Quiz - 1
Instructions: Choose the letter of the correct answer. (5items)
1. According to Bronfenbrenner's ecological systems theory, these are roles
that parents and teachers need to teach about social skills except.
A. MICROSYSTEM
B. EXOSYSTEM
C. MESOSYSTEM
D. ECOSYSTEM
2. BLAKE (2017) offers helpful reminders to young professionals in terms of
social skills in the modern age. What are those reminders?
A. Situational awareness, social intelligence in technological communication
and traditional communication.
B. Close minded, social exclusion or isolation.
C. Narcissistic personality is important in communication.
D. Distractions are normal, so just don't mind it.
3. These are developed relationships with peers by interacting with them.
The first step in a social interaction.
A. Initiating
B. Greetings
C. Emphasizing
D. Both B and A
4. In order to carry on a conversation, a child must be able to initiate,
maintain and close conversation appropriately.
A. Understanding the listener
B. Reading social clues
C. Initiating
D. Procrastinating
5. It is more than perspective taking, one must able to feel what the other
persons feels.
A. Egoistic
B. Empathizing
C. Distancing
D. Altruism

Quiz - 2
Instructions: Write T if the statement is true, and F if statement is false. (5 items)
1. Social literacy involves the development of social skills and knowledge,
along with promoting positive and responsible behavior in various social
settings, free from prejudice and discrimination.
2. According to the normative view, children learn social customs from their
culture, which guide them to act in ways that reduce conflict, and they will
perform their roles without the need for constant, conscious reference to
the governing rules, such as through membership in a church or club.
3. The first step in a social interaction is avoiding greetings.
4. Social cues are only verbal, and nonverbal cues are not important in
social interactions.
5. Bronfenbrenner's ecological systems theory suggests that child
development is only influenced by the immediate family environment and
does not consider broader cultural values, laws, and customs.

Quiz - 3
Instructions: Think of a scenario that will shown the following.
Nos.1,2 (6pts.) & No.3 (4pts)
1. What do you think are the roles of parent and teachers in developing a
child’s social literacy?
2. How do children learn to live socially with each other and with adults.
3. What would be the challenges of teaching social literacy in schools as
future educator?
 Prepared by: Group 3
Members:
Nysa A. Nopre (Leader)
Ernest Luis Luces (Assistant Leader)
Danice Shyra Albino
Christine Joy Espartinas
John Carlo Condes
Jhun Dave Barbacena

References:
https://www.studocu.com/ph/document/northern-iloilo-polytechnic-state-
college/secondary-education/reynold-e-gomez-module-3/29212221?
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Qd2E

https://www.scribd.com/document/513056136/prefinal-final-educ-9-2?
fbclid=IwAR0BUDWMYLc-9Xll0aFb7fqIOuctzJDpgKRSBFFof54au-
1TUQer_G6baME

https://www.ilgateways.com/docman-docs/faculty-resources/itc-landing-
pages/3101-fcr1-4-bronfenbrenner-s-ecological-systems-
theory#:~:text=Bronfenbrenner's%20ecological%20systems%20theory%20views
,values%2C%20laws%2C%20and%20customs.

https://images.app.goo.gl/5MMJ3v4q8aNPpWGe7