SOCIAL LITERACY PRESENTATION.pptx

notes

1. CHAPTER 3 Prepared by: PAJUELAS, JANET |DADULLA, RANDY | QUINTO, GILLENE MAE

2. OBJECTIVES: At the end of this chapter, the students are expected to: Develop an understanding on the basic concepts of the social literacy mentioned. Explain the roles of parents and teachers in teaching social skills to children. Examine the different issues in teaching social literacy.

3. WHAT IS SOCIAL LITERACY Social Literacy is a student's successful performance and understanding of social skills, organizational skills, and communication skills. It is the student's ability to connect effectively with those around them. Social literacy spans interacting with peers, family, coworkers, teachers, and even people we may not have met face to face. 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 a range of complex social settings. 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. These three descriptions will be explained below.

4. These three descriptions will be explained below. Morally upright , we refer to thoughts, speech, actions, and motivations that adhere to a standard of right and wrong. 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. Equitable are the speech, actions, behaviors, and decisions that treat others fairly, regardless of background or circumstances.

5. According to Arthur, Davidson, & Stow, 2000 Peers and schools play a formative role in the social skills development of children. These social skills are often expressed as consisting of three inter-related components: social perception, social cognition and social performance

6. How has Social Literacy changed over time? In the past, social literacy was understood as a student's ability to communicate in social settings. This definition broadened and continues to broaden into more and more social realms. Over time, and especially recently, social settings are changing from just a face-to-face environment. For students to competently interact socially and communicate effectively includes a newer and very present realm: the internet.

7. Ways to incorporate social literacy online: Blogging Class website Video conferencing Social Networking Sites

8. Ways to incorporate social literacy in a face-to-face environment: Group projects Peer reviewing Field trips

9. TYPES OF SOCIAL SKILLS Greetings Initiating Conversation Understanding the Listener Empathizing Reading Social Cues. Previewing or Planning. Problem-solving. Apologizing.

10. Greetings Children develop relationships with peers by interacting with them. The first step in a social interaction is greeting someone. We not only greet others with words like “Hi!” or “How are you?” but with facial expressions, tone of voice and gestures such as a nod or a wave.

11. Initiating Conversation After you have greeted someone, you usually have a conversation with them. To carry on a conversation, a child must be able to initiate the conversation, maintain it and close it appropriately. This requires good listening and attentional skills, as well as the ability to take turns and probe for missing information.

12. Understanding the Listener Once a conversation is initiated, to maintain it, it is important to understand the audience you are talking to. Children with social inability often have difficulty adapting what they say to their listeners. A socially adept child quickly and unconsciously identifies and categorizes his listener, measures what she plans to say against the anticipated response of the listener, and then proceeds, alters, or avoids what she had planned to say.

13. Empathizing Empathy is like perspective-taking but means that you can feel what the other person feels. Empathy allows you to really connect with other people.

14. Reading Social Cues 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 the words that the other person is saying. Tone of voice is an important part of verbal cues.

15. Previewing or Planning Conversations also require that you preview or think about what effect your words or actions may have on your listener before you say or do them. If you think that the impact will be negative, you can adjust what you might say or do. Impulsive children often have trouble with previewing and are unable to stop and think before they say or do something.

16. Problem-solving Problems and conflict are often a part of social interactions. Someone may not agree with you, get angry at something you say, insult you or become aggressive toward you. How you react to these conflicts depends on how good your problem-solving skills are. Children who are not good social problem solvers have trouble settling conflicts and disagreements.

17. 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 his error. This is a courageous act and is the quickest and easiest way to correct a social blunder.

18. A. THE ROLE OF PARENTS AND TEACHERS IN TEACHING SOCIAL SKILLS TO CHILDREN Parents typically play a major role in teaching children’s social skills. Parents can directly teach social skills by modeling, role-playing, and providing opportunities for their children to rehearse and practice new skills. They should encourage and praise the child for successfully using a new skill.

19. A. THE ROLE OF PARENTS AND TEACHERS IN TEACHING SOCIAL SKILLS TO CHILDREN Parents can act as coaches for their children to develop these social skills. Children learn a lot from how parents treat them and when they observe how parents interact with others.

20. The American Academy of Pediatrics recommends that parents use a 4-part strategy when helping their children develop social skills: Practice: Praise: Point Out: Prompt

21. 4-part strategy when helping their children develop social skills: Practice : A parent can help a child substitute a specific appropriate response for a specific inappropriate one. This might mean brainstorming with the child about different alternative responses and then practicing one or more with the child. Practicing can involve mapping out actual words to say or behaviors to use, role-playing, and using the newly learned skills in real situations.

22. 4-part strategy when helping their children develop social skills: Praise: Often children are not eager to work on new skills so parents must reward their children with praise when the new skills are practiced as a way of helping the skills become habits. This might be a specific verbal statement (“You did an awesome job of X instead of Y when you got angry at the store”), a nonverbal sign such as a thumbs up, or even a treat (10 minutes extra fun time before bedtime).  

23. 4-part strategy when helping their children develop social skills: Point Out : Parents can use opportunities to point out when others are using the desired skills. It might be a specific behavior of the parent, another adult, a child, or even a character in a book or on TV. The idea is to give children examples and role models of people engaging in the appropriate social skill .

24. 4-part strategy when helping their children develop social skills: Prompt : Without nagging, parents can gently remind their child to use a new skill when the opportunity arises. This might be verbal (“Now might be a good time to count to ten in your head”) or nonverbal (a nonverbal cue such as zipping the lips when a child is about to interrupt).

25. 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.

26. Children tend to fall into four basic social categories in the school setting: Rejected Isolated Controversial Popular

27. Children tend to fall into four basic social categories in the school setting: Rejected – Students who are consistently subjected to ridicule, bullying and harassment by classmates.

28. Children tend to fall into four basic social categories in the school setting: Isolated – Students who, although not openly rejected, are ignored by classmates and are uninvolved in the social aspects of school.

29. Children tend to fall into four basic social categories in the school setting: Controversial – Students who have established a circle of friends based upon common interests or proximity but seldom move beyond that circle.

30. Children tend to fall into four basic social categories in the school setting: Popular – Students who have successfully established positive relationships within a variety of groups.

31. School is the 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 rejected or ignored by their peers. They should work cooperatively with the children’s parents to prevent humiliation, embarrassment, and distress that befall these children.

32. B. ISSUES IN TEACHING SOCIAL LITERACY In regards to education, social literacy also aims to help students acquire the skills needed to comprehend the various social phenomena, events, and rapid changes our modern society experiences and how these things impact students' day-to-day lives. Social literacy aims to appeal to students' interests and needs.

33. B. ISSUES IN TEACHING SOCIAL LITERACY How children develop their social literacy is intrinsically a contextual matter and is not something that can be easily traced in a linear or developmental fashion. 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.

34. There are two distinct ways of answering the question on how children learn to live socially with each other and with adults. The first view is; Normative and communal Pragmatic and individualistic

35. 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, for example, through membership of a church or club. The child in this 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.

36. 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 (Arthur, Davison, & Stow, 2000). Social order is dependent on sanctions and formal agreements. Rules are obeyed because they confer; personal advantage on a child.

37. 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. Subjective Standards of Morality Human Nature

38. 1. Subjective Standards of Morality The natural outcome of postmodern philosophies is that truth and morality are considered subjective and open to individual interpretation. This can be seen in the current culture, where actions and behavioral patterns that were once considered bad have now become acceptable – so much so that many now consider them to be even good. When the standards of measure between good and bad changes, this gives us license to change as well and opens the gates to all kinds of abuse.

39. 2. Human Nature While we would all like to believe that people are inherently good, experience has taught us that the inherent goodness of humanity is, at best, unreliable: Sometimes it is there, often it is not. We are quick to champion the cause of moral uprightness, justice, and equity, but balk when our words and actions come under their scrutiny. In other words, we insist that others be judged according to a fixed moral standard but invoke a subjective one when our own behavior is questioned. We demand justice when we perceive ourselves to be victims of wrongdoing, but we surround ourselves with excuses when we do wrong. We insist that others treat us equitably, but are reluctant when treating others with equity costs more than we expected.

40. 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. This situation underscores the importance of educating students in what could be called social literacy to ensure their academic and career success.

41. Situational Awareness in the Workplace An ability to read social situations illustrates strength to employers – quickly picking up on a client’s mood or expectations in various business or cross-cultural situations can be the difference between success and failure.

42. 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 (or future employers) to readily respond. In addition, text-speak has reduced students’ ability to communicate using correct grammar.

43. Social Intelligence in Technological Communication 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.

44. Social Intelligence in Traditional Communication While email has taken over as the primary method of communication, traditional modes of discourse still exist. An ability to craft these types of documents illustrates 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.

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