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Lesson 6
SOCIAL LITERACY

 Social literacy entails the development of social skills, knowledge and positive human
values toward desire and ability in human being to act and react positively and responsibly
in 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
interaction 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 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 school 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 perspectives 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; an (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 a
workable solution by weighing both sides from those involved with the goal of meditating
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 and 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 of 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.
In addition, one may consider: (1) maintaining eye contact; (2) using proper body language;
knowing the difference between being assertive and being aggressive; (4) selecting effective
Adopted from: Building and Enhancing New Literacies Across the Curriculum by Elmer B. De Leon, DEM (2020)
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communication channels; (5) being flexible; (6) accepting criticism without 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: (1) better relationships; (2) better
communication; (3) greater efficiency; (4) advanced career prospects; 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 and other’s 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 sensitive issues in class.
2. Pause. This is about taking a moment to stop and think before doing 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 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.
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 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 to others, such as understanding their
thoughts and feelings, we can easily establish a connection with them. As teachers, we should
reach out to students who are in their worse situations and try to understand them and feel as
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 acknowledgement and praise
to students for their deeds that are worth commending.

Adopted from: Building and Enhancing New Literacies Across the Curriculum by Elmer B. De Leon, DEM (2020)
For Academic Purposes Only
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8. Give helpful feedback. Although negative feedback may hurt one’s feelings, at some point, it
can be turned constructive for one’s feelings, at some point, it can be turned constructive for
one’s improvement. For example, when we receive negative feedback from our 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. For example, whenever we commit mistakes in
teaching, whether big or small, there is nothing to lose when we apologize, even at times,
doing it 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 hurt us, we should
be ready to forgive and let 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 them to follow. For example, in every school
activity, we have to find ways to help others accomplish their tasks, we have to find ways to
help 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 way possible.

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).
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.
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
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

Adopted from: Building and Enhancing New Literacies Across the Curriculum by Elmer B. De Leon, DEM (2020)
For Academic Purposes Only
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reactions and let them express their feeling 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 his/her emotions and 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 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. It 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 other’s emotions including mirroring what that person is
feeling, or just feeling stressed 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 the 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 can 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 need versus things that
he/she just wants and establishing needs prior to fulfilling wants.
7. Passion. It is the natural desire, instinct, drive, ambition and motivated love for a 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.
 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 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.).
 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
Adopted from: Building and Enhancing New Literacies Across the Curriculum by Elmer B. De Leon, DEM (2020)
For Academic Purposes Only
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behavior; and (3) intercede easily or ability to lead, influence and build bridges between
people.
 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 (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.
 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 to accept differences, even when they
don’t personally agree with them.

Ten Essential People Skills to Succeed

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 building. 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 their 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.

Adopted from: Building and Enhancing New Literacies Across the Curriculum by Elmer B. De Leon, DEM (2020)
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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 himself/herself.
9. Being charismatic. Charisma is the perfect blend of two essential people skills traits such as
warmth and competence.
10. Being and influential leader. Leaders in both personal, social and professional life are able to
gain camaraderie.

Adopted from: Building and Enhancing New Literacies Across the Curriculum by Elmer B. De Leon, DEM (2020)
For Academic Purposes Only