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3BPROFED10 - Pansoy & Raymundo - Module2 - Lesson3

The document discusses social literacy, which involves developing social skills, knowledge, and positive values to act responsibly in social settings. It defines key terms and discusses the role of parents and teachers in teaching social skills to children, including modeling behaviors, role-playing, and providing opportunities. It also covers issues in teaching social literacy like subjective standards of morality.

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Raymundo Karylle Ashley
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17 views

3BPROFED10 - Pansoy & Raymundo - Module2 - Lesson3

The document discusses social literacy, which involves developing social skills, knowledge, and positive values to act responsibly in social settings. It defines key terms and discusses the role of parents and teachers in teaching social skills to children, including modeling behaviors, role-playing, and providing opportunities. It also covers issues in teaching social literacy like subjective standards of morality.

Uploaded by

Raymundo Karylle Ashley
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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SOCIAL

LITERACY
Presented by: VENUS PANSOY
KARYLLE ASHLEY RAYMUNDO
OUR TEAM

Venus Pansoy Karylle Ashley


Raymundo
CONTENTS

Role of Parents Issues in Subjective


Definition of and Teachers in Standard of
Social Literacy Teaching Social Teaching Social
Literacy Morality
Skills to Children
INTRODUCTION

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.
INTRODUCTION
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.
SOCIAL LITERACY
It can be acquired through the social process
of inquiry, values exploration, and social decision-
making that relates to the acquisition of
knowledge and understanding (Arthur et al.,
2000).
SOCIAL LITERACY
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 LITERACY

MORALLY JUST EQUITABLE


UPRIGHT
MORALLY UPRIGHT refers 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.
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 labor
to find means by which everyone gets “what they need”
rather than “everyone gets the same thing in the same
amount.”
SOCIAL SKILLS

SOCIAL SKILLS are respect for 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.
SOCIAL SKILLS

In fact, children gain social skills


through playing, while adults obtain them
by interrelating with others, both verbally
(spoken language) and non-verbally
(gestures, body language, facial expression,
eye contact, and appearance).
SOCIAL SKILLS
1. Gaining ideas, information, techniques, and perspectives from
people with different areas of expertise.
2. Providing their perspective for the benefit of others.
3. Accomplishing tasks and working together toward a shared
goal.
4. Providing mutual support for difficult situations.
.
SOCIAL SKILLS
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.
7. Making the school truly a healthy and conducive learning
environment.
SOCIAL SKILLS
Peers and schools play a formative role in the
development of children's social skills. These social skills
are often expressed as consisting of three interrelated
components: social perception, social cognition, and social
performance (Arthur et al., 2000).
SOCIAL SKILLS
Increasing emphasis has been placed on the last
component, particularly in terms of outcomes. Social skill is
defined in literature 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.”
ROLE OF PARENTS AND
TEACHERS IN TEACHING
SOCIAL SKILLS TO CHILDREN

Modeling Role-Playing
Providing
opportunities for the
child
Encourage
Praise
Professionals 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.
A natural and perfect setting for children
to learn and practice 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 who are rejected or ignored by their peers.
They should be alert to teasing and bullying and aware of
children who 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.
They should be alert to teasing and bullying and aware of
children who 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.
They should be alert to teasing and bullying and aware of
children who 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.
They should be alert to teasing and bullying and aware of
children who 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

NORMATIVE PRAGMATIC

COMMUNAL INDIVIDUALISTIC
ISSUES IN TEACHING
SOCIAL LITERACY

Teaching social literacy in schools is


not as easy as it appears to be due
to subjective standards of morality
and the inherent human capacity to
judge and make excuses.
SUBJECTIVE STANDARDS
OF MORALITY

The natural outcome of postmodern philosophies is


that truth and morality are considered subjective
and open to individual interpretation.
SUBJECTIVE STANDARDS
OF MORALITY

This can be seen in the current culture, where actions and


behavioral patterns that were once considered bad have now
become acceptable, much so that many now consider them to be
even good. When the standard of measure between good and bad
changes, this gives us a license to change as well and opens the
gates to all kinds of abuse.
SUBJECTIVE STANDARDS
OF MORALITY

Interestingly, many of those who insist on a subjective


moral standard will be the first to demand a fixed
moral standard when they fall victim to a subjective
morality’s inevitable outcome.
S
QNA
ESSION
T H A N K
Y O U

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