The document outlines the concept and importance of social literacy, emphasizing the development of social skills, emotional intelligence, and people skills critical for effective communication and relationships. It discusses strategies for improving these skills and their positive implications in educational settings, highlighting the necessity for teachers to integrate socio-emotional learning in the curriculum. Various tools and activities are suggested to enhance emotional intelligence and foster a conducive learning environment.

1. MODULE 6:
SOCIAL LITERACY

2. LEARNING OUTCOMES
oDEFINE SOCIAL LITERACY
oDISCUSS SOCIAL SKILLS, THEIR IMPACT AND STRATEGIES FOR IMPROVEMENT
oDESCRIBE AN EMOTIONALLY INTELLIGENT PERSON
oPRESENT WAYS FOR ENHANCING PEOPLE SKILLS
oIDENTIFY WAYS ON HOW TO INTEGRATE SOCIAL LITERACY IN THE LESSON
oDRAW RELEVANT LIFE LESSONS AND SIGNIFICANT VALUES FROM PERSONAL EXPERIENCE ON PRACTICING SOCIAL LITERACY
oANALYZE RESEARCH ABSTRACT ON SOCIAL LITERACY AND ITS IMPLICATIONS TO THE TEACHING-LEARNING PROCESS
oDESIGN AN INSTRUCTIONAL MATERIAL THAT CAN BE USED IN INTEGRATING SOCIAL LITERACY IN A RELATED DISCIPLINE

3. SOCIAL LITERACY
• ENTAILS THE DEVELOPMENT OF SOCIAL SKILLS, KNOWLEDGE AND POSITIVE HUMAN VALUES TOWARD
DESIRE ABILITY IN HUMAN BEINGS TO ACT AND REACT POSITIVELY AND RESPONSIBLY IN A 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 SLOW, 2000).

4. SOCIAL SKILLS
• ARE ASPECTS OF SOCIAL LITERACY
• AN INTEGRAL PART OF FUNCTIONING IN SOCIETY
• HELP MAINTAIN AND GROW RELATIONSHIPS WITH OTHERS THROUGH: (1) GAINING IDEAS, INFORMATION,
TECHNIQUES AND PERSPECTIVES FROM PEOPLE WITH DIFFERENT AREAS OF EXPERTISE; (2) PROVIDING THEIR OWN
PERSPECTIVE 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 AND PURSUE NEW OPPORTUNITIES; (6) GAINING FEEDBACK AND REFERRALS FROM PEOPLE WHO CAN
PERSONALLY ATTEST TO WORK, SKILLS AND QUALITIES; AND (7) MAKING THE SCHOOL TRULY A HEALTHY AND
CONDUCIVE LEARNING ENVIRONMENT.

5. TYPES OF SOCIAL SKILLS
• EFFECTIVE COMMUNICATION
• CONFLICT RESOLUTION
• ACTIVE LISTENING
• EMPATHY
• RELATIONSHIP MANAGEMENT
• RESPECT
• PROBLEM-SOLVING SKILLS
• INTERPERSONAL SKILLS

6. IMPROVING SOCIAL SKILLS
• SOCIALS SKILLS CAN BE IMPROVED BY FOCUSING ON SUSTAINING DESIRABLE ATTITUDES AND ELIMINATING THOSE UNDESIRABLE
ONES THROUGH ROLE PLAYING AND PERFORMANCE FEEDBACK MECHANISMS.
• IN ADDITION, ONE MAY CONSIDER THE FOLLOWING:
• (1) MAINTAINING EYE CONTACT
• (2) USING PROPER BODY LANGUAGE
• (3) KNOWING THE DIFFERENCE BETWEEN ASSERTIVE AND BEING AGGRESSIVE
• (4) SELECTING EFFECTIVE COMMUNICATION CHANNELS
• (5) BEING FLEXIBLE

7. • (6) ACCEPTING CRITICISM WITHOUT BEING DEFENSIVE
• (7) REMAINING POSITIVE AT ALL TIMES
• (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
• (12) IDENTIFY AND REPLACE NEGATIVE THOUGHTS

8. IMPACT OF SOCIAL SKILLS
• POSSESSING SOCIAL SKILLS RESULTS TO:
 BETTER RELATIONSHIPS
 BETTER COMMUNICATION
 GREATER EFFICIENCY
 ADVANCED CAREER PROSPECTS
 INCREASED OVER-ALL HAPPINESS

9. EMOTIONAL INTELLIGENCE (EQ)
• CAN BRING ABOUT MAINTAINING A HEALTHY AND PURPOSEFUL RELATIONSHIP WITH OTHERS THAT MAY
DEPICT A SOCIALLY LITERATE PERSON.
• THE ABILITY TO: (1) RECOGNIZE, UNDERSTAND AND MANAGE OWN EMOTIONS; (2) RECOGNIZE,
UNDERSTAND AND INFLUENCE THE EMOTIONS OF OTHERS (GOLEMAN,1996)

10. STRATEGIES FOR ENHANCING EMOTIONAL INTELLIGENCE
• THINK ABOUT FEELINGS
• PAUSE
• STRIVE TO CONTROL ONE’S THOUGHTS
• BENEFIT FROM CRITICISM
• SHOW AUTHENTICITY
• DEMONSTRATE EMPATHY
• PRAISE OTHERS

11. • GIVE HELPFUL FEEDBACK
• APOLOGIZE
• FORGIVE AND FORGET
• KEEP OUR COMMITMENTS
• HELP OTHERS
• PROTECT OUR SELF FROM EMOTIONAL SABOTAGE

12. RECOMMENDED TOOLS IN ENHANCING EMOTIONAL
INTELLIGENCE
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).

13. 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 IMPORTS IN THIS AREA.

14. 9. THE ZOO- ANIMAL WORKSHOP- IT IS AND 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 VISUALLY 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.

15. • 13. BUILD ME A HOUSE- THE PARTICIPANTS IN GROUPS WILL BE TASKED TO BUILD A HOUSE USING ANY
AVAILABLE MATERIAL AROUND THEM.
• 14. INTERNALIZATION ACTIVITY- THIS IS AN ACTIVITY THAT HELPS PARTICIPATANTS TO REFLECT ON THE
NARRATIONS OF THE FACILITATORS WITH A BACKGROUND MUSIC IN A DIM AND CANDLE LIGHTED ROOM.
• 15. MIRRORING AND UNMASKING ACTIVITY- EACH PARTICIPANTS SHALL PREPARE A PIECE OF PAPER AND
PUT IT AT HIS/HER BACK IN A CIRCULAR FORMATION, EVERYONE WILL BE GIVEN TIME TO SEE THOSE
ATTITUDES IN THAT PAPER.

16. TEN CHARACTERISTICS OF AN EMOTIONALLY INTELLIGENT PERSON( CONNORS, 2018)
• 1. EMPATHY- IS THE CAPACITY TO UNDERSTAND OR FEEL WHAT ANOTHER PERSON IS EXPERIENCING FROM WITHIN THEIR
FRAME IF REFERENCE.
• ACCORDING TO UC BERKELEY THERE IS TWO DIFFERENT TYPES OF EMPATHY,
• A. AFFECTIVE EMPATHY- REFERS TO THE SENSATIONS AND FEELINGS THAT ONE GETS IN RESPONSE TO OTHER'S EMOTIONS
INCLUDING MIRRORING WHAT OTHERS
• 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 ONES SELF, RECOGNIZING THE STIMULI THAT HE/SHE FACES AND
PREPARING HOW TO MANAGE HIMSELF/HERSELF, BOTH IN A PROACTIVE AND REACTIVE

17. • 3. CURIOSITY- IT IS ONES' WILLINGNESS TO LEARN AND IMPROVE.
• 4. ANALYTICAL MIND- IT PERTAINS TO BRING 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- IS THE POWER OF BELIEVING IN ONE'S SELF, BOTH AT PRESENT AND THE FUTURE.
• 6. NEEDS AND WANTS- IT IS SOMETHING TO DISCERN BETWEEN THINGS THAT ONE NEEDS VERSUS
THINGS THAT HE/SHE JUST WANTS AND ESTABLISHING NEEDS PRIOR TO FULFILLING WANTS.

18. • 7. PASSION- IT IS THE NATURAL DESIRE, IN INSTINCT, DRIVE, AMBITION AND MOTIVATED LOVE FOR A
SUBJECT OR SOMEONE.
• 8. OPTIMISM- IT IS ABOUT MAINTAINING A POSITIVE ATTITUDE THAT MAY INCREASE ONE'S OPPORTUNITIES,
IMPROVE RELATIONSHIPS AND THINK CREARLY AND CONSTRUCTIVELY.
• 9. ADAPTABILITY- IT IS AN IMPORTANT RECOGNITION AND THE ABILITY TO MAKE OR REMAKE DECISIONS ON
ONE'S BEST INTEREST.
• 10. DESIRE TO HELP OTHERS SUCCEED- IT IS BECOMING INTERESTED AND APPROCIATIVE OF THE SUCCESS
AND ACHIEVEMENT OF OTHERS.

19. 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.
• ACCORDING TO WIKIPIDEA, 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 AND ETC.).

20. • ON THE OTHER HAND, 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:
• PERSONAL EFFECTIVENESS OR ABOUT HOW ONE COMES ACROSS WITH OTHERS.
• INTERACTION ABILITY OR HOW WELL ONE PREDICTS AND DECODES BEHAVIOR.
• INTERCEDE EASILY OR ABILITY TO LEAD, INFLUENCE AND BUILD BRIDGES BETWEEN PEOPLE.

21. • MOREOVER, 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 LISTED 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 SKILL AS (RIFKIN, 2009):
• ABILITY TO EFFECTIVELY COMMUNICATE, UNDERSTAND AND EMPATHIZE.
• ABILITY TO INTERACT WITH OTHERS RESPECTFULLY AND DEVELOP PRODUCTIVE WORKING RELATIONSHIP TO MINIMIZE
CONFLICT AND MAXIMIZE RAPPORT.
• ABILITY TO BUILD SINCERITY AND TRUST, MODERATE BEHAVIORS (LESS IMPULSIVE) AND ENHANCE AGREEABLENESS

22. • EDUCATIONAL IMPACT OF PEOPLE SKILLS. PEOPLE SKILLS ARE IMPORTANT FOR TEACHERS IN EFFECTIVE
CLASSROOM MANAGEMENT. KNOWING HOW TO COMMUNICATE AND TEACH PEOPLE INSTEAD OF SIMPLY
TEACHING THEIR SUBJECTS WILL HELP MAKE A DIFFERENCE IN THE CLASSROOM (BOLTO2009).
ACCORDINGLY, ALMOST 50 PERCENT OF CLASSROOM SUCCESS LIES ON EFFECTIVE INTERPERSONAL
RELATIONSHIPS, WHILE THE OTHER 50 PERCENT LIES WITHIN ACADEMIC SKILLS (BOYLE, 2011). THIS IS
BECAUSE TEACHERS TEND TO INTERACT AND RELATE WITH STUDENTS. THEREFORE, THEY NEED TO LEARN
HOW TO PRACTICE THESE PEOPLE SKILLS EFFECTIVELY IN ORDER TO CREATE A HEALTHY AND CONDUCIVE
LEARNING ATMOSPHERE IN THE CLASSROOM.

23. 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:
• PITCH HIM/HERSELF
• OVERCOME SOCIAL ANXIETY
• COMMUNICATE IDEAS
• INFLUENCE OTHERS POSITIVELY

24. 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.
• 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.

25. • 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.
• THE VALUE OF PATIENCE. PATIENCE IS AN EXCEPTIONAL PEOPLE SKILL THAT 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.

26. • 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.
• IN GENERAL, THERE ARE 5 A’S TO IMPROVE PEOPLE SKILLS, NAMELY:
• ACCEPTANCE
• APPRECIATION
• APPROVAL
• ADMIRATION
• ATTENTION

27. TEN ESSENTIAL PEOPLE SKILLS TO SUCCEED
• THE FOLLOWING IS THE LIST OF SOFT SKILLS FOR ONE’S SELF REFLECTION AND EXAMINATION.
• BEING SOCIALLY ASSERTIVE
• SOCIAL ASSERTIVENESS IS ESSENTIAL FOR CONSERVING SOCIAL ENERGY IN THE RIGHT WAYS.
• CRAFTING A MEMORABLE PRESENCE
• PEOPLE WITH GREAT PRESENCE TAKE IT EASY IN MAKING CONNECTIONS AND ARE EXTREMELY GOOD AT RAPPORT
BUILDING.
• MASTERING COMMUNICATION
• THIS IS KNOWING HOW TO PRESENT ONE’S SELF AND, IN TURN, GETS ONE’S MESSAGE ACROSS.

28. • 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.
• BEING AN EXCELLENT CONVERSATIONALIST.
• PEOPLE WHOM OTHERS MAY BE FOND OF LISTENING TO AND DISCUSSING WITH.
• MOST INTERACTIONS HAPPEN IN THREE LEVELS:

29. • THE FIRST FIVE MINUTES: FIRST IMPRESSION AND THE TIME TO DECIDE IF SOMEONE IS WORTH GETTING
TO KNOW.
• THE FIRST FIVE HOURS: MOVING PAST FIRST IMPRESSIONS INTO RAPPORT BUILDING.
• THE FIRST FIVE DAYS: FINAL AND ULTIMATE LEVEL OF TRUST AND CONNECTION.

30. • BEING HIGHLY LIKABLE
• LIKABILITY IS AN IMPORTANT FACET OF TRUST BY THROUGH BEING AUTHENTIC OR GENUINE WITH THEIR TRUE
SELVES.
• BEING EXCEPTIONAL AT DECODING EMOTIONS
• PEOPLE, WHO ARE GOOD AT READING, ARE EXCEPTIONALLY STRONG AT KNOWING HOW OTHERS THINK AND FEEL.
• 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.

31. • BEING CHARISMATIC
• CHARISMA IS THE PERFECT BLEND OF TWO ESSENTIAL PEOPLE SKILLS TRAITS SUCH AS WARMTH AND
COMPETENCE.
• BEING AN INFLUENTIAL READER
• LEADERS IN BOTH PERSONAL, SOCIAL AND PROFESSIONAL LIFE ARE ABLE TO GAIN CAMARADERIE.

32. INTEGRATING SOCIO- EMOTIONAL LITERACY INTO THE CURRICULUM
• SCHOOLS THAT WANT TO TEACH SOCIO-EMOTIONAL LEARNING BUT CONFINED WITH CLASSROOM TIME CAN TAKE A
SOCIAL, EMOTIONAL AND MORAL INVENTORY OF WHAT STUDENTS ARE CURRENTLY LEARNING BY INVOLVING:
A PERSON’S EMOTIONAL LIFE
AN ETHICAL DILEMMA
A SITUATION CALLING FOR COMPASSION
A SOCIETAL CHALLENGE
THE ETHICAL USE OF KNOWLEDGE
CROSS- GROUP INTERACTIONS

33. • AN IMPLICIT PROSOCIAL CONCEPT
• BY INTEGRATING SOCIAL LITERACY IN THE CURRICULUM CONTENT, TEACHERS DO NOT ONLY GIVE
STUDENTS OPPORTUNITIES TO PRACTICE THEIR SOCIAL- EMOTIONAL SKILLS, BUT ALSO SHOW THEM
HOW INTEGRAL THESE SKILLS ARE IN THEIR DAILY LIVES.

34. THANK YOU.