Incorporating activities that engage students not only in performing tasks, but also in thinking critically about what they are doing. This is an extremely attractive approach, allowing social interaction to be used as an opportunity to recognise, analyse or practice social skills.
Is one of the techniques for fostering group creativity, in which ideas and thoughts are spontaneously exchanged between group members in order to find solutions practical problems. In higher education, it is widely used to generate ideas, explanations and solutions.
Designated time to reflect on your own behaviour or analyse group dynamics is essential for you and the people you are training. Regular reflection and self-assessment significantly increase the likelihood of improving competence.
One of the tools to support the development of social competences in the classroom, for generating ideas and seeking explanations and solutions.
Games, songs and activities that have been modified to include teacher prompts for different types of emotional responses. This strategy increases interaction, allowing all children to interact and exchange friendly behaviour through non-threatening and playful activities. It increases the use of interpersonal skills such as expressing feelings, making friendly contact with others and maintaining friendly relationships. It is sometimes considered a therapeutic strategy that further influences cultural competence by encouraging children to make friendly and welcoming connections with peers from different cultures, races or with disabilities.
The great value of feedback is emphasised by both students and educators. So encourage those in your classes to share their insights. Make sure, however, that these people are ready for this kind of exchange of opinions and evaluations. After all, it is very important that feedback is given in a way that respects the other person and is in line with the principles of effective communication.
Your feedback on the progress made by learners is an extremely important part of the learning process. It is a signpost in the development of social competences, it informs about the progress made in performance and it influences the behaviour of those being evaluated. Below you will find a sample webpage on this topic.
Combining different forms, tools and methods to support the development of social competences.
Programme, which is specifically designed to increase the social competence of children, adolescents and teenagers also with higher functioning autism. It includes the development of self-awareness, empathy, impulse and anger control, problem identification, as well as consistent planning, training in responsible decision-making.
A form of educational support in which students learn from each other. Older or more advanced students help their younger or less experienced peers to understand the material, develop skills and achieve better academic results. This type of collaboration also promotes social bonding and the development of interpersonal skills
Those studying appreciate the opportunity to learn in direct contact with female and male lecturers. They count not only on sound scientific knowledge, but also on mentoring support, guidance, feedback and models of effective social interaction and professional behaviour.
An engaging approach to teaching in which students role-play to understand concepts. It involves a variety of role-playing and improvisation.
During role plays and simulations, students take on different roles, portray people with certain characteristics and engage in certain interactions with others. This allows them to gain new experiences and see the world from different perspectives. It also gives them the opportunity to practice new patterns of behaviour.
Peer tutoring programme for students with diverse academic needs (all grades in US schools). To create a PALS centre, specific social competence targets for a particular child are identified and a structured small-group play situation is created that optimises the child's ability to learn or practice the target competencies. Teachers then form pairs of pupils, and pupils alternate between the roles of caregivers, previously trained, and pupils.
Offers a curriculum-based approach for pre-school and school-age children. Schools in the UK and the US implement the programme throughout the school (teacher training, curriculum changes, lessons on social-emotional competence). The programme is delivered as part of the curriculum and facilitates the development of self-control, emotional awareness and interpersonal problem-solving skills
Is part of the PBS strategy. It is a programme to promote social competence and prevent challenging behaviour in young children. This systemic approach is represented in the hierarchy of strategies by: positive and supportive relationships with children, families and colleagues are key to the practical teaching of social-emotional competence; preventive practices in the classroom include adult-child interactions (e.g. positive attention, warm and responsive relationships) and specific classroom design (changes to the physical environment, schedules and learning materials); social-emotional teaching strategies - providing explicit instruction, games and tasks that focus on identifying feelings and acting on feelings in appropriate ways; planning intensive, individualised interventions for students who, despite implementing the above strategies, still require individualised, targeted approaches to learning social-emotional skills. The intervention plan should include the family and school environment.
For children, adolescents and adults strengthen the five core areas of social and emotional competence: self-awareness, self-regulation, social awareness, relationship skills and responsible decision-making. This is done by integrating cognitive, affective and behavioural skills. Emotional intelligence theory (theoretical approach) has helped to isolate the emotional and intrapersonal areas of SEL and the specific skills within them. In turn, the social skills training framework (practical approach) contributed to the development of the interpersonal dimension.
Can be defined as supportive techniques that are integrated into the natural flow of classroom interaction. They require teacher awareness, quick thinking and thoughtful, purposeful application, but require minimal time and effort. Naturalistic strategies include on-site support and conflict mediation.
The use of case studies enables learners to analyse the behaviour of specific individuals in a wider social context and contributes to a better understanding of social processes. By examining real-life scenarios, those on assignment can gain valuable insights into interpersonal dynamics and the impact of social environments on individual actions. Case studies can also include literary or film characters, as well as social or show business figures.
This exercise is at the top of our list. Students should be given specific problems to solve (problem method), requiring group collaboration. Team tasks should be assigned with clear guidelines, both on the expected substantive outcome, but also on the process of completing the task itself: including group dynamics, communication strategies, critical moments in the project and factors leading to success. At the end of the exercise, all these aspects should be thoroughly discussed. It is important to focus not only on collaboration between students, but also on collaboration with and or other university staff, e.g. on research projects.