Recommendations are worth considering in the implementation of the SC area programme:
Ask students if they want to participate in your initiative. Understand that they may not want to engage in certain tasks for fear of their final course grade. |
Your plans must be approved by those responsible for your course of study. It is even better if they provide strong support for your actions. |
Both you and the students should realise that developing social competence involves grappling with your weaknesses, giving and receiving feedback and reviewing your progress. This process can be emotionally difficult, so it is important to be a person who is prepared for this.
Social competence curricula should be based on empirical evidence that supports their effectiveness. |
You remember that social competence interventions must be tailored to individual needs.
Draw on your own life experiences or the experiences of those you teach.
You remember, theoretical knowledge is fundamental, and practising skills, especially in real, personally experienced situations, is key.
When you offer a variety of tasks, students often prefer to work in groups with people they know well. Meanwhile, it is a good idea to modify the personal composition of the groups and ensure the random selection of team members. In this way, you create opportunities for new experiences, and more effectively support the development of students’ social competencies.
People studying learn by imitating you. This does not mean that you have to be a perfect person – no one is – and in addition, analysing your mistakes can be a valuable lesson for those studying.
Students appreciate the opportunity to share their observations, ideas, and thoughts. Create opportunities for them to do so.
Social skills usually generally develop in groups, so each person in the group must have a role and the opportunity to develop their skills. If someone has deficits or special needs, show how to create a cohesive team and integrate everyone.
Social skills usually develop in groups, so it is important that each person in the group has a role and an opportunity to develop their skills. If someone has deficits or special needs, show how to create a cohesive team and integrate everyone. |
React to what happens in class. Use current situations to discuss or practise specific skills. |
Social competence is linked to the social norms of the community in which you and the students live. However, be a person who is open to diversity. |
The development of social competences should be seen as a long-term process rather than a one-off activity. While attending training courses is the basis, real development occurs when specific skills are used in everyday life over a longer period of time. |
