NEE FECC Indicator 5.3
Promoting social competence
Uses strategies that promote social competence in the classroom, school, and community and between students
This indicator addresses the teacher's ability to apply research-based strategies that promote positive social interactions between students, and develop a caring classroom community. It addresses whether the techer promotes individual student's social competence and raises the civility of the classroom as a whole.
What it is NOT: This is related to indicator 5.2 (promoting rules, procedures and routines in the classroom), indicator 5.2b (how the teacher uses discipline within the classroom) and 5.3b (a positive teacher-student relationship), in that success on these other indicators may contribute to a more positive classroom climate. However this indicator is specifically about improving student's social competence; such as improving conflict resolution, kindness, helpfulness, cooperation and encouragement among students. One caveat about the overlap with indicator 5.2b is that a particular form of discipline, known as victim-centered discipline, is a powerful approach to promoting more prosocial behavior in students. This entails pointing out to a student who has misbehaved and harmed another how their behavior affected the other. It is a form of empathy-training. It is even more powerful when accompanied by suggestions for reparation of the harm. (Note that this does NOT include making a child say they are sorry; which can backfire.)
The teacher is highly sensitive to students’ social needs and frequently applies research-based strategies to promote students’ positive social interaction, almost all the time or for almost all of the students. Strong positive relationships exist among the students.
What to look for: Research suggests the following teaching strategies are effective in promoting students' prosocial behavior toward each other:
- advocating prosocial values ("In this classroom we help each other ...")
- praising kindness and pointing out prosocial behavior ("Thanks Tom, that was nice")
- providing opportunities for students to help others
- making sure that everyone is included in activities ("Tom needs buddies to work with ...")
- pointing out individual's strengths (Tom is great with details like this...")
- coaching friendship skills
- valuing diverse personalities (Find something to like about even difficult students. "We appreciate Tom's enthusiasm ...")
- coaching compromise during conflicts ("What is Tom's perspective; how do you think he feels about it? What is a solution you both could live with?")
- these do no need to involve a long discussion, but can take the form of a quick statement
In the early childhood classroom, the teacher continually provides opportunities for a variety of peer interactions. Almost all learners are engaged with peers. All learners are included, integrated seamlessly and treated kindly. Teacher fully implements the district’s social skills program and teaches social and emotional regulation skills. Teacher allows time for social problem-solving.
Non-cognitive skills, like prosocial behavior, are important for academic success. Students who are more prosocial tend to have higher grades and test scores. Students who have more classmates who are prosocial also will earn higher test scores. When schools implement interventions to increase social skills, students tend to increase in test scores. (Bergin, 2014)
Indicator 5.3 is related to Indicator 5.2 (promoting rules, procedures, and routines in the classroom), Indicator 5.2b (using effective discipline within the classroom), and 5.3b (positive teacher-student relationships), because success on those three indicators may contribute to a more positive classroom climate. However, this indicator is specifically about improving the social competence of students (e.g., improving conflict resolution, kindness, helpfulness, cooperation, and encouragement among students). Also, there is another overlap with Indicator 5.2b. A particular form of discipline, known as victim-centered discipline, is a powerful approach to promoting more prosocial behavior in students. This type of discipline points out to a student who has misbehaved how their misbehavior affected others. It is a form of empathy training. It is even more powerful when accompanied by suggestions for reparation of the harm; however, this does not include making a student say they are sorry as that can backfire. (Bergin, 2014).