PROF ED-104 REVIEWER successfully applied to global issues or

intercultural situations. Global competence

Characteristics of a 21st Century Teacher refers to skills, values and behaviors that
Teachers must be equipped with attributes, knowledge prepare young people to thrive in a diverse,
and skills critical to 21st century education so that they interconnected and rapidly changing world. It is
may be able to integrate them in their teaching. the ability to become engaged citizens and
collaborative problem solvers who are ready for
21st Century teachers are characterized as:
the workforce.
1. Multi-literate. Teachers know how to use • Global issues refer to those that affect all
various technologies in teaching. people, and have deep implications for current
and future generations.
2. Multi-specialist. Teachers are not only • Intercultural situations refer to face-to-face,
knowledgeable in the course subject they teach but virtual or mediated encounters with people who
also in other areas so that they can help the learner are perceived to be from a different cultural
build up what they gain in the classroom and background.
outside the school and make sense of what was
• Developing global competence is a life-long
learned.
process, but it is one that education can shape.
3. Multi-skilled. Teachers cope with the demand for Global competence is a multidimensional
widening learning opportunities by being skillful capacity.
not just in teaching but also in facilitating and • Globally competent individuals can analyze and
organizing groups and activities. rationalize local, global and intercultural issues,
understand and appreciate different
4. Self-directed. Teachers are responsible for perspectives and worldviews, interact
various aspects of school life and know how to successfully and respectfully with others, and
initiate action to realize the learning goals of the take responsible action toward sustainability
students and the educational goals of the country, at and collective well-being (Organization for
large. Economic Co-operation and Development or
5. Lifelong learner. Teachers embrace the ideal that OECD publication).
learning never ends. Therefore, teachers must be Promoting Global Competence in Schools.
constantly updated on the latest information related
to their subject and pedagogic trends. They should They can provide opportunities to critically
also share what they are learning with their students examine global developments that are significant to
and colleagues with a high sense of professionalism. both the world and to their own lives. They can
teach students how to critically, effectively and
6. Flexible. Teachers are able to adapt to various responsibly use digital information and social
learning styles and needs of the learners. They can media platforms.
facilitate learner-centered teaching with flexibility
using alternative modes of delivery. Schools can encourage intercultural sensitivity and
respect by allowing students to engage in
7. Creative problem solver. Teachers create experiences that foster an appreciation for diverse
innovative ideas and effective solutions to the peoples, languages and culture (Bennett, 1993;
arising problems in the field, be it in the classroom, Sinicrope, Norris and Watanabe, 2007). Schools are
in the school or the profession as a whole. also positioned to enhance students’ ability to
8. Critical thinker. Teachers are critical thinkers as understand their place in the community and the
they encourage students to reflect on what they have world and improve such ability to make judgments
learned, and rekindle in them the desire to ask and take action (Hanvey, 1975 in PISA, 2018).
questions, reason out, probe, and establish their own Global competence can help young people:
knowledge and belief.
1. develop cultural awareness and respectful
9. Has a passion for excellent teaching. Teachers interactions in increasingly diverse societies;
possess passion in the teaching profession to ensure
that students are motivated to learn under their 2. recognize and challenge biases and stereotypes,
guidance and care. and facilitate harmonious living in multicultural
communities;
10. High Emotional Quotient (EQ). Teachers do
not just have the head but also the heart to teach. 3. prepare for the world of work, which increasingly
Teaching is emotionally taxing but an influential job demands individuals who are effective
as it involves interaction with human beings communicators, are open to people from different
cultural backgrounds, can build trust in diverse
Global Competence teams and can demonstrate respect for others,
• Global competence is a multi-dimensional especially as technology continues to make it easier
construct that requires a combination of to connect on a global scale;
knowledge, skills, attitudes and values
4. capitalize on inherently interconnected digital
spaces, question biased media representations, and
express their voice responsibly online; and
5. care about global issues and engage in tackling
social, political, economic and environmental
challenges.
The Need for Global Competence
The following are the reasons why global
competence is necessary:
1. To live harmoniously in multicultural
communities. Education for global competence can
Dimension 1: Examine issues of local, global and
promote cultural awareness and purposeful
cultural significance
interactions in increasingly diverse societies
(Brubacker and Laitin, 1998; Kymlicka, 1995; Sen, This dimension refers to globally competent
2007). People with diverse cultures are able to live people’s practices of effectively utilizing knowledge
peacefully, respect differences, find common about the world and critical reasoning in forming
solutions, resolve conflicts and learn to live together their own opinion about a global issue. People, who
as global citizens (Delors, et al., 1996; UNESCO, acquire a mature level of development in this
2014b). Thus education can teach students the need dimension, use higher-order thinking skills, such as
to address cultural biases and stereotypes. selecting and weighing appropriate evidence to
support arguments about global developments.
2. To thrive in a changing labor market.
Hence, globally competent people effectively use
Education for global competence can boost
and create both traditional and digital media (Boiz
employability through effective communication and
Mansilla and Jackson, 2011).
appropriate behavior within diverse teams using
technology in accessing and connecting to the world Dimension 2: Understand and appreciate the
(British Council, 2013). perspectives and world views of others
3. To use media platforms effectively and This dimension highlights that globally
responsibly. Radical transformations in digital competent people are willing and capable of
technologies have shaped young people’s outlook considering other people’s perspectives and
on the world, their interaction with others and their behaviors from multiple viewpoints to examine
perception of themselves. Online networks, social their own assumptions. This in turn, implies a
media and interactive technologies give rise to new profound respect for and interest in others with their
concepts of learning, wherein young people exercise concept of reality and emotions. Individuals with
to take freedom on what and how they learn this competence also consider and appreciate the
(Zuckerman, 2014). connections that enable them to bridge in
differences and create common ground. They retain
4. To support the sustainable development goals.
their cultural identity while becoming aware of the
Education for global competence can help form new
cultural values and beliefs of people around them
generations who care about global issues and
(Fennes and Hapgood, 1997)
engage in social, political, economic and
environmental discussions. Dimension 3: Engage in open, appropriate and
effective interactions across cultures
This dimension describes what globally
Dimensions of Global Competence
competent individuals can do when they interact
• Education for global competence is founded on with people from different cultures. They
the ideas of different models of global understand the cultural norms, interactive styles and
education, such as intercultural education, degrees of formality of intercultural contexts, and
global citizenship education and education for they can flexibly adapt their behavior and
democratic citizenship (UNESCO, 2014a; communication manner through respectful dialog
Council of Europe, 2016a). even with marginalized groups. Therefore, it
• Program for International Student Assessment emphasizes individuals’ capacity to interact with
(PISA) proposes a new perspective on the others across differences in ways that are open,
definition and assessment of global competence appropriate and effective (Barrett, et al., 2014).
This definition outlines four dimensions of Dimension 4: Take action for collective well-
global competence that people need to apply in being and sustainable development
their everyday life just like students from
different cultural backgrounds are working This dimension focuses on young people’s
together on school projects. roles as active and responsible members of society
and refers to individual’s readiness to respond to a • Is intrinsically a contextual matter and is not
given local, global or intercultural issue or situation. something that can be easily traced in a
It recognizes that young people have multiple linear or developmental fashion.
realms of influence ranging from personal and local • The acquisition of social literacy is a
to digital and global. Globally competent people complex process that is historically and
create opportunities to get engaged to improve culturally conditioned and content-specific.
living conditions in their communities and build a
juts, peaceful, inclusive and environmentally Children learn social literacy through:
sustainable world • Social practices both explicit and implicit
The Role of Parents and Teachers in Teaching • Social interactions
Social Skills to Children • Engage in social activities before they are
taught it
THE ROLE OF PARENTS
There are two distinct ways of answering the
Parents plays an important role in a child’s question on how children learn to live socially
social development. The way in which a parent or with each other and with adults:
carer interacts socially is a model for the child to
learn from. When you’re modelling (i.e., exhibiting) 1. Normative and Communal view
certain behaviours, your child is learning • From their culture, children learn
vicariously what is effective. customs that provide them with a guide
to act in ways that minimize conflict.
Parents can aid in a child’s social skill development • Children are persuaded of the moral
by:
force of acting socially through their
• Providing opportunities for the child to voluntary associations with others, both
succeed in gaining social skills in their immediate circle, such as family,
• Providing instructions to children clearly and in the wider community.
and directly. 2. Pragmatic and Individualistic ways
• The social order of children is created by
explicit and implicit agreements entered
• Being prepared to repeat instructions over into by self-seeking individuals to avert
the worst consequences of thier selfish
and over.
instincts (Arthur, Davison, & Stow, 2000)
• Providing feedback.
SUBJECTIVE STANDARDS OF MORALITY
THE ROLE OF TEACHERS
Subjective standard or morality can be seen in the
School is the place where children spend the
current culture, where actions and behavioral
majority of their time with peers. It is, therefore a
patterns that were once considered bad have now
natural and perfect setting for children to learn and
become acceptable so much so that many now
practice social skills.
considered to be even good.
• The Teacher must clearly demonstrate
Many of those who insist on a subjective moral
acceptance of and affection for the isolated
standard will be the first to demand for a fixed
child.
moral standard when they themselves fall victim to
• Teachers should be alert to teasing and a subjective morality’s inevitable outcome.
bullying and aware of children that are
rejected or ignored by peers.
• The teacher must constantly search for
HUMAN NATURE
opportunities to promote and encourage
appropriate social interactions for the • We insist that others be judged according to
socially inept child. a fix moral standard, but invoke a subjective
• It is important that the teacher recognize the one when our own behavior is questioned.
crucial role that the child’s parents and • We demand justice when we perceive
siblings can play in the development of ourselves to be victims of wrongdoing, but
social competence. we surround ourselves with excuses when
• Understanding social weaknesses, and we do wrong
creating an environment in which diversity • We insist that others treat us equitability, but
is accepted and celebrated can greatly are reluctant when treating others equity
enhanced all children’s social abilities. costs more than we expected.
Issues In Teaching Social Literacy Situational Awareness in the Workplace
How children develop their social literacy? • Casual office attire has become the norm in
many offices, job and interviews typically
 require more formal dress and behavior to This is controlling the reaction to
demonstrate a level of respect. emotions by focusing on one’s thoughts in
• College classrooms or the actual office harmony with goals and values. For
atmosphere may allow for a more casual example, instead of overreacting to a certain
dress code, students needs to be taught what incident or situation in class, try to control
is socially acceptable in terms of dress code negative thoughts to see a myriad of colors
and behavior. at the end of the rainbow among students. As
• An ability to read social situations illustrates such, try to find beauty in all things despite
strength to employees, quickly picking up on not-so-good circumstances that may happen
a client’s mood or expectations in various 4. Benefit from criticism.
business or cross-cultural situations can be Criticism, even not delivered in a
the difference between success and failure. favorable way, is an opportunity to learn and
it gives idea on how others think about you.
Social Intelligence in the workplace For example, when a senior teacher gives
• Text-speak and technology use have affected negative feedback on your work, instead of
many young people’s ability to taking it personally against him/her,
communicate. gratefully accept it with humility and
• Text-speak reduced students’ ability to appreciation. Just think that it is for your
communicate using correct grammar improvement.
5. Show authenticity.
Social Intelligence in Technological This is saying what we mean with what we
Communication say and we have to stick on to our values
and principles. For example, in times of
• Learning properly write a cover letter or confrontation with parents, as teachers, we
business letter or a thank you card not should clearly express our side with respect
only teaches students that these still exist and sincerity while consistently upholding
but also teach them how to craft such on to the principle and truth behind the issue
documents saving them time and energy in order to avoid resorting to heated
in the future argument and conflict at the end.
• Email has taken over as primary method 6. Demonstrate empathy.
of communication, traditional modes of Whenever we show empathy to others, such
discourse still exist. as understanding their thoughts and feelings,
Strategies for Enhancing Emotional we can easily establish a connection with
Intelligence them. Teachers should reach out to students
who are in their worse situations and try to
• Goleman (1995) laid down ways of understand them and feel as if we were in
enhancing emotional intelligence in the light the same boat.
of understanding and managing emotions 7. Praise others.
that teachers need to know and understand. This is by way of acknowledging and
appreciating others toward attaining self-
1. Think about feelings. fulfillment and building trust. For example,
A person has to be sensitive to one’s teachers should give acknowledgment and
and other’s feelings to come up with the praise to students for their deeds that are
right manner of approach or appropriate worth commending.
response. For example, a teacher has to be
aware of his/her students’ background or
situation that may trigger negative emotions. 8. Give helpful feedback.
In that case, he/she would know the right
approach when dealing with sensitive issues Although negative feedback may hurt one’s
in class. feelings, at some point, it can be turned constructive
2. Pause. for one’s improvement. For example, when we
This is about taking a moment to receive negative feedback from our superiors, we
stop and think before doing anything to have to take it as a challenge toward becoming a
refrain from resorting to an unsound better and stronger person.
decision at the height of anger. For example, 9. Apologize.
at the peak of anger with a student who
commits violations, a teacher may gently Saying sorry demonstrates humility, a quality
pause for a while and take a moment of that will naturally win others as you value the
silence to rethink and cool down before relationship more than the ego. For example,
jumping to any decision in order to avoid whenever we commit mistakes in teaching, whether
untoward consequences. big or small, there is nothing to lose when we
3. Strive to control one’s thoughts.
apologize, even at times doing it may seem to be 2. interaction ability or how well one predicts and
very difficult. decodes behavior; and
10. Forgive and forget. 3. intercede easily or ability to lead, influence and
build bridges between people.
Forgiving and forgetting prevent others from
holding emotions and allowing one to move People skills are the ability to accept, appreciate
forward. For example, when a student or a and admire others on a personal or professional
colleague hurts us, we should be ready to forgive level. Good people skills extend to the ability to
and let go of the pains that somehow caused us. listen and empathize with others, as well as work
toward common goals with them. Therefore, these
11. Keep our commitments. are sets of skills that enable a person to get along
The habit of keeping one’s word in things, either with others, communicate ideas effectively, resolve
big or small, develops a strong reputation for conflicts and achieve personal or professional goals
reliability and trustworthiness. For example, when In general, Portland Business Journal describes
we are given tasks in the school, make sure that we people skills as (Rifkin, 2009):
commit ourselves, our time and efforts into it.
Remember, opportunities may only come once, 1. Ability to effectively communicate, understand
therefore, grab every opportunity that may come and empathize
along our way for it may never come again.
2. Ability to interact with others respectfully and
12. Help others. develop productive working relationship to
minimize conflict and maximize rapport
One way to positively win others is through
helping them because listening to and helping them 3. Ability to build sincerity and trust, moderate
can build trust and inspire them to follow. For behaviors (less impulsive) and enhance
example, in every school activity, we have to find agreeableness
ways to help others accomplish the tasks
successfully. In return, they will be grateful to us. Educational Impact of People Skills

13. Protect ourselves from emotional sabotage. • People skills are important for teachers in
effective classroom management.
This is being wise enough in protecting • Knowing how to communicate and teach
ourselves when others attempt to manipulate our people instead of simply teaching their
emotions for personal sake. For example, when we subjects will help make a difference in the
feel that someone has been excessively or wrongly classroom (Bolton, 2009).
controlling our actions, feelings and decisions in • Accordingly, almost 50% of classroom
school, stop it in any right but subtle and courteous success lies on effective interpersonal
way possible. relationships, while the other 50% lies
People Skills within academic skills (Boyle, 2011). This is
because teachers tend to interact and relate
• People skills are patterns of behavior and with students.
behavioural interactions. • Therefore, they need to learn how to practice
• For Thompson (2009), this is an area of these people skills effectively in order to
exploration about how a person behaves and create a healthy and conducive learning
how he/she is perceived irrespective of atmosphere in the classroom.In general,
his/her thinking and feeling. people skills are an essential part of work,
• Honey (2001) defines it as the dynamics life and social success.
between personal ecology (cognitive,
When one has strong people skills, he/she is able
affective, physical and spiritual dimensions)
to:
and its function with other people’s
personality styles in numerous environments 1. pitch himself/herself;
(life events, institutions, challenges, etc.).
2. overcome social anxiety;
On the other hand, people skills are tools used to
communicate and interact effectively with others. 3. communicate ideas; and
Therefore, individuals with strong people skills are 4. influence others positively
able to predict behavior, relate to others and
socialize easily. Strategies in Obtaining Good People Skills

People skills can also be defined in three (3) sets McQuerrey (2019) presents the following strategies
of abilities: in maintaining good people skills which are
essential in a meaningful, joyful and purpose-driven
1. Personal effectiveness or about how one comes life that teachers also need to know.
across with others;
1. 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.
2. Conflict resolution skills
Having the ability to mediate disputes and resolve
conflict among others is an important personal and
professional skill.
3. The value of patience
Patience is an exceptional people skill that is
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.
4. 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 five (5) A’s to improve
people skills, namely:
1. Acceptance;
2. Appreciation;
3. Approval;
4. Admiration; and
5. Attention.