I believe that teachers have a major input as children develop their social skills. As a teacher, one has to deal with conflicts, emotional outbursts, and inappropriate behaviors as children interact with each other. Teachers must understand that children develop their social skills differently; therefore, they must be mindful of how they handle each child. The capacity of teachers to be accommodative of different emotional characteristics, cultures, and language, among other aspects, will impact how a child develops their social skills. Since teachers spend a substantial amount of time with children in school, they greatly influence their emotional comportment, which is a key element of social development.
A teacher is responsible for the social development of children they are teaching. As such, a teacher can focus on children's emotions, conversational skills, and social etiquette. Concerning emotions, the teacher will seek to ascertain whether a child is able to identify emotions in others ( Denham, Bassett & Zinsser, 2012 ). For example, the teacher can train the learners on how to read the body language or tone of voice of others. A teacher should teach learners how to understand and express their emotion appropriately. Second, conversational skills are a function of emotional stability, and thus a teacher can undertake to guide children on how to initiate, maintain, and benefit from conversations. Turn-taking and clarification skills are critical conversational aspects that a child can learn from their teacher. Lastly, social etiquette will act as the glue that will hold together the social skills of a child (“ Developing Social Skills In The Classroom” ). Simple words like thank you, please and excuse me will help a child have meaningful and long-lasting social relationships. These three strategic approaches will lay a strong foundation for a child’s lifetime social skills.
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For a child who regularly isolates from other children, a three-phased approach would be developed and implemented to assist the child in becoming socially competent. The first stage is talent scouting, which will involve determining the interests, hobbies, and strengths of the child. With enough information from the scouting mission, the teacher will celebrate them publicly to lift the self-esteem of the child. Second, continuously assign the child some leadership activities which they will execute under the guidance of the teacher. Responsibilities will increase and improve their acceptance among their peers. Lastly, the teacher will be required to demonstrate affection and acceptance toward the isolated child. The aim of this is to enhance and cement the status of the child among their peers.
References
"Developing Social Skills In The Classroom | Sites.Trinity.Edu." Sites.Trinity.Edu , sites.trinity.edu/sensoryimpariment/developing-social-skills-classroom.
Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal , 40 (3), 137-143.
