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The Teacher ’ s role in developing Social Skills

The Teacher ’ s role in developing Social Skills. Melissa Tilton EDUC 524PA. Do Now Activity. Yes, right now. Cross your arms across your chest. Unfold your arms and switch your hand positions. How does this feel?. Social skills. Are social skills JUST good manners?

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The Teacher ’ s role in developing Social Skills

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  1. The Teacher’s rolein developing Social Skills • Melissa Tilton • EDUC 524PA

  2. Do Now Activity • Yes, right now. • Cross your arms across your chest. • Unfold your arms and switch your hand positions. • How does this feel?

  3. Social skills • Are social skills JUST good manners? • Definition of socially skilled.

  4. What does not work • Punishment • Impatience • Teaching skills only used in the classroom

  5. Social Categories • There are four basic social categories in the school social setting. • Rejected • Isolated • Controversial • Popular

  6. rejected/isolated subgroupsre • Poor social skills lead to rejection and isolation. • Many students with learning disabilities fall in these subgroups. • Many students within the autism spectrum fall into these subgroups. • Many students with emotional and behavioral disorders fall into this subgroup.

  7. students with ed/bd • Characterized by their inability to build and sustain positive relationships. • Kids with Emotional/Behavioral disorders are 3-5 times more likely to be rejected because of behavior • Need to be taught the skills we wish to see.

  8. The student’s needs • Acceptance and Affection • Be a talent scout • Model and practice

  9. what to teach • More than Manners

  10. steps in teaching • Use an academic teaching model • Pre-teaching • Teaching Social Skills • Practice, Practice Practice

  11. social skill activities • Kagan Cooperative Learning Activities • Kagan Cooperative Learning; Spencer Kagan Social Skills Structures for Practice* Active Listening Roundrobin, Think-Pair-Share, Mix-Freeze-Pair Praising Rallytable, Roundtable, Pairs Check, Showdown Taking Turns Rallytable, Pairs Check, Roundtable Using Quiet Voices Think-Pair-Share, Numbered Heads Together, Showdown Staying on Task Rallytable, Roundtable, Pairs Check, Showdown, Mix-N-Match Helping or Coaching Rallytable, Pairs Check, Showdown, Mix-N-Match Using Names Mix-N-Match, Mix-Freeze-Pair, Showdown

  12. providing feedback • Pause and Reflect • Encourage positive behavior • Recognize success (even if it’s very small)

  13. Use what they know • Videos/Cartoons • Board/Card Games • Role Play

  14. Conclusion • Remember the benefits • Do a little every day • Reap the rewards

  15. references • Kagan, S. (1994). Cooperative learning. San Clemente, CA: Kagan Cooperative Learning. • Zins, J. E., Elias, M. J., Weissberg, R. P., Greenberg, M. T., Haynes, N. M., Frey, K. S., et al. (1998). Enhancing learning through social and emotional education. Think: The Journal of Creative and Critical Thinking, 9, 18-20. Retrieved from http://www.casel.org/downloads/enhancinglearning.pdf • McIntyre, T. (6/23/06) Teaching Social Skills to Kids Who Don't Have Them. Dr. Mac's Amazing Behavior Management Advice Site. (www.behavioradvisor.com) • Lavoie, Richard (2002). The Teacher’s Role in Developing Social Skills. Retrieved from http://www.ricklavoie.com/teacherart.html • In C.R. Hollin & P. Tower (Eds.), Handbook of Social Skills Training (pp.91-110). Pergamon Press.

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