Boys Town
Teaching Social Skills
The Well Managed Classroom
The Value of Social Skills
School is one of the biggest challenges for
students today, name some of the
challenges.
Why do students struggle within the
school setting
What are social skills
!efine Social Skills"
Social, or life, skills are a set of beha#iors
that enable indi#iduals to interact with one
another in ways that are socially
acce$table.
They are not a set of beha#iors, they #ary
de$ending on the conte%t and situation
Task &nalysis
Where to Begin'at the end
What is the end goal of the social skill and
what are you going to do to get there
Break the goal down into obtainable goals
and ob(ecti#es.
Make sure each ste$ is measurable.
Task &nalysis )uidelines
*ee$ the focus of the skill limited.
+dentify the beha#iors of the skill as ste$s.
,se s$ecific and obser#able terms. -Can a
!ead Man !o +t.
/ut ste$s in order of $erformance.
What is so im$ortant about task analy0ing
a skill.
Making the abstract tangible.
Value of Social Skills
Modeling the beha#ior that you want your
students to demonstrate is one of the easiest
ways to teach social skills.
Mastering a s$ecific skills de$ends on the
student1s ability and de#elo$ment.
Teaching social skills is not (ust a, 23ne and
!one4 $ractice'5ou will ha#e to
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Teach
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/ractice
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&ssess
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7edirect
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7einforce
Value of Social Skills
8ote"
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2Social Skills instruction is a uni#ersal
inter#ention that offers benefits to all students.
9owe#er, some youth, es$ecially ones
diagnosed as emotionally or beha#iorally
disturbed, will re:uire more intensi#e and
indi#iduali0ed inter#ention.4
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8ow what
Teaching Social Skills
Many of the students that come into our
classrooms lack in the area of social skills,
why
This is the beginning of the, 2Blame
)ame.4
Teaching Social Skills
Before you can e#en begin to address
your student1s social skill needs, you need
to know what you ha#e to teach.
9ow are you going to collect data on
where to begin social skill instruction
Teaching Social Skills
/roacti#e Teaching Strategies of teaching
Social Skills"
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/lanned Teaching
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Blended Teaching
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/re#enti#e Teaching
/lanned Teaching
+ntroduce the skill
!escribe the a$$ro$riate beha#ior
)i#e a reason
/ractice
/lanned Social Skills instruction
Blended Teaching
Blending or combining social skills and
academic instruction.
+ntegrating social skills into lesson $lans,
assignments or other areas of academics
that occur throughout the day.
)i#e some e%am$les of blended teaching
/re#enti#e /rom$ting
/rom$ting is a brief reminder statement
about the use of a skill $rior to an incident
or situation in which a$$lication of the skill
is necessary.
/re#enti#e /rom$ts are not after the fact
statements'they should come B;<37;
the student takes action.
Correcting /roblem Beha#ior
9ow are you going to res$ond to $roblem
beha#ior"
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Walk away
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&sk, Why don1t you feel like talking to me
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Tell him sternly, 2+ e%$ect you to greet me
whene#er you enter my classroom.4
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/at him on the back and say ok.
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=augh it off and say something witty or
sarcastic
Correcting /roblem Beha#ior
9ow you res$ond to $roblem beha#ior
determines how the rest of the class or
day will go.
Correcting /roblem Beha#ior
What do you think the most im$ortant
thing is when res$onding to $roblem
beha#ior
&ccording to =ong and Wood ->??@.'Crisis
is the $roduct of a child1s stress that is
ke$t ali#e by the reaction of others.
Correcting /roblem Beha#iors
When faced with aggressi#e beha#iors, the
natural reaction is to be aggressi#e.
&nswering aggression with aggression is more
likely to occur if'
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5ou get caught u$ in the conflict cycle
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Belie#e that their $ersonal #alues and beliefs are
being #iolated
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<eel as if they are not meeting their $rofessional
obligations
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<eel re(ected and hel$less
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/re(udge a student in crisis
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9a#e unresol#ed issues
Correcting the /roblem Beha#ior
8ot only can your beha#ior ha#e an
im$act on fre:uency and se#erity of
beha#ior, but the en#ironment can
contribute to $roblem beha#iors as well.
5ou want to create an en#ironment that
fosters res$ect, res$onsibility and
accountability to flourish.
Correcting /roblem Beha#ior
Managing the =earning"
9ow you address ina$$ro$riate beha#ior
de$ends on beha#ior that is ha$$ening.
,se the least restricti#e conse:uence'
what is often :uick and con#enient is not
always correct.
/ound of <lesh
Correcting /roblem Beha#ior
;ffecti#e Teaching Strategies when addressing
$roblem beha#iors...
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Modeling
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Correcti#e /rom$ts
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Correcti#e Strategies
CoolAdown Time
Cou$ling Statements -obser#ing and describing the beha#ior.
7eality StatementsBreasons'-the why.
;m$athy
S$ecific /raise
Correcting /roblem Beha#ior
Correcti#e Teaching" most restricti#e
teaching strategy
When the other o$tions and strategies do
not work, Correcti#e Teaching is the ne%t
o$tion
Correcti#e Teaching Ste$s"
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3ffer initial $raise or em$athy
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!escribe the ina$$ro$riate beha#ior
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!escribe the a$$ro$riate beha#ior
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)i#e rationale
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/ractice
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8egati#e Conse:uence -o$tional.
Correcting /roblem Beha#iors
Correcting /roblem Beha#iors
;%am$le"
6 Teacher" + see that you are listening to me right now because you are
looking at me.
6 Teacher" When + asked you to raise your hand to get the teacher1s
attention, you continued to shout out and interru$t class.
6 Teacher" When you ha#e something to say in class it is im$ortant that
you raise your hand :uietly and wait to be called on.
6 Teacher" +t is im$ortant to get the teacher1s attention a$$ro$riately
because e#eryone1s #oice is im$ortant and e#eryone deser#es to be
heard.
6 Teacher" =et1s $ractice the skill of getting the teacher1s attention again,
and this time + want you to get the teacher1s attention by following the
ste$s of getting the teacher1s attention.
6 Teacher" Because we had to meet and $ractice the skill you were not
able to ha#e the time that you needed or wanted during your break. +n
the future + would $refer that you get all the time that you need during
your break. Thank you for meeting with me and $racticing the skill.
