GREET OTHERS 5.3
Goal: To improve social-relationship skills
1. The student will be able to initiate a greeting with peers and adults.
2. The student will be able to return greetings appropriately.
Process Steps: Initiating Greetings:
1. Decide if you want to greet another person (Is it appropriate? Are they a stranger? Do you know the person? Is this the time/place for greetings?)
2. Decide how to greet another person (verbal or nonverbal communication).
3. Be aware of the situation (classroom, store, movie, hallway, bus).
4. Be aware of personal space.
5. Act on decision.
1. Listen or look at who is communicating.
2. Observe how the other person is communicating.
3. Decide if it is appropriate to return a greeting.
4. Decide how you will return a greeting (verbal/nonverbal).
5. Act on decision.
Definition: Greeting others is when you say hello, shake hands, etc.
Rationale: A greeting is polite and appropriate. Discuss what results if you do not greet someone, or how you feel if you are not greeted.
• Students generate a list of where and when you should greet others.
• Teacher introduces the difference between polite and impolite greetings in different social settings (i.e. greeting parents, friends, the bus driver, and a teacher) and formal and informal language.
• Ask children to describe times during the day when they said hello. Teacher models daily.
• Discuss the use of greetings, and what the different greetings are. Make a list.
Set the Stage:
• Display greeting cards, or look at advertisements showing greeting cards.
• Encourage students to say hello when they come to the classroom.
Model/Role-play with Feedback
• Students discriminate between polite and impolite greetings by responding to the teacher's examples.
• Role-play different social settings and have students generate polite greetings.
• Video tape roleplaying situations and have students evaluate their performances using rating sheets.
• Explain the distinction between greeting a stranger on the street and greeting someone with whom you are doing business (i.e. cashier who is ringing up your purchases).
Role play situations:
• You greet the mail carrier.
• You greet an old friend you haven't seen in a long time.
• You say hello to their families in the morning.
• You say hello to grandparents on the phone. (Killoran and et al, 1989 p.14)
• It's Saturday morning and your turn to walk the dog.
• You just rolled out of bed and you look like it.
• A group of your friends drives by, honks, and waves.
• A girl/boy, who asked you for a date, but you refused, is approaching you in the hall. You really don't want to talk to her/him.
• At the skating rink, you see a peer you were introduced to at a party several weeks earlier. You aren't sure he/she will remember you.
• Your best friend is discussing a problem with you as you walk down the hall together. Someone calls out "Hi" to you.
• As you walk into the gym to see a basketball game a large group of your friends yell out your name. You are embarrassed. (Walker and et al, 1988, p.34-36)
Application with Feedback
• Teacher stands at the door while the students are entering the classroom and greets them. Praise those who returned or initiated greetings.
• Have a new student enter the classroom and initiate greetings.
• Students have people in their neighborhood and home sign off on a checklist when they have initiated or returned greetings.
• Teacher hands out a small token as a reinforcer to those using the skill with or without cues. Token is redeemable at specified time.
• Parents can be requested to monitor use of skill in home setting.
• Monitor use of skill as students enter building or as they pass staff in hallways.
• Request bus staff to monitor skill use when students enter bus, via checklist.
• Monitor use of skill in social situations such as cafeteria and/or recess.
• Arrange with teacher or peer to give non-verbal or verbal greeting. Monitor skill use to see if greeting is returned.