INTERRUPT APPROPRIATELY 5.19
Goal: To improve social-relationship skills
Objective: The student will demonstrate interrupting appropriately.
1. Think about what you need to say.
2. Decide if the message is important or whether it can wait.
3. Decide how to get the person's attention.
a) raise hand
b) say "Excuse me" and/or the person's name
c) touch the person
d) stand by the person
4. Wait for acknowledgement (verbal or nonverbal).
5. Say what you have to say.
Definition: Interrupting is to break in and talk while another is speaking. There are appropriate times and ways to do this.
Rationale: You interrupt for the following reasons:
4. Join conversation or activity
5. Ask for help
• Discuss appropriate ways of gaining attention.
• Discuss how emergencies should be handled differently.
• Discuss results of inappropriate interruptions.
Set the Stage:
• Arrange for another individual to interrupt class activities. Teacher interrupts group activity to begin lesson.
Model/Role-play with Feedback
• Teacher models appropriate ways of interrupting others.
• Videotape role-playing activities and evaluate performance using rating sheet. (Deckert and et al, 1989 p. 94)
• If a child needs help interrupting, the teacher can give eye contact at the appropriate time. If this is not enough, she can use scaffolding strategies to assist the child such as prompts, questions, adding new information, or using gestures or pantomime. For children who are able to generalize situations, puppetry could be used as a way to model the process.
Role play situations:
• You have to ask a question about the homework assignment. The teacher is talking with another teacher.
• Your mom is on the phone. You have to tell her you're leaving and when you'll be back.
• You're at a dance. Your boyfriend/girlfriend is talking to a friend. You want to dance to the song playing.
• Teacher has two students talking, teacher interrupts students using the process steps.
• You interrupt teacher during small group lesson for help, to use bathroom, or for direction.
• You have to deliver a message to a teacher who is giving a lecture.
• Your parents are talking and you ask to go to a friend's house.
• You approach your gym teacher to request equipment.
• Your parents are conversing, and you want to ask permission to go to a concert.
• You want to use the phone; your brother or sister is using it.
• You need to ask for a ride home from ballgame.
• You interrupt two clerks in a store to ask for help.
• The daily announcements are being read over the intercom. The class is pretty noisy and you didn't hear where you are supposed to order your class ring, but the announcements aren't over yet. (Walker and et al, 1988 p.71 Access)
• The buses are on a special holiday schedule. The clerk at the convenience store has a schedule, but there is a long line of customers he is waiting on. You are in a hurry. (Walker and et al, 1988 p. 71 Access)
• You are in a hurry and you want to buy the shirt you have picked out. The sales clerk is talking to another adult. (Walker and et al, 1988 p. 71 Access)
• You see a woman for whom you work mowing lawns talking to several people in the mall. You want to remind her that her lawn may need mowing this week. (Walker and et al, 1988 p. 71 Access)
• You need permission to use your dad's woodworking tools for a project you're real excited about getting completed. Your dad is busy working on an important project he needs to get finished for work tomorrow. (Walker and et al, 1988 p.71 Access).
• Your social studies class just watched a film about local government and is preparing to take a quiz on it. You didn't understand some of the terms. (Walker and et al, 1988 p. 71 Access)
Application with Feedback
• Set up situations where you give a confusing assignment and then you turn to talk to someone. Observe to see how students interrupt.
• Monitor daily interruptions students make.
• Class members use checklists to evaluate steps displayed.
• Students write or dictate scripts.
• Student carries checklist around and staff initials it when the student interrupts appropriately.
• Arrange for student to take a message to another classroom, office, or teacher. Observe to check if student follows process steps, or check with recipient of message for feedback.