RECOGNIZE SOCIAL LIMITS 5.13
Goal: To improve social-relationship skills
Objective(s): The student will be able to interact and behave appropriately according to the situation.
1. Stop and think (who you are with, where are you, what are the rules, etc.).
2. Think about what you want to do or say.
3. Ask yourself "What are my choices? Is it okay for me to do or say this?"
4. Act on decision.
Definition: Teacher explains there are some behaviors which are appropriate and other behaviors which are not appropriate under certain circumstances. Considerations include language, loudness, dress and actions. (Deckert and et al, 1989 p. 113)
Rationale: You will feel more comfortable and be more accepted socially if you learn and follow the protocol of given situations.
• Ask students the following questions: "When or where would it be OK to _____________?"
"When or where would it be strange to _____________?" (Deckert and et al, 1989 p. 113)
• Have the students give an example of an appropriate or inappropriate behavior they have seen recently. (Deckert and et al, 1989 p. 113)
Model/Role-play with Feedback
• Divide the class into two teams, give a situation and ask students, "Is this a good time to____?" Teams score points for answering correctly. (Deckert and et al, 1989 p. 113)
• Show films and/or slides depicting appropriate and inappropriate social interactions. Discuss. (Deckert and et al, 1989 p. 113)
• Make posters using pictures from magazines to illustrate appropriate/inappropriate behaviors for different social situations. (Deckert and et al, 1989 p. 113)
• You answer the phone and it's your mother's boss. You answer the phone and it's your best friend.
• Someone knocks at your door. You see it's your grandmother. You see it's someone you don't recognize.
• You are grocery shopping and you see your principal. You are shopping and see your older brother.
• You see a friend and you want to get his attention. You're at a local park. You're at a local restaurant.
• You are riding on a roller coaster. You are riding on a school bus.
• You are sitting at church. You are watching a comedy movie at a theater.
• You tell your teacher a joke. You tell your best friend a joke.
Application with Feedback
• Students write in journal, noting situations where formal behavior vs. informal behavior is used. For younger students, cut out or draw pictures illustrating formal vs. informal.
• Teacher makes worksheet, matching situations with appropriate behaviors, and/or identifying situations as formal or informal.
• Observe students' behavior while on a variety of out-trips and community access activities. Provide feedback to students.
• Observe students' behavior in structured (academic) and less structured situations (recess, lunch, hallway).