RESPECT PERSONAL SPACE 5.12
Goal: To improve social-relationship skills
Objective(s): The student will demonstrate ability to interact with others using appropriate personal boundaries.
. Think about what you want to do.
2. Decide who to approach.
3. Observe the other person's body language.
4. Think about appropriate personal boundaries.
5. Approach the person appropriately.
Definition: Define personal space as a comfort zone.
Rationale: It is important to use this skill so that people don't feel threatened and feel comfortable conversing with you.
• Have students make a list of times when they would want to stand close (whispering) or at arm's length (when you are being introduced, when a stranger asks for directions).
(Mayo and Walto, 1986 p. 63)
• Have students describe how they feel when someone they don't know walks right up to them and gets too close.
• Describe use of arm's length as a guideline.
Model/Role-play with Feedback
• Model the appropriate personal space for people.
• Have students walk toward the teacher. Measure and record what is a comfortable personal space for each student.
• Have students get in two lines facing each other. One person walks slowly to the other person (who is standing still). Tell the person when he/she gets too close. Then have that person take one step closer. Ask the students what happened and how they felt.
Role play situations:
• You and a good friend are walking downtown together.
• You go to the teacher to ask a question.
• You are on an elevator with X number of people.
• You are in lunch line.
• You want to ask a good friend to cover your house after school.
Application with Feedback
• Have students interview three adults. Ask them what their personal space is and how they feel when it is invaded.
• Use a video camera to observe personal space.
• Have a visitor come to the classroom and direct students to introduce themselves individually. Observe the use of personal space.