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Planned Teaching Boys Town Social Skill Lesson Plan How to Get the Teacher's Attention |
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| Introduce Skill | What does it mean to get someone's attention? | ||
| What? | What does it mean to get the teacher's attention? | ||
| When? | When is the best time to get the teacher's attention? | ||
| Who? | Who else's attention might we need to get? | ||
| Why do we have a plan to get the teacher's attention? | |||
| Describe Skill Steps | 1. Look at the teacher. | ||
| 2. Raise your hand. Stay calm. | |||
| 3. Wait until the teacher says your name. | |||
| 4. Wait your turn. | |||
| Rationale | When you get the teacher's attention in the correct way, you are | ||
| Benefit | more likely to have your questions answered. This allows the teacher | ||
| Neg. Consequence | to hear your question without distraction. Also, getting the | ||
| Concern | teacher's full attention will allow other students with the same | ||
| question or concern to hear the teacher's response. | |||
| Request for Acknowledgment | Repeat the steps. Does this make sense? | ||
| Practice | Place students in groups of thre for role playing. Each group | ||
| should choose a teacher and two students. One student | |||
| will use the social skill properly, one will not. As the class | |||
| listens, the group will take turns role playing. The other | |||
| class members will decide who is using the skill correctly. | |||
| Feedback | You did a great job of practicing "Getting the Teacher's Attention!" | ||
| (Praise specific steps followed and give specific feed back for | |||
| areas of improvement.) | |||
| Positive | Because you practiced so well, you have earned 10 minutes of | ||
| Consequence | extra free time. (Or other positive consequences that are | ||
| appropriate for the time like penny candy or playing a game.) | |||
| Follow-Up Practice | Let the class know that you will be observing the class to "catch | ||
| them" using the skill "Getting the Teacher's Attention." | |||
| Continue to praise correct use of the skill and re-teach as needed. | |||
| DAILY JOURNAL | |||
| 1. List the steps for how to get the teacher's attention. | |||
| 2. List some examples of when you may need to get the teacher's attention. | |||
| 3. Describe a time when you got the teacher's attention appropriately. Explain why you | |||
| needed the teacher's attention and how she/he helped you. | |||
| 4. Why is it important not to yell across the room when you need to speak to the teacher? | |||
| What consequence might you receive if you yell out? | |||
| 5. Describe some behaviors you should not display when you attempt to get the | |||
| teacher's attention. | |||
| 6. How can getting the teacher's attention appropriately help you? | |||
| 7. What are some positive consequences of getting the teacher's attention appropriately? | |||
| 8. When you are not in the classroom, what are three other ways to get someone's attention? | |||
| Other Activities | |||
| 1. Have the students brainstorm methods other students use to get the teacher's attention. | |||
| 2. Discuss the problems that occur when those methods are used. | |||
| 3. Discuss other situations outside the classroom when people need to get someone's attention. | |||
| 4. Practice in small groups the proper ways to do this skill. | |||
| Games | |||
| Charades: | |||
| Objective: | The student will larn to get someone's attention in an appropriate | ||
| manner by role playing ways in which to get someone's attention. | |||
| Materials: | Volunteer | ||
| Charade Cards with Suggested Scenes for Acting Out (below) | |||
| What to do: | The volunteer will "act out" ways in which to get different | ||
| people's attention. | |||
| The class will guess what the volunteer is acting out. | |||
| Lead a discussion on the consequences in each situation for | |||
| getting someone's attention appropriately/inappropriately. | |||
| Charade Scenes: | Judge in the courtroom | ||
| Players on a golf course | |||
| People in a court room (judge's perspective) | |||
| Athletes starting a track meet | |||
| People in a burning building | |||
| Police chasing a suspect | |||
| Orchestra or band director | |||
| Policeman directing traffic | |||
| The U.S. President at a news conference | |||
| Horserace (the announcer) | |||
| Matador and the bull | |||
| Taxicab | |||
| Referee starting or stopping a play in a game | |||
| Emergency Broadcast System | |||
| Asking a teacher for help | |||
| Parents on phone | |||
| Hitch hiker | |||
| Friend in class | |||
| Principal in cafeteria | |||
| Emergency illness | |||
| Taboo: | |||
| Objective: | The student will learn to ask an adult for help when needed | ||
| by getting the teacher's attention appropriately. | |||
| Materials: | "Taboo Sheet" (below) | ||
| What to do: | Instruct students that they will play a game called "TABOO". | ||
| The clue words are occasions in school when students might | |||
| need to get someone's attention. | |||
| To play, use 2 students as participants. One student will look at the clue | |||
| word and describe it without using the taboo words, in this case | |||
| all listed words are 'TABOO'. | |||
| If the player uses a "TABOO" word in the description, it doesn't | |||
| count. Proceed to the next clue word within a one minute time | |||
| limit. Player with most clue words guessed in one minute wins. | |||
| Clue Word: | QUESTION | HELP | |
| help | know | ||
| ask | assistance | ||
| problem | tutor | ||
| Clue Word: | RESTROOM | SHARPEN PENCIL | |
| toilet | lead | ||
| potty | write | ||
| go | broken | ||
| Clue Word: | FIGHT | MISTAKE | |
| scream | error | ||
| hit | make | ||
| angry | wrong | ||
| Clue Word: | EMERGENCY | GRADE | |
| nine one one | report card | ||
| help | test | ||
| crisis | teacher | ||
| Clue Word: | OPINION | VOLUNTEER | |
| belief | help | ||
| you | assist | ||
| poll | offer | ||