Goal: To improve initial social skills
Objective(s): The student will acknowledge the presence of another person with an appropriate greeting.
1. Look to see who is around.
2. Decide if the person is safe.
3. Give verbal or non-verbal greeting.
Definition: When you acknowledge the presence of others you let them know somehow that you know they are there.
Rationale: Discuss the importance of Step #2 and "deciding if the person is safe." Give guidelines for determining this including body language, environment, age and potential consequences of unsafe strangers. Review introducing yourself, "greetings."
Describe or brainstorm occasions children would need this skill (playground, new situations, joining in or grouping).
Discuss the importance of safety (Step #2) and how to decide if the person is safe (body language, age, environment).
Review "stranger danger."
Review introducing yourself.
List/discuss verbal and non-verbal greetings.
Brainstorm situations students might be in where they don't know all of the people.
Teacher pantomimes the skill steps with students identifying each.
You go to a birthday party where you only know the host.
Your parents are having a party..
You are at the playground and want to join a group in the sandbox.
You join a soccer team.
Your mom takes you to a gymnastics class.
You are watching your older brother play baseball; a group of other siblings are playing.
You arrive for the first class at Sunday school.
There is a neighborhood outside game.
Students make a set of cards - "safe" and "unsafe." Teacher reads situations. A student holds up the appropriate card.
Role play situations:
You are at a gathering of your older brother's friends.
You are at a game room at the mall (remember safety).
You are sharing recess with a different, unknown class.
You move to a new school.
A strange group of 8 kids is hanging around in front of your house.
You are a guest at a school dance at a school you do not attend.
A group of unknown teenagers is at your school.
You attend a meeting of a 12-step program or support group.
You are shopping for Nintendo games at a discount store.
You join a karate or gymnastics class.
You try out for a new team.
You are in the bleachers watching a sporting event.
Application with Feedback
Set up separate play areas (kitchen, etc.). Students take turns being the one to enter the area. Both practice acknowledging and giving a greeting.
Take a walking trip at the mall, stopping to discuss if situations are safe or unsafe.
Set up situations where a student is invited to be a part of a different class grouping or recess. Receiving staff observes progress in all the skill steps.
Student is designated as the host in a play area. He uses all three skill steps in acknowledging newcomers.
Set up four unstructured centers. Students are assigned color coded tags. At a signal, all the yellow tags move to a new area and implement the steps.
Students write their feelings in a journal upon observing or entering a group of others including how the skill steps help or do not help them.
Students design a board game and write situations where they might need to acknowledge the presence of others. Incorporate a "danger card" for times that the person or situation might be unsafe.
Students write short unfinished stories setting a scene where they are in an unfamiliar
situation. Have each read their story aloud with the class writing or discussing the appropriate ending.
Students, "mime" the skill steps using only non-verbals and body language. Exaggerated movements of pantomime will reinforce the steps.
Specify certain times of day to be used only in non-verbal greeting such as passing time in hall, etc.
Parents are asked to monitor students utilizing this skill in a variety of home or neighborhood activities.
Students report situations they utilized the skill - monitor and report success.
Older students teach this skill to a younger individual or group.
Have a party or study session with another less familiar classroom where students can report on the specific ways they acknowledged others.
Videotape students as they enter a work or play area to observe if they follow the process steps.
Social Skills Curriculum Guide, 1992
Special School District of St. Louis County