Goal: To improve initial social skills
Objective(s): The student will be able to take his/her turn by observing when it's appropriate to take a turn.
Process Steps:
1. Look at what is happening.
2. Decide if you want to/should participate.
3. Look around to see if there are others who want a turn.
4. Decide if it is your turn or someone else's turn.
5. Take your turn or allow the other person to take his/her turn.
Discuss
Definition: Nonverbal turn taking is when a person participates in a group activity, taking a turn appropriately without being called on or given a verbal clue. Give examples for students: when a group plays a board game, when the class is engaged in a group discussion where hand raising is not required.
Rationale: Discuss why it's important for students to know when to take turns.
Where/When/Comments:
• Discuss that students need to let the other person finish
his turn or statement before starting. Also discuss that the
student can watch for pauses as cues to join in or take a turn.
• Elicit examples from students to use as basis for later
role playing.
• Review skill "Interrupting Appropriately."
Model/Role-play with Feedback
• You are playing a game with one other person (Checkers,
War, etc.).
• You are playing a board game with three other people
(Sorry, Clue, etc.).
• Your class is seated in a circle discussing a topic
(current events, history, etc.).
• Your family is eating dinner, the bread which is being
passed around, and you want a slice.
• A group of your friends are jumping rope and you want to
join in.
• You are in the cafeteria and have something to say to your
friends.
• You go to clock in at work and there are five people ahead
of you.
Application with Feedback
• Engage students in playing structured games, either in
pairs or in small groups. Inform students of the goal they are to
achieve: to take turns appropriately without verbal signals. An
observer can evaluate the group on a checklist.
• Play large group game such as "Telephone".
• Teachers can initiate informal, open ended conversation
with students over a relevant topic (Ask "Has anyone seen
any good movies lately?", etc.) and evaluate performance.
• Teacher selects one class period and informs students that
during this time they should participate without hand raising.
Teacher evaluates performance.
Social Skills Curriculum Guide, 1992
Special School District of St. Louis County