Goal: To improve skills for expressing feelings
1. The student will tell the truth about his feelings.
2. The student will tell the truth when questioned about his behavior.
1. Ask "Why should I be honest?"
2. Think of the possible consequences (positive and negative).
3. Decide how you will handle consequences.
4. Tell the truth.
5. Reward yourself.
Definition: To be honest means to tell the truth or to be fair and straightforward. It implies a refusal to lie, steal, or deceive.
Rationale: Honesty is the basis for healthy, satisfying relationships. If you are not honest, people may not trust you. Dishonesty may also have negative social and legal consequences.
Discuss politeness versus honesty; students should not be honest just to hurt someone.
Discuss how others may respect the student or trust the student more in the future if he/she is honest now.
Read the fable or tell story about "The Boy Who Cried Wolf".
Use two scripts about people who are not honest and give questions to help students
understand why being honest is important and the consequences of not being honest. (SSSB, p. 250-251)
Read a story about a girl who always lies and what happens when she finally tells the truth.
Also helps the student understand consequences of not being honest. (SSSB, p. 253)
Model/Role-play with Feedback
You tore up your homework assignment or lost your reading book. You broke a window playing baseball. You borrowed someone's bike without asking permission. You wrote on your desk. You took money off your mother's dresser. You cheated on a test. You were late to class and the teacher confronts you. You didn't make your bed when your mother told you. You left the house when you were supposed to be grounded.
Application with Feedback
Journal writing assignments: "A time I was honest . . . ."
"A time I was dishonest and wish I hadn't been . . . . . ."
Teacher could record a language experience story as each class member responds to the journal statements.
Initiate "Honesty Training". Teacher conducts honesty check 5-10 times a day. Students identify and verbalize what they are doing (looking out window, talking etc.). The honesty should be reinforced with no consequences for off task behavior. Appropriate reinforcers should be used.
Continue honesty training at decreasing intervals and fewer reinforcers.
Students are presented with six situations in which people are not honest. They are asked to choose consequences for these people and explain why they chose them. Written review questions are also included with exercise. (SSSB, p. 256)
Questions for being honest; can use for discussion as well as for an independent activity.
(SSSB, p. 254)
Lesson is not being too honest (i.e. using tact). (SSSB, p. 255)
Homework note: asking for parent to confirm an example of honesty by student.
Watch TV shows - examples of times someone was honest, dishonest, or polite not to hurt someone.
Homework note to parents describing skill and asking them to evaluate their child's use of the skill by using a suggested role play or observing them formally. (SSSB, p. 249)
Social Skills Curriculum Guide, 1992
Special School District of St. Louis County