Goal: To improve social-relationship skills
Objective(s): The student will use body language to communicate in an appropriate manner.
Process Steps:
. Decide how you feel.
2. Decide what you want to communicate.
3. Use body actions/language (eyes, face, hands/arms, posture/stance) to express self.
Discuss
Definition: Using body language to communicate is a form of non-verbal communication.
Rationale: Teacher explains how important body language is for communication. Have the students attempt to communicate absolutely "nothing" or give directions without using any body movements. Discuss how impossible this is.
Where/When/Comments:
• Students generate a list of where/when to use body
language to communicate.
• Discuss/demonstrate intrusive body language such as
inappropriate touching, getting too close, etc.
Model/Role-play with feedback
• Have students practice giving messages using common
gestures (emblems).
• Students practice expressing emotions using a mirror.
• Students role play various emotions and other students
must "read" them.
• Have students "Impersonate" their favorite TV,
movie, or rock star, discussing the person's actions, gestures
and postures.
• Play "Catch Me - Match Me" where two students
mirror each other's actions.
• Students break up into teams to play a
"charades" type activity using common
"emblems". Score points for correct encoding of message
and for correct decoding of message. (Deckert and et al, 1989 p.
24)
• Have students play pantomime in two teams. Give them
certain situations to communicate with body language. Give points
to teams who can name situation.
Application with Feedback
• Watch a game show and determine what people's body
language is saying.
• Have students describe five students in the cafeteria and
what their body language is communicating.
• Watch a taped TV show without sound. Identify intent of
body language. Rewind and see if it matches dialogue.
• Look for examples. Give students a worksheet listing types
of body language. Students fill in a situation from home or TV
that exhibits each.
• Students will discuss/demonstrate how important body
language is for communicating.
Social Skills Curriculum Guide, 1992
Special School District of St. Louis County