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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 | Who can tell why we have a plan to get the teacher's | |
| What? | attention? Where else in the world do we want our turn? | |
| When? | When and where? (In class, hallway, lunchroom, Music, | |
| Who? | P.E., computer lab, etc.) | |
| Describe Skill Steps | 1. Look at the person. | |
| 2. Raise hand. | ||
| 3. Wait for acknowledgement. | ||
| 4. After acknowledgement, ask question in quiet voice tone. | ||
| Rationale | When you get the teacher's attention appropriately you're | |
| Benefit | more apt to get your question answered quickly. When you | |
| Neg. Consequence | wait your turn, it gives the other students a chance to respond, too. | |
| Concern | ||
| Request for Acknowledgment | Does this make sense? Let's say the steps together. | |
| Practice | Use puppet to play the student and allow student to be the | |
| teacher. Role play How to Get the Teacher's Attention. | ||
| Role play several scenarios using correct and incorrect | ||
| behaviors. Have students give feedback. Allow students to | ||
| play the student using the puppet. | ||
| Feedback | You did a great job practicing getting the teacher's | |
| attention. You looked at the person, raised your hand, waited for | ||
| acknowledgement, and asked your question pleasantly | ||
| after acknowledgement. | ||
| Positive | Because you practiced so well and know how to get the | |
| Consequence | teacher's attention, you may read your favorite story out loud | |
| with a partner sitting anywhere in the room. | ||
| Follow-Up Practice | After lunch when we're doing math, you'll hve a chance to | |
| practice getting the teacher's attention appropriately. I'll be | ||
| watching to see how many of you remember and use the | ||
| skill properly. | ||