Social Skills Training

It is imperative that children know social skills. Teaching social skills knowledge can come from a variety of programs, including The Responsive Classroom; Living, Learning, Working; and Peer In. The Responsive Classroom is described below.

Social cognition is the concept that describes how children gain knowledge about their social world and identify their social reasoning processes. Social cognition helps children empathize with others in social situations. Also, “Behaviors such as sharing, helping, initiating communications, requesting help from another person, and giving compliments universally are considered socially desired behaviors and commonly are referred to as social skills” (Elliot, Malecki, & Demaray).

“There are four primary objectives to social skills training: (a) promoting social skills acquisition, (b) enhancing social skills performance, (c) reducing or removing interfering problem behaviors, and (d) facilitating the generalization and maintenance of social skills” (Elliot, Malecki, & Demaray).

What are some social skills we want to see in the schools?

• Manners and positive interactions with others.
• Appropriate classroom behaviors, work habits, etc. such as listening, attending, following directions.
• Positive methods of handling frustration and anger (count to 10; use internal dialogue to reflect on the best course of action; use words, not fists)

Responsive Classroom

In a responsive classroom, teaching involves not only academics, but also social skills. There are six components of a responsive classroom. These are:

1. Morning Meeting: Students greet and share with other students. Motivational activities take place. A circle can be formed to help make the children feel like they are not alone, that they belong.
2. Classroom Organization: Teachers have an environment that matches the children's developmental levels.
3. Rules and Logical Consequences: Appropriate behavior is obtained through modeling, practice, and role-playing. Children are motivated to do schoolwork and to get along with others in a caring way.
4. Guided Discovery: Teachers plan lessons that not only include book knowledge, but also to care for others.
5. Academic Choice Time: Children have an opportunity to learn about a subject that interests them and to share this subject with their peers
6. Assessment and Reporting: Teachers use various methods of assessing a child's work. Students are not judged solely on grades, but a continuum of their work. At the beginning of every school year parents and students are to develop common goals. This opens a door for significant communication between the child and parent.

References

Elliott, S. N., Malecki, C. K., & Demaray, M. K. (2001). New directions in social skills assessment and intervention for elementary and middle school students. Exceptionality, 9, 19-32.

Filed under: Praxis II Studies
Copyright: May, 2005 - David Profitt