PROJECT RESSPECT

lProject RESSPECT is a Practical Program for Managing Classrooms and Collaborating with Principals while Teaching Children Social Skills with Enduring Significance

by Scott and Judy Hollinger

Resource for Enhancing Student Social Profieciencies and Empowering Classroom Teachers

Linked List of Social Skills Redirecting Behavior Direct Teaching Sequence PIG (Primary Immediate Goal Schoolwide Plan PowerPoint: Following Instructions by Mrs. Gutierrez, Kindergarten Teacher



Resource for Enhancing Student Social Profieciencies and Empowering Classroom Teachers

List of Social Skills

The following list of social skills is linked to student behaviors and pages in the RESSPECT manual that suggest steps for teaching each of these skills.

Accepting compliments
Accepting correction
Accepting no for an answer
Apologizing
Being an audience member
Boarding the bus
Borrowing
Choosing a free time activity
Communicating anger
Communicating criticism respectfully
Disagreeing appropriately
Following instructions
Getting the teacher's attention
Giving compliments
Greeting others
Interrupting appropriately
Introducing yourself
Offering help
Participating in class discussion
Reporting others
Requesting
Running an errand
Saying no

Direct teaching sequence (see manual, p. 15)

1. Introduce skill by name
2. Describe the appropriate skill steps
3.Give a student-centered rationale to motivate
4. Check for understanding
5. Practice the skill
6. Give specific feedback
7. Follow up

PIG (Primary Immediate Goal) (see manual, pages 18-25 )

Redirecting Behavior

1, Name and describe the student's unacceptable behavior
2. Describe the appropriate behavior
3. Acknowledge good choices
4. Give specific choice redirections
5. Use consequences to help students make better choices
6. Tell students how to maintain a positive day
7. State the consequence briefly and calmly
8. Restate the plosive
9. Give student time to make a decision (back away; break eye-contact)
10. Thank the student for making a good decision
OR Follow through with consequences.

Schoolwide Social Skills Plan: See manual, page 98

1. Decide which skills to teach school wide
2. Will any skills be specialized rather than school wide?
3. Prioritize the schoolwide skills
4.Decide how much time to devote to each skill
5. Decide how to pr sent skill lessons
6.Decide how to fit social skills learning into classroom discipline plans
7. Decide how administrators will support and demonstrate social skills learning and expectations.
8. Decide how parents will know and support social skills
9. Decide how to evaluate the program and make adaptations
10.Decide who will be responsible for making social skills happen.

Student Behaviors

Accepting compliments

Student:

1. Look at the person and listen

2. Say, 'Yes, Ma'am" or "Yes, Sir"

3. Do not say anything bad about yourself

Teacher tips: See manual, pages 46-47

Accepting correction

Student:

1. Look at the person

2. Listen without interrupting

3. Repeat what the person told you

4. Tell what you will do now

5. Do not argue

Teacher tips: See manual, pages 48-49

Accepting no for an answer

Student:

1. Look at the person

2. Stay calm

3. Say, "Yes, Ma'am" or 'Yes, Sir"

4. Go to an appropriate activity

Teacher tips: See manual, pages 50-51

Apologizing

Student:

1. Look at the person

2. Use a sincere voice

3. Say, "I'm sorry that I..."

4. Don't blame or make excuses

5. Tell what you'll do next time.

6. Thank the person for listening and accepting your apology

Teacher tips: See manual, pages 52-53

Being an audience member

Student:

1. Find your seat quietly and quickly

2. Keep your eyes on the presentation

3. Sit still and be quiet during the presentation

4. Clap when appropriate

Teacher tips: See manual, pages 54-55

Boarding the bus

Student:

1. Line up where directed, standing with the people you want to sit with

2. Hold your backpack in front of you

3. Step on the first step when the person in front of you reaches the top step

4.If the seat you want is taken, move on

5. Sit down and leave space for others to sit

Teacher tips: See manual, pages 56-57

Borrowing

Student:

1. Get the person's attention

2. Tell what you want to borrow and how long you will need it

3. Agree together on how and when you will return it

4. If the person lets you borrow it, say "thank you" and return it when you agreed. If the person says, "no", say "Thank you for considering my request.

Teacher tips: See manual, pages 58-59

Choosing a free time activity

Student:

1. Finish your work to earn free time

2. Check to see how much free time is allowed

3. Decide what activities you can do in the time allowed

4. Do the activity according to instructions

5. Be ready to stop when time is up

Teacher tips: See manual, pages 60-61

Communicating anger

Student:

1. Get the person's attention appropriately

2. Talk calmly

3. Say, "I feel angry because..."

4. Tell what you need to calm down

5. Listen to the person

Teacher tips: See manual, pages 62-63

Communicating criticism respectfully

Student:

1. Get the person's attention

2. Say, "I would like to make a suggestion."

3. Name the problem you want to correct

4. Tell what you think would make things better and why

5. Listen to the person's answer

Teacher tips: See manual, pages 64-65

Disagreeing appropriately

Student:

1. Look at the person

2. Use a calm voice

3. Say, "You told me..."

4. Tell why you want to disagree and what you would like instead

5. Listen to and accept the answer

Teacher tips: See manual, pages 66-67

Following instructions

Student:

1. Look at the person

2. Say, 'Yes, Ma'am" or "Yes, Sir"

3. Do it right away

Teacher tips: See manual, pages 68-69

Getting the teacher's attention

Student:

1. Think about what you want to say

2. Look at the teacher

3. Raise your hand

4. Stay calm

5. Wait for the teacher to say your name

6. Be ready to talk right away

Teacher tips: See manual, pages 70-71

Giving Compliments

Student:

1. Get the person's attention

2. Tell the person what you like and want to compliment

3.Listen to the person

Teacher tips: See manual, pages 72-73

Greeting others

Student:

1. Look at the person

2. Use a friendly voice and a friendly face

3. Say "Hello"

Teacher tips: See manual, pages 74-75

Interrupting appropriately

Student:

1. Decide if you need to interrupt

2. Say, "Please excuse me for interrupting"

3. Be brief

4. Say, "Thank you."

5. Leave right away.

Teacher tips: See manual, pages 76-77

Introducing yourself

Student:

1. Smile and look at the person

2. Shake hands

3. Use a friendly voice and say, "Hello, my name is..."

4. When you leave, say, "It was nice to meet you."

Teacher tips: See manual, pages 78-79

Offering help

Student:

1. Get the person's attention

2. Ask, "May I help you?"

3. Listen to and accept the answer

Teacher tips: See manual, pages 80-81

Participating in a class discussion

Student:

1. Listen to the discussion

2. When you are ready to contribute to the discussion topic, form your thoughts into sentences. Decide what words you will say first.

3. Raise your hand and speak when called on

4. When you are finished talking, listen to others

Teacher tips: See manual, pages 82-83

Reporting others

Student:

1. Decide who to tell

2. Speak to that person alone

3. Tell exactly what you know

4. Don't tell anyone else

Teacher tips: See manual, pages 84-85

Requesting

Student:

1. Get the person's attention

2. Say "please" and make your request

3. Accept the answer and say "thank you"

Teacher tips: See manual, pages 86-87

Running an errand

Student:

1. Look at the person

2. Listen to the directions and repeat them. If you don't know how to do the directions, say so.

3.Do only the steps to complete the errand

4. Return right away when finished

Teacher tips: See manual, pages 88-89

Saying no

Student:

1. Know what you want to do

2. Say no and invite the person to do what you had planned to do

3.Whatever the other person's answer, you stick to your plan

4. Leave and do what you had planned to do

Teacher tips: See manual, pages 90-91

John Glenn Elementary School expresses appreciation to Scott and Judy Hollinger, the authors of this program, for permission to reproduce their work on this web page.

We also appreciate the training sessions they have so graciously provided.

Resource for Enhancing Student Social Proficiencies and Empowering Classroom Teachers is in its 3rd edition and is copyrighted by Wordsmith Publishers, McAllen Texas. All rights Reserved. Any reproduction for use or sale is prohibited without prior written permission of the publisher.

© 2001

Published with permission on the John Glenn web site 08/05