Integration of Social Skills

Development of effective social and appropriate behavior skills is necessary

for student to be successful in and out of the classroom. I would approach
integration of social skills the same way I approach the development of a content
lesson. I consider each of my students abilities, cultural background, gender,
possible gender identity issues, family background, previous experiences and
current behavior in the class. In addition, I also consider the entire class as well as
the climate of each class period. Each class period has its own characteristics,
strengths and weaknesses which I believe is just a result of how the personalities of
the students mix. Many students begin their early school experiences with the
necessary skills and experiences that promote adaptive relationships with peers and
adults, other students may be less prepared to meet teacher expectations for a
variety of reasons (Lane, Wehby & Cooly, 2006). One class may have a higher
number of students that are comfortable and successful with social skills while
another class may have less students with desired social skills. The climate
changes from one class to the next which also changes my instruction. There are
also days when the climate can change just because a particular student or
students are absent, on a field trip, etc. and the direction of instruction changes.
The school I teach at has a high incidence of students dealing with gender
identity issues. As a staff we have been working towards creating a safe, positive,
welcoming environment for these students as well as for the students that are
uncomfortable with gender identity issues. A student will become very upset if
called by the incorrect name/pronoun, especially if a substitute refuses to call the
student by the preferred name. This is a very sensitive issue and realize that this
can cause behavior problems that hinders a positive learning environment.
To avoid a situation, I try to be as proactive as possible and ensure that there
are no questions that causes a student to identify their gender. For example,
students create a science avatar of themselves based off of their response to
statements about science. I removed the last statement a couple of years ago that
directed the student to draw a bow in the hair of their avatar if they are a girl and a
bowtie on the avatar if they are a boy. Yet, this was only done after a student
refused to complete the assignment and I questioned their motive for their behavior
rather than providing the student with a negative consequence for the incomplete
assignment. Once the changes were made the student happily participated. This is
an example of how removal of the negative stimulus produced the desired behavior
instead of using a negative consequence to achieve the desired response.
Continually evaluation of social skills and behaviors is necessary to maintain
a safe and supportive classroom. A rubric is a great way for students and the
teacher to assess strengths and weaknesses. Students should assess their behavior
regularly using the rubric and create personal goals for growth. The teacher can
support the student with their goal through constructive, timely feedback as well as
providing opportunities for students to practice these skills in different learning
experiences.
References
Lane, K. L., Wehby, J. H., & Cooley, C. (2006). Teacher expectations of students'
classroom behavior across the grade span: Which social skills are necessary for
success? Exceptional Children, 72(2), 153-167.