Guest guest Posted May 28, 2008 Report Share Posted May 28, 2008 My son's teacher has already responded with the following lesson guidelines. This is what he's been using with my son with amazing progress. Hope this helps. He has a big heart too, so that might help him help these kids more with this type of plan. He suggests parents try this out also. I guess I need to get better at it myself. Deb S Interpersonal Effectiveness Lesson Plan Title of Lesson: DEAR MAN Prepared By: Wade Gauthier Subject: Social Skills (COMUNICATION) Grade: 7-12 Description or Outcome Statement: 3.1 use language to interact effectively and responsibly with others 3.3 seek agreement and solutions through discussion Objectives: TSWBAT 1. Identify the DEAR MAN skill. 2. Use the DEAR MAN skill when prompted and coached 3. Use the Skill to ask for things in a socially appropriate manner Materials / Resources: · Overhead Projector · White Board · A piece of large blank paper (one per student) · Markers, Colored Pencils, or Crayons · Candy or some kind of reward Motivation or Anticipatory Set: What if I told you that I could teach you a way to ask for something that would increase the chances the other persons will say yes. Remember, if you want the other person to buy what you have to say, it's all about how you sell it. Statement of Purpose: To help the students learn a more socially acceptable method of asking for something and teach the students to respect their own boundaries and the boundaries of others. Teacher Modeling / Demonstration: On the white board or overhead write the acronym DEAR MAN. Go through Describe Express Assert and Reinforce. · DESCRIBE the situation of the other person and validate them. "Mrs. ______ I see your busy can I talk to you?" · EXPRESS your feelings. "I am feeling frustrated, and I would like to take a break from math." · ASSERT yourself letting them know what you want. "May I take a break for 5 minutes?" · REINFORCE how it will benefit them and you. "Then I will be able to calm down and I will get the work done before the end of class." · MINDFULL use your one mind skill and stay focused. · APEAR CONFIENT act like you want it and you deserve it, but be real. · NEGOATIATE if you can't get all of what you want try to get part. Guided Practice or Activity: Have the students try to ask you for something like a piece of candy using the skill and let them work together prompting each other while you coach them. Check for Understanding: Have each of the students use the skill to ask to get out of the group. If the ones that know it go first the ones that are less fluent will have a chance to see it modeled repeatedly. Independent Practice Activity: Have the students make a small poster with the acronym on it and what it is used for. Discussion: Why do you think it would be important to use this skill. Closure: Have the students identify one relationship that they have in their life where they are going to try to use this skill. Assessment: During skills group the next day have the students pull out a blank piece of paper and write the acronym and its meaning. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 28, 2008 Report Share Posted May 28, 2008 Ahhh the other training I was mentioning: He said: Here are some more skills lesson plans. These are all part of U of Washington Dialectical Behavior Therapy (DBT). If you Google DBT on the Net it may give you more info. It was written for Borderline Women but the skills work well for the high functioning autistic students. He's given me more attachments: MIND/FAST/GIVE... all acronyms with meaning. Let me know if anyone wants to see those or if I should post the documents somewhere else. Deb S On 5/28/08, Deborah <esmin42@...> wrote: My son's teacher has already responded with the following lesson guidelines. This is what he's been using with my son with amazing progress. Hope this helps. He has a big heart too, so that might help him help these kids more with this type of plan. He suggests parents try this out also. I guess I need to get better at it myself. Deb S Interpersonal Effectiveness Lesson Plan Title of Lesson: DEAR MAN Prepared By: Wade Gauthier Subject: Social Skills (COMUNICATION) Grade: 7-12 Description or Outcome Statement: 3.1 use language to interact effectively and responsibly with others 3.3 seek agreement and solutions through discussion Objectives: TSWBAT 1. Identify the DEAR MAN skill. 2. Use the DEAR MAN skill when prompted and coached 3. Use the Skill to ask for things in a socially appropriate manner Materials / Resources: · Overhead Projector · White Board · A piece of large blank paper (one per student) · Markers, Colored Pencils, or Crayons · Candy or some kind of reward Motivation or Anticipatory Set: What if I told you that I could teach you a way to ask for something that would increase the chances the other persons will say yes. Remember, if you want the other person to buy what you have to say, it's all about how you sell it. Statement of Purpose: To help the students learn a more socially acceptable method of asking for something and teach the students to respect their own boundaries and the boundaries of others. Teacher Modeling / Demonstration: On the white board or overhead write the acronym DEAR MAN. Go through Describe Express Assert and Reinforce. · DESCRIBE the situation of the other person and validate them. " Mrs. ______ I see your busy can I talk to you? " · EXPRESS your feelings. " I am feeling frustrated, and I would like to take a break from math. " · ASSERT yourself letting them know what you want. " May I take a break for 5 minutes? " · REINFORCE how it will benefit them and you. " Then I will be able to calm down and I will get the work done before the end of class. " · MINDFULL use your one mind skill and stay focused. · APEAR CONFIENT act like you want it and you deserve it, but be real. · NEGOATIATE if you can't get all of what you want try to get part. Guided Practice or Activity: Have the students try to ask you for something like a piece of candy using the skill and let them work together prompting each other while you coach them. Check for Understanding: Have each of the students use the skill to ask to get out of the group. If the ones that know it go first the ones that are less fluent will have a chance to see it modeled repeatedly. Independent Practice Activity: Have the students make a small poster with the acronym on it and what it is used for. Discussion: Why do you think it would be important to use this skill. Closure: Have the students identify one relationship that they have in their life where they are going to try to use this skill. Assessment: During skills group the next day have the students pull out a blank piece of paper and write the acronym and its meaning. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 28, 2008 Report Share Posted May 28, 2008 It's been working wonders with my son who likes to get his way anyway. lol I've got more but don't wanna overwhelm everyone. He sent a few different things to me. Was quite helpful. Deb S On 5/28/08, Miriam <callis4773@...> wrote: This is fabulous. My counselor just gave me a handout with DEAR MAN on it to help me communicate with my husband. It's great.Miriam>> My son's teacher has already responded with the following lesson guidelines.> This is what he's been using with my son with amazing progress.> Hope this helps. He has a big heart too, so that might help him help these> kids more with this type of plan. He suggests parents try this out also. I> guess I need to get better at it myself. > Deb S> > > *Interpersonal Effectiveness Lesson Plan* > > > > *Title of Lesson:* DEAR MAN**> > *Prepared By:* Wade Gauthier> > * *> > *Subject:* *Social Skills* (COMUNICATION)> > *Grade:* 7-12 > > > > *Description or Outcome Statement:*> > 3.1 use language to interact effectively and responsibly with others> > 3.3 seek agreement and solutions through discussion > > * *> > *Objectives: TSWBAT*> > > > *1. **Identify the DEAR MAN skill. *> > 2. *Use the DEAR MAN skill when prompted and coached*> > 3. *Use the Skill to ask for things in a socially appropriate manner*> > * *> > *Materials / Resources:*> > · Overhead Projector> > · White Board> > · A piece of large blank paper (one per student)> > · Markers, Colored Pencils, or Crayons > > · Candy or some kind of reward> > > > * *> > *Motivation or Anticipatory Set:* What if I told you that I could teach you> a way to ask for something that would increase the chances the other persons> will say yes. Remember, if you want the other person to buy what you have to> say, it's all about how you sell it.> > * *> > * *> > *Statement of Purpose: *To help the students learn a more socially > acceptable method of asking for something and teach the students to respect> their own boundaries and the boundaries of others.> > > > *Teacher Modeling / Demonstration:* On the white board or overhead write the> acronym DEAR MAN. Go through Describe Express Assert and Reinforce.> > · DESCRIBE the situation of the other person and validate them. " Mrs.> ______ I see your busy can I talk to you? " > > · EXPRESS your feelings. " I am feeling frustrated, and I would like> to take a break from math. " > > · ASSERT yourself letting them know what you want. " May I take a > break for 5 minutes? " > > · REINFORCE how it will benefit them and you. " Then I will be able to> calm down and I will get the work done before the end of class. " > > · MINDFULL use your one mind skill and stay focused. > > · APEAR CONFIENT act like you want it and you deserve it, but be> real.> > · NEGOATIATE if you can't get all of what you want try to get part.> > * *> > *Guided Practice or Activity: *Have the students try to ask you for> something like a piece of candy using the skill and let them work together> prompting each other while you coach them.> > * *> > *Check for Understanding:* Have each of the students use the skill to ask to> get out of the group. If the ones that know it go first the ones that are> less fluent will have a chance to see it modeled repeatedly. > > > > * *> > *Independent Practice Activity:* Have the students make a small poster with> the acronym on it and what it is used for.> > * *> > * * > > *Discussion:* Why do you think it would be important to use this skill.> > * *> > * *> > *Closure:* Have the students identify one relationship that they have in > their life where they are going to try to use this skill.> > * *> > * *> > *Assessment: *During skills group the next day have the students pull out a> blank piece of paper and write the acronym and its meaning. > > > > * *> > * *> Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 28, 2008 Report Share Posted May 28, 2008 Hi Deb, this is all very interesting, tonight, I will be on that site finding out more 411. our speech teacher is also working on acronyms with my son. I would be interested in reading more on what you have. thank you so much for sharing this information with us. I will take this to our social skills instructor and see if I can start working with my son with this information that you just shared. anything else that you have relating to this - I would appreciate it if you continued to post it. (or e-mail it to me). thanks for taking the time to get this information and posting it. Rose Deborah <esmin42@...> wrote: Ahhh the other training I was mentioning: He said: Here are some more skills lesson plans. These are all part of U of Washington Dialectical Behavior Therapy (DBT). If you Google DBT on the Net it may give you more info. It was written for Borderline Women but the skills work well for the high functioning autistic students. He's given me more attachments: MIND/FAST/GIVE... all acronyms with meaning. Let me know if anyone wants to see those or if I should post the documents somewhere else. Deb S On 5/28/08, Deborah <esmin42gmail> wrote: My son's teacher has already responded with the following lesson guidelines. This is what he's been using with my son with amazing progress. Hope this helps. He has a big heart too, so that might help him help these kids more with this type of plan. He suggests parents try this out also. I guess I need to get better at it myself. Deb S Interpersonal Effectiveness Lesson Plan Title of Lesson: DEAR MAN Prepared By: Wade Gauthier Subject: Social Skills (COMUNICATION) Grade: 7-12 Description or Outcome Statement: 3.1 use language to interact effectively and responsibly with others 3.3 seek agreement and solutions through discussion Objectives: TSWBAT 1. Identify the DEAR MAN skill. 2. Use the DEAR MAN skill when prompted and coached 3. Use the Skill to ask for things in a socially appropriate manner Materials / Resources: · Overhead Projector · White Board · A piece of large blank paper (one per student) · Markers, Colored Pencils, or Crayons · Candy or some kind of reward Motivation or Anticipatory Set: What if I told you that I could teach you a way to ask for something that would increase the chances the other persons will say yes. Remember, if you want the other person to buy what you have to say, it's all about how you sell it. Statement of Purpose: To help the students learn a more socially acceptable method of asking for something and teach the students to respect their own boundaries and the boundaries of others. Teacher Modeling / Demonstration: On the white board or overhead write the acronym DEAR MAN. Go through Describe Express Assert and Reinforce. · DESCRIBE the situation of the other person and validate them. "Mrs. ______ I see your busy can I talk to you?" · EXPRESS your feelings. "I am feeling frustrated, and I would like to take a break from math." · ASSERT yourself letting them know what you want. "May I take a break for 5 minutes?" · REINFORCE how it will benefit them and you. "Then I will be able to calm down and I will get the work done before the end of class." · MINDFULL use your one mind skill and stay focused. · APEAR CONFIENT act like you want it and you deserve it, but be real. · NEGOATIATE if you can't get all of what you want try to get part. Guided Practice or Activity: Have the students try to ask you for something like a piece of candy using the skill and let them work together prompting each other while you coach them. Check for Understanding: Have each of the students use the skill to ask to get out of the group. If the ones that know it go first the ones that are less fluent will have a chance to see it modeled repeatedly. Independent Practice Activity: Have the students make a small poster with the acronym on it and what it is used for. Discussion: Why do you think it would be important to use this skill. Closure: Have the students identify one relationship that they have in their life where they are going to try to use this skill. Assessment: During skills group the next day have the students pull out a blank piece of paper and write the acronym and its meaning. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 28, 2008 Report Share Posted May 28, 2008 Deb, LOL, this is not overwhelming me at all !. I hope I'm not overwhelming you by asking for any more information you have on this topic. Please post... RoseDeborah <esmin42@...> wrote: It's been working wonders with my son who likes to get his way anyway. lol I've got more but don't wanna overwhelm everyone. He sent a few different things to me. Was quite helpful. Deb S On 5/28/08, Miriam <callis4773 > wrote: This is fabulous. My counselor just gave me a handout with DEAR MAN on it to help me communicate with my husband. It's great.Miriam>> My son's teacher has already responded with the following lesson guidelines.> This is what he's been using with my son with amazing progress.> Hope this helps. He has a big heart too, so that might help him help these> kids more with this type of plan. He suggests parents try this out also. I> guess I need to get better at it myself. > Deb S> > > *Interpersonal Effectiveness Lesson Plan*> > > > *Title of Lesson:* DEAR MAN**> > *Prepared By:* Wade Gauthier> > * *> > *Subject:* *Social Skills* (COMUNICATION)> > *Grade:* 7-12> > > > *Description or Outcome Statement:*> > 3.1 use language to interact effectively and responsibly with others> > 3.3 seek agreement and solutions through discussion> > * *> > *Objectives: TSWBAT*> > > > *1. **Identify the DEAR MAN skill. *> > 2. *Use the DEAR MAN skill when prompted and coached*> > 3. *Use the Skill to ask for things in a socially appropriate manner*> > * *> > *Materials / Resources:*> > · Overhead Projector> > · White Board> > · A piece of large blank paper (one per student)> > · Markers, Colored Pencils, or Crayons> > · Candy or some kind of reward> > > > * *> > *Motivation or Anticipatory Set:* What if I told you that I could teach you> a way to ask for something that would increase the chances the other persons> will say yes. Remember, if you want the other person to buy what you have to> say, it's all about how you sell it.> > * *> > * *> > *Statement of Purpose: *To help the students learn a more socially> acceptable method of asking for something and teach the students to respect> their own boundaries and the boundaries of others.> > > > *Teacher Modeling / Demonstration:* On the white board or overhead write the> acronym DEAR MAN. Go through Describe Express Assert and Reinforce.> > · DESCRIBE the situation of the other person and validate them. "Mrs.> ______ I see your busy can I talk to you?"> > · EXPRESS your feelings. "I am feeling frustrated, and I would like> to take a break from math."> > · ASSERT yourself letting them know what you want. "May I take a> break for 5 minutes?"> > · REINFORCE how it will benefit them and you. "Then I will be able to> calm down and I will get the work done before the end of class."> > · MINDFULL use your one mind skill and stay focused.> > · APEAR CONFIENT act like you want it and you deserve it, but be> real.> > · NEGOATIATE if you can't get all of what you want try to get part.> > * *> > *Guided Practice or Activity: *Have the students try to ask you for> something like a piece of candy using the skill and let them work together> prompting each other while you coach them.> > * *> > *Check for Understanding:* Have each of the students use the skill to ask to> get out of the group. If the ones that know it go first the ones that are> less fluent will have a chance to see it modeled repeatedly.> > > > * *> > *Independent Practice Activity:* Have the students make a small poster with> the acronym on it and what it is used for.> > * *> > * *> > *Discussion:* Why do you think it would be important to use this skill.> > * *> > * *> > *Closure:* Have the students identify one relationship that they have in> their life where they are going to try to use this skill.> > * *> > * *> > *Assessment: *During skills group the next day have the students pull out a> blank piece of paper and write the acronym and its meaning.> > > > * *> > * *> Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 28, 2008 Report Share Posted May 28, 2008 No, Deb, please send more examples of what to say, what situations to use this system in. This is very helpful! Thanks, sue > > > > > > My son's teacher has already responded with the following lesson > > guidelines. > > > This is what he's been using with my son with amazing progress. > > > Hope this helps. He has a big heart too, so that might help him > > help these > > > kids more with this type of plan. He suggests parents try this out > > also. I > > > guess I need to get better at it myself. > > > Deb S > > > > > > > > > *Interpersonal Effectiveness Lesson Plan* > > > > > > > > > > > > *Title of Lesson:* DEAR MAN** > > > > > > *Prepared By:* Wade Gauthier > > > > > > * * > > > > > > *Subject:* *Social Skills* (COMUNICATION) > > > > > > *Grade:* 7-12 > > > > > > > > > > > > *Description or Outcome Statement:* > > > > > > 3.1 use language to interact effectively and responsibly with others > > > > > > 3.3 seek agreement and solutions through discussion > > > > > > * * > > > > > > *Objectives: TSWBAT* > > > > > > > > > > > > *1. **Identify the DEAR MAN skill. * > > > > > > 2. *Use the DEAR MAN skill when prompted and coached* > > > > > > 3. *Use the Skill to ask for things in a socially appropriate > > manner* > > > > > > * * > > > > > > *Materials / Resources:* > > > > > > · Overhead Projector > > > > > > · White Board > > > > > > · A piece of large blank paper (one per student) > > > > > > · Markers, Colored Pencils, or Crayons > > > > > > · Candy or some kind of reward > > > > > > > > > > > > * * > > > > > > *Motivation or Anticipatory Set:* What if I told you that I could > > teach you > > > a way to ask for something that would increase the chances the > > other persons > > > will say yes. Remember, if you want the other person to buy what > > you have to > > > say, it's all about how you sell it. > > > > > > * * > > > > > > * * > > > > > > *Statement of Purpose: *To help the students learn a more socially > > > acceptable method of asking for something and teach the students to > > respect > > > their own boundaries and the boundaries of others. > > > > > > > > > > > > *Teacher Modeling / Demonstration:* On the white board or overhead > > write the > > > acronym DEAR MAN. Go through Describe Express Assert and Reinforce. > > > > > > · DESCRIBE the situation of the other person and validate > > them. " Mrs. > > > ______ I see your busy can I talk to you? " > > > > > > · EXPRESS your feelings. " I am feeling frustrated, and I > > would like > > > to take a break from math. " > > > > > > · ASSERT yourself letting them know what you want. " May I > > take a > > > break for 5 minutes? " > > > > > > · REINFORCE how it will benefit them and you. " Then I will > > be able to > > > calm down and I will get the work done before the end of class. " > > > > > > · MINDFULL use your one mind skill and stay focused. > > > > > > · APEAR CONFIENT act like you want it and you deserve it, > > but be > > > real. > > > > > > · NEGOATIATE if you can't get all of what you want try to > > get part. > > > > > > * * > > > > > > *Guided Practice or Activity: *Have the students try to ask you for > > > something like a piece of candy using the skill and let them work > > together > > > prompting each other while you coach them. > > > > > > * * > > > > > > *Check for Understanding:* Have each of the students use the skill > > to ask to > > > get out of the group. If the ones that know it go first the ones > > that are > > > less fluent will have a chance to see it modeled repeatedly. > > > > > > > > > > > > * * > > > > > > *Independent Practice Activity:* Have the students make a small > > poster with > > > the acronym on it and what it is used for. > > > > > > * * > > > > > > * * > > > > > > *Discussion:* Why do you think it would be important to use this > > skill. > > > > > > * * > > > > > > * * > > > > > > *Closure:* Have the students identify one relationship that they > > have in > > > their life where they are going to try to use this skill. > > > > > > * * > > > > > > * * > > > > > > *Assessment: *During skills group the next day have the students > > pull out a > > > blank piece of paper and write the acronym and its meaning. > > > > > > > > > > > > * * > > > > > > * * > > > > > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 28, 2008 Report Share Posted May 28, 2008 I'll send what he sent me. They aren't the same but maybe they will help. Look for separate topics I think.Deb S On 5/28/08, carolynsuelowerychattanooga <sue@...> wrote: No, Deb, please send more examples of what to say, what situations to use this system in. This is very helpful!Thanks,sue> > >> > > My son's teacher has already responded with the following lesson > > guidelines.> > > This is what he's been using with my son with amazing progress.> > > Hope this helps. He has a big heart too, so that might help him> > help these> > > kids more with this type of plan. He suggests parents try this out> > also. I> > > guess I need to get better at it myself. > > > Deb S> > >> > >> > > *Interpersonal Effectiveness Lesson Plan*> > > > > >> > >> > > *Title of Lesson:* DEAR MAN**> > >> > > *Prepared By:* Wade Gauthier> > >> > > * *> > >> > > *Subject:* *Social Skills* (COMUNICATION) > > >> > > *Grade:* 7-12> > >> > >> > >> > > *Description or Outcome Statement:*> > >> > > 3.1 use language to interact effectively and responsibly with others> > >> > > 3.3 seek agreement and solutions through discussion> > >> > > * *> > >> > > *Objectives: TSWBAT*> > >> > > > > >> > > *1. **Identify the DEAR MAN skill. *> > >> > > 2. *Use the DEAR MAN skill when prompted and coached*> > >> > > 3. *Use the Skill to ask for things in a socially appropriate > > manner*> > >> > > * *> > >> > > *Materials / Resources:*> > >> > > · Overhead Projector> > >> > > · White Board > > >> > > · A piece of large blank paper (one per student)> > >> > > · Markers, Colored Pencils, or Crayons> > >> > > · Candy or some kind of reward > > >> > >> > >> > > * *> > >> > > *Motivation or Anticipatory Set:* What if I told you that I could> > teach you> > > a way to ask for something that would increase the chances the > > other persons> > > will say yes. Remember, if you want the other person to buy what> > you have to> > > say, it's all about how you sell it.> > >> > > * * > > >> > > * *> > >> > > *Statement of Purpose: *To help the students learn a more socially> > > acceptable method of asking for something and teach the students to> > respect> > > their own boundaries and the boundaries of others.> > >> > >> > >> > > *Teacher Modeling / Demonstration:* On the white board or overhead> > write the> > > acronym DEAR MAN. Go through Describe Express Assert and Reinforce.> > >> > > · DESCRIBE the situation of the other person and validate> > them. " Mrs. > > > ______ I see your busy can I talk to you? " > > >> > > · EXPRESS your feelings. " I am feeling frustrated, and I> > would like> > > to take a break from math. " > > >> > > · ASSERT yourself letting them know what you want. " May I> > take a> > > break for 5 minutes? " > > >> > > · REINFORCE how it will benefit them and you. " Then I will > > be able to> > > calm down and I will get the work done before the end of class. " > > >> > > · MINDFULL use your one mind skill and stay focused.> > >> > > · APEAR CONFIENT act like you want it and you deserve it, > > but be> > > real.> > >> > > · NEGOATIATE if you can't get all of what you want try to> > get part.> > >> > > * *> > > > > > *Guided Practice or Activity: *Have the students try to ask you for> > > something like a piece of candy using the skill and let them work> > together> > > prompting each other while you coach them. > > >> > > * *> > >> > > *Check for Understanding:* Have each of the students use the skill> > to ask to> > > get out of the group. If the ones that know it go first the ones > > that are> > > less fluent will have a chance to see it modeled repeatedly.> > >> > >> > >> > > * *> > >> > > *Independent Practice Activity:* Have the students make a small > > poster with> > > the acronym on it and what it is used for.> > >> > > * *> > >> > > * *> > >> > > *Discussion:* Why do you think it would be important to use this > > skill.> > >> > > * *> > >> > > * *> > >> > > *Closure:* Have the students identify one relationship that they> > have in > > > their life where they are going to try to use this skill.> > >> > > * *> > >> > > * *> > >> > > *Assessment: *During skills group the next day have the students > > pull out a> > > blank piece of paper and write the acronym and its meaning.> > >> > >> > >> > > * *> > >> > > * *> > > > >> > > >> Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 28, 2008 Report Share Posted May 28, 2008 Deb, I just saved each and every post your posted on this topic. I will take my time and read them all and check out all the sites on the computer. Thanks for taking your time to get this information and sending it out to share with all of us. This is very helpful RoseDeborah <esmin42@...> wrote: I'll send what he sent me. They aren't the same but maybe they will help. Look for separate topics I think.Deb S On 5/28/08, carolynsuelowerychattanooga <suechasinglewisandclark> wrote: No, Deb, please send more examples of what to say, what situations to use this system in. This is very helpful!Thanks,sue> > >> > > My son's teacher has already responded with the following lesson> > guidelines.> > > This is what he's been using with my son with amazing progress.> > > Hope this helps. He has a big heart too, so that might help him> > help these> > > kids more with this type of plan. He suggests parents try this out> > also. I> > > guess I need to get better at it myself. > > > Deb S> > >> > >> > > *Interpersonal Effectiveness Lesson Plan*> > >> > >> > >> > > *Title of Lesson:* DEAR MAN**> > >> > > *Prepared By:* Wade Gauthier> > >> > > * *> > >> > > *Subject:* *Social Skills* (COMUNICATION)> > >> > > *Grade:* 7-12> > >> > >> > >> > > *Description or Outcome Statement:*> > >> > > 3.1 use language to interact effectively and responsibly with others> > >> > > 3.3 seek agreement and solutions through discussion> > >> > > * *> > >> > > *Objectives: TSWBAT*> > >> > >> > >> > > *1. **Identify the DEAR MAN skill. *> > >> > > 2. *Use the DEAR MAN skill when prompted and coached*> > >> > > 3. *Use the Skill to ask for things in a socially appropriate> > manner*> > >> > > * *> > >> > > *Materials / Resources:*> > >> > > · Overhead Projector> > >> > > · White Board> > >> > > · A piece of large blank paper (one per student)> > >> > > · Markers, Colored Pencils, or Crayons> > >> > > · Candy or some kind of reward> > >> > >> > >> > > * *> > >> > > *Motivation or Anticipatory Set:* What if I told you that I could> > teach you> > > a way to ask for something that would increase the chances the> > other persons> > > will say yes. Remember, if you want the other person to buy what> > you have to> > > say, it's all about how you sell it.> > >> > > * *> > >> > > * *> > >> > > *Statement of Purpose: *To help the students learn a more socially> > > acceptable method of asking for something and teach the students to> > respect> > > their own boundaries and the boundaries of others.> > >> > >> > >> > > *Teacher Modeling / Demonstration:* On the white board or overhead> > write the> > > acronym DEAR MAN. Go through Describe Express Assert and Reinforce.> > >> > > · DESCRIBE the situation of the other person and validate> > them. "Mrs.> > > ______ I see your busy can I talk to you?"> > >> > > · EXPRESS your feelings. "I am feeling frustrated, and I> > would like> > > to take a break from math."> > >> > > · ASSERT yourself letting them know what you want. "May I> > take a> > > break for 5 minutes?"> > >> > > · REINFORCE how it will benefit them and you. "Then I will> > be able to> > > calm down and I will get the work done before the end of class."> > >> > > · MINDFULL use your one mind skill and stay focused.> > >> > > · APEAR CONFIENT act like you want it and you deserve it,> > but be> > > real.> > >> > > · NEGOATIATE if you can't get all of what you want try to> > get part.> > >> > > * *> > >> > > *Guided Practice or Activity: *Have the students try to ask you for> > > something like a piece of candy using the skill and let them work> > together> > > prompting each other while you coach them.> > >> > > * *> > >> > > *Check for Understanding:* Have each of the students use the skill> > to ask to> > > get out of the group. If the ones that know it go first the ones> > that are> > > less fluent will have a chance to see it modeled repeatedly.> > >> > >> > >> > > * *> > >> > > *Independent Practice Activity:* Have the students make a small> > poster with> > > the acronym on it and what it is used for.> > >> > > * *> > >> > > * *> > >> > > *Discussion:* Why do you think it would be important to use this> > skill.> > >> > > * *> > >> > > * *> > >> > > *Closure:* Have the students identify one relationship that they> > have in> > > their life where they are going to try to use this skill.> > >> > > * *> > >> > > * *> > >> > > *Assessment: *During skills group the next day have the students> > pull out a> > > blank piece of paper and write the acronym and its meaning.> > >> > >> > >> > > * *> > >> > > * *> > >> >> > > >> Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 28, 2008 Report Share Posted May 28, 2008 He broke it down for me pretty simply so I could apply it. He explains this stuff each time we have an IEP meeting. Kinda drives me nuts but makes me happy too that he explains it. It just takes a lot of time. I kinda think these things might be good for any parent really, there's always something that comes up that a kid thinks they can outsmart or outargue ya on. lol We are very much working on my son's lack of recognition for authority. That seems to be the one he just can't get still. Hopefully someday soon. Glad it helps you too. Deb S On Wed, May 28, 2008 at 6:56 PM, Rose <beachbodytan2002@...> wrote: Deb, I just saved each and every post your posted on this topic. I will take my time and read them all and check out all the sites on the computer. Thanks for taking your time to get this information and sending it out to share with all of us. This is very helpful RoseDeborah <esmin42@...> wrote: I'll send what he sent me. They aren't the same but maybe they will help. Look for separate topics I think.Deb S On 5/28/08, carolynsuelowerychattanooga <sue@...> wrote: No, Deb, please send more examples of what to say, what situations to use this system in. This is very helpful!Thanks,sue> > >> > > My son's teacher has already responded with the following lesson> > guidelines. > > > This is what he's been using with my son with amazing progress.> > > Hope this helps. He has a big heart too, so that might help him> > help these> > > kids more with this type of plan. He suggests parents try this out> > also. I> > > guess I need to get better at it myself. > > > Deb S> > >> > >> > > *Interpersonal Effectiveness Lesson Plan*> > > > > >> > >> > > *Title of Lesson:* DEAR MAN**> > >> > > *Prepared By:* Wade Gauthier> > >> > > * *> > >> > > *Subject:* *Social Skills* (COMUNICATION) > > >> > > *Grade:* 7-12> > >> > >> > >> > > *Description or Outcome Statement:*> > >> > > 3.1 use language to interact effectively and responsibly with others> > >> > > 3.3 seek agreement and solutions through discussion> > >> > > * *> > >> > > *Objectives: TSWBAT*> > >> > > > > >> > > *1. **Identify the DEAR MAN skill. *> > >> > > 2. *Use the DEAR MAN skill when prompted and coached*> > >> > > 3. *Use the Skill to ask for things in a socially appropriate > > manner*> > >> > > * *> > >> > > *Materials / Resources:*> > >> > > · Overhead Projector> > >> > > · White Board > > >> > > · A piece of large blank paper (one per student)> > >> > > · Markers, Colored Pencils, or Crayons> > >> > > · Candy or some kind of reward > > >> > >> > >> > > * *> > >> > > *Motivation or Anticipatory Set:* What if I told you that I could> > teach you> > > a way to ask for something that would increase the chances the > > other persons> > > will say yes. Remember, if you want the other person to buy what> > you have to> > > say, it's all about how you sell it.> > >> > > * * > > >> > > * *> > >> > > *Statement of Purpose: *To help the students learn a more socially> > > acceptable method of asking for something and teach the students to> > respect> > > their own boundaries and the boundaries of others.> > >> > >> > >> > > *Teacher Modeling / Demonstration:* On the white board or overhead> > write the> > > acronym DEAR MAN. Go through Describe Express Assert and Reinforce.> > >> > > · DESCRIBE the situation of the other person and validate> > them. " Mrs. > > > ______ I see your busy can I talk to you? " > > >> > > · EXPRESS your feelings. " I am feeling frustrated, and I> > would like> > > to take a break from math. " > > >> > > · ASSERT yourself letting them know what you want. " May I> > take a> > > break for 5 minutes? " > > >> > > · REINFORCE how it will benefit them and you. " Then I will > > be able to> > > calm down and I will get the work done before the end of class. " > > >> > > · MINDFULL use your one mind skill and stay focused.> > >> > > · APEAR CONFIENT act like you want it and you deserve it, > > but be> > > real.> > >> > > · NEGOATIATE if you can't get all of what you want try to> > get part.> > >> > > * *> > > > > > *Guided Practice or Activity: *Have the students try to ask you for> > > something like a piece of candy using the skill and let them work> > together> > > prompting each other while you coach them. > > >> > > * *> > >> > > *Check for Understanding:* Have each of the students use the skill> > to ask to> > > get out of the group. If the ones that know it go first the ones > > that are> > > less fluent will have a chance to see it modeled repeatedly.> > >> > >> > >> > > * *> > >> > > *Independent Practice Activity:* Have the students make a small > > poster with> > > the acronym on it and what it is used for.> > >> > > * *> > >> > > * *> > >> > > *Discussion:* Why do you think it would be important to use this > > skill.> > >> > > * *> > >> > > * *> > >> > > *Closure:* Have the students identify one relationship that they> > have in > > > their life where they are going to try to use this skill.> > >> > > * *> > >> > > * *> > >> > > *Assessment: *During skills group the next day have the students > > pull out a> > > blank piece of paper and write the acronym and its meaning.> > >> > >> > >> > > * *> > >> > > * *> > > > >> > > >> Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 29, 2008 Report Share Posted May 29, 2008 Deb, everything I teach my son is so time consuming, consistent and lots of prompts. My son, AS, 11 yrs old has a strong vocabulary. He can talk your ears off about a favorite subject he just learned in school, a TV show, anything that he is interested in. BUT, if he needed something or, he got hurt, has to use the bathroom, wants a snack, wants someone to stop annoying him, etc... he doesn't verbalize those needs. At the CSE meeting, his speech teacher thinks my son is aware of his needs, but just doesn't verbalize it because he's shy. Well, I mentioned that to my son and he busted out laughing !. he said I might not be aware of myself all the time, but I do know I'm not shy !. So I asked him why doesn't he verbalize his needs ? He said " I don't know " I'm just not thinking about it... So that goes back to - (teacher is wrong) that he's 'aware' of the things he's not verbalizing for, that he's shy. (he's not aware of it) ...and he is NOT shy. This was so hard to get his team to understand - because my son is very VERY verbal !. So try explaining to his team that he doesn't verbalize his needs. he can be out all day with his respite worker and NEVER not once say : he has to use the bathroom. one day, he was out with her all day and never asked to use the bathroom, he held it in so long that when he got home, he ran straight for the bathroom, had to do a B.M and vomited at the same time from holding it in so long. SO, Why didn't he say to her, " I need to use the bathroom " ? or , Can I get a drink ?, or snack ? etc...My son will just do without. This need, and organization is what we are diligently working on right now. YIKES !... it takes so long. And when the school " does get it " and starts to work with my son too. and we are both on the same page with this. HE WILL GET IT ... it just takes the school team a while to catch on. LOL, I have to work so hard for the school to understand my son, then work so hard with my son. it can get exhausting !. but when the school does get it, my son does progress. he has all the outside - private tutoring, myself, therapy, social skills, and the school for him to progress. The school is the last team to see (get it) with my son's struggles/needs. Again, thanks for posting this post RoseDeborah <esmin42@...> wrote: He broke it down for me pretty simply so I could apply it. He explains this stuff each time we have an IEP meeting. Kinda drives me nuts but makes me happy too that he explains it. It just takes a lot of time. I kinda think these things might be good for any parent really, there's always something that comes up that a kid thinks they can outsmart or outargue ya on. lol We are very much working on my son's lack of recognition for authority. That seems to be the one he just can't get still. Hopefully someday soon. Glad it helps you too. Deb S On Wed, May 28, 2008 at 6:56 PM, Rose <beachbodytan2002 > wrote: Deb, I just saved each and every post your posted on this topic. I will take my time and read them all and check out all the sites on the computer. Thanks for taking your time to get this information and sending it out to share with all of us. This is very helpful RoseDeborah <esmin42gmail> wrote: I'll send what he sent me. They aren't the same but maybe they will help. Look for separate topics I think.Deb S On 5/28/08, carolynsuelowerychattanooga <suechasinglewisandclark> wrote: No, Deb, please send more examples of what to say, what situations to use this system in. This is very helpful!Thanks,sue> > >> > > My son's teacher has already responded with the following lesson> > guidelines.> > > This is what he's been using with my son with amazing progress.> > > Hope this helps. He has a big heart too, so that might help him> > help these> > > kids more with this type of plan. He suggests parents try this out> > also. I> > > guess I need to get better at it myself. > > > Deb S> > >> > >> > > *Interpersonal Effectiveness Lesson Plan*> > >> > >> > >> > > *Title of Lesson:* DEAR MAN**> > >> > > *Prepared By:* Wade Gauthier> > >> > > * *> > >> > > *Subject:* *Social Skills* (COMUNICATION)> > >> > > *Grade:* 7-12> > >> > >> > >> > > *Description or Outcome Statement:*> > >> > > 3.1 use language to interact effectively and responsibly with others> > >> > > 3.3 seek agreement and solutions through discussion> > >> > > * *> > >> > > *Objectives: TSWBAT*> > >> > >> > >> > > *1. **Identify the DEAR MAN skill. *> > >> > > 2. *Use the DEAR MAN skill when prompted and coached*> > >> > > 3. *Use the Skill to ask for things in a socially appropriate> > manner*> > >> > > * *> > >> > > *Materials / Resources:*> > >> > > · Overhead Projector> > >> > > · White Board> > >> > > · A piece of large blank paper (one per student)> > >> > > · Markers, Colored Pencils, or Crayons> > >> > > · Candy or some kind of reward> > >> > >> > >> > > * *> > >> > > *Motivation or Anticipatory Set:* What if I told you that I could> > teach you> > > a way to ask for something that would increase the chances the> > other persons> > > will say yes. Remember, if you want the other person to buy what> > you have to> > > say, it's all about how you sell it.> > >> > > * *> > >> > > * *> > >> > > *Statement of Purpose: *To help the students learn a more socially> > > acceptable method of asking for something and teach the students to> > respect> > > their own boundaries and the boundaries of others.> > >> > >> > >> > > *Teacher Modeling / Demonstration:* On the white board or overhead> > write the> > > acronym DEAR MAN. Go through Describe Express Assert and Reinforce.> > >> > > · DESCRIBE the situation of the other person and validate> > them. "Mrs.> > > ______ I see your busy can I talk to you?"> > >> > > · EXPRESS your feelings. "I am feeling frustrated, and I> > would like> > > to take a break from math."> > >> > > · ASSERT yourself letting them know what you want. "May I> > take a> > > break for 5 minutes?"> > >> > > · REINFORCE how it will benefit them and you. "Then I will> > be able to> > > calm down and I will get the work done before the end of class."> > >> > > · MINDFULL use your one mind skill and stay focused.> > >> > > · APEAR CONFIENT act like you want it and you deserve it,> > but be> > > real.> > >> > > · NEGOATIATE if you can't get all of what you want try to> > get part.> > >> > > * *> > >> > > *Guided Practice or Activity: *Have the students try to ask you for> > > something like a piece of candy using the skill and let them work> > together> > > prompting each other while you coach them.> > >> > > * *> > >> > > *Check for Understanding:* Have each of the students use the skill> > to ask to> > > get out of the group. If the ones that know it go first the ones> > that are> > > less fluent will have a chance to see it modeled repeatedly.> > >> > >> > >> > > * *> > >> > > *Independent Practice Activity:* Have the students make a small> > poster with> > > the acronym on it and what it is used for.> > >> > > * *> > >> > > * *> > >> > > *Discussion:* Why do you think it would be important to use this> > skill.> > >> > > * *> > >> > > * *> > >> > > *Closure:* Have the students identify one relationship that they> > have in> > > their life where they are going to try to use this skill.> > >> > > * *> > >> > > * *> > >> > > *Assessment: *During skills group the next day have the students> > pull out a> > > blank piece of paper and write the acronym and its meaning.> > >> > >> > >> > > * *> > >> > > * *> > >> >> > > >> Quote Link to comment Share on other sites More sharing options...
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