MIME-Version: 1.0 Content-Location: file:///C:/0F6BA273/SkillstreamingTeachingSteps.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Skillstreaming Teaching Steps

Skillstreaming Teaching Steps

 

1.&n= bsp;     Define= the skill—teaching students table manners

Teacher:

Today’s skill is very important to learn and m= any people have trouble doing it well, or even at all.  It’s called Good Table Manners.  Can anyone tell wh= at one good table manner would be?

Student:

Identify a g= ood table manner

Teacher:

That’s good, what would be the opposite of tha= t good table manner? 

Student:

Provides opp= osite

Teacher:

Thanks, can anyone identify another good table manne= r and it’s opposite?

Teacher:

I’ve listed the good table manners we will lea= rn on the board

è    <= /span>Students will demonstrate polite language through lunch line (thank-you, please, y= es ma’am, no ma’am, may I please?)

è    <= /span>Students will place napkin on their lap

è    <= /span>Students will use appropriate utensils when needed

è    <= /span>Students will say excuse me

è    <= /span>Students will swallow food before talking

è    <= /span>I will chew with my mouth shut

è    <= /span>Students will keep their elbows off the table

è    <= /span>Students will clean up after themselves

è    <= /span>I will ask to leave the table

 

2.&n= bsp;     Model = the skill

Teacher:

Provides at = least 2 examples of each skill—appropriate skill and opposite skill

 

3.&n= bsp;     Establ= ish student skill need

Student:

Takes Table = Manners Skillstreaming Pre-Test

Teacher:

Review resul= ts of the pre-test (student’s current skills) and have an open discussion= of why it’s important to improve those skills in the future=

Teacher:

Introduce/si= ng Table Manners Song

 

4.&n= bsp;     Select role-player

Teacher:

Each student= will take a turn role-playing the appropriate skill, teacher will select volunteers to go first

 

5.&n= bsp;     Set up= the role-play

Teacher:

Give each st= udent a different role (skill) to demonstrate.&n= bsp; Make sure each student demonstrates an example of the right skill = and the wrong skill

Student:

Takes a few = minutes to decide how they will do the role play

 

6.&n= bsp;     Conduc= t the role-play

Student:

Begins the r= ole-play

Teacher:

Coaches stud= ents to keep the role-playing going according to the right table manner skills

Teacher:

Annotates on chalkboard the correct steps

Student/Teacher:

Review Good = Table Manners Contract, identify reward, sign contract

 

 

7.&n= bsp;     Provide performance feedback

Students:

After each r= ole playing example, the other students will give the student feedback on how they did

Lunchroom Monitor:

Fill out Teacher/Staff Skillstreaming Checklist

Teacher:

Review resul= ts with students and demonstrate to them any inappropriate display of skills duri= ng lunch

Student:

Chart weekly progress

 

8.&n= bsp;     Assign= skill homework

Teacher:

Assign homew= ork requiring students to display good table manners at home

Parent:

Fill out Par= ent Skillstreaming Checklist

Student:

Provide feed= back on how they thought they did at home the week before

Student:

Chart weekly progress

 

9.&n= bsp;     Select= next role-player

Teacher:

Reinforce role-playing of good and bad table manners whenever the lunchroom monitor= or parents identify that the students are declining in this skill=