This document proposes introducing a social skills program to improve students' academic performance and relationships. It recommends teaching skills like self-management, following directions, and dealing with consequences. The whole staff would need to participate by reinforcing skills in the classroom, common areas, and encouraging practice at home. Sample activities are described like games, role-playing, and scripts to teach skills each month. Implementing a comprehensive social skills program could help students learn important life skills and reduce disruption in class.

1. Running head: SOCIAL SKILLS LEARNING ACROSS THE BOARD
Social Skills Learning Across the Board
Jose Antonio Rios Jr.
American College of Education
August 2015
C15513- Developing Students Self Management Skills

2. SOCIAL SKILLS LEARNING ACROSS THE BOARD 1
Social Skills Learning Across the Board
Our school needs every opportunity to improve our student’s academic performances.
One way to do this is by introducing them to a social skills program. Our students will learn how
to self manage themselves in making the right choices when confronting problems. Through
strategies and practice they will be accustomed to enact the proper behavior. This will save
teachers a lot of time in the classroom. Instead of stopping the class and correcting students,
they can utilize their time actually teaching (Pappas 2008). Besides academics, having strong
social skills can improve peer and future relationships.
In order to accomplish this we need the help of the staff. With everyone’s understanding
and participation the social skills program will be more dynamic and effective (Knoff 2015).
Below are some recommendations on how to implement an activity with a social skill. Four
sections will be described within it three evidenced based skills will be reviewed. At the
elementary school level I recommend finding fun activities such as games and chants to help
reinforce the skill set/scripts learned.
Taught by Grade Level
Within this group I would recommend three skill sets, Following Directions, Asking for
Help, and Dealing with Consequences (Knoff 2010). The Stop & Think Social Skills Program:
Exploring its research base and rationale. Little Rock, AR: Project ACHIEVE Incorporated.
Outside of the home room class other teachers will have to be informed of the skill sets being
introduced/review that particular month. In following Directions one can incorporate games
such as “Simon Says” or “Red Light, Green Light 123”. This will train the students to listen to
the teacher. After this warm up a real direction can be introduced like finding a page in their

3. SOCIAL SKILLS LEARNING ACROSS THE BOARD 2
workbooks and waiting for further instruction. Asking for help can be done by skill scripting. If
students can read then the teacher will write the steps on the board, for example:
1. If you don’t know what to do, raise your hand
2. Think about your question
3. Wait until you are called upon
4. Ask your question clearly so that others may also learn
After a few practice runs students will learn how to ask for help. The last skill would be how to
deal with consequences. This can be taught through drama plays. It’s best to keep the situations
relative to their lives (Frey & Fisher 2010). One example is when a student breaks the “Stay in
your Seat” rule. Possible consequences would be:
1. Student will be told to sit down in a stern voice
2. Student will have to stay standing for a period of time
3. Student will not receive stickers or rewards for that class period
Before the teacher enforces these actions they will have to ask the student if they know that they
are breaking the rule. Sometimes students forget rules and only need a reminder.
Taught in Common Areas
In the common areas three skill sets most related would be, Avoiding Trouble, Joining an
Activity, and Dealing with Peer Pressure (Knoff 2010). To help implement the social skills
program everyone in the working staff has to be involved, from cafeteria workers to secretaries.
For avoiding trouble one can demonstrate scenarios of what will happen if students make a bad
choice. Attending school is not only for the acquisition of academics but for socializing as well.
Joining activities is essential to take advantage of what a school has to offer. Staff can help out
by creating posters of events and passing out flyers. They can support curious students and find

4. SOCIAL SKILLS LEARNING ACROSS THE BOARD 3
out their interest to recommend an activity. The most important of a common area social skill
would be dealing with peer pressure. It’s recommended that “home room” teachers have
demonstrated how to respond to this problem. Enforcing it would be easier on the staff because
they might say, “You have made a bad choice, what are your good choices?” hence following the
“Stop & Think” steps. This problem has three stages one for the student being pressured, the
other for the student doing the pressuring, and lastly the bystanders / peer groups (instigators).
The teaching staff would have to be aware of all these factors in order to asses the situation in
hopes of defusing the problem.
Enforced at Home
To fully “infuse” the skill sets we have to also enforce them at home. The three skills I
recommend are Dealing with Anger, Apologizing, and Listening and Waiting for an Adult’s
Attention (Knoff 2010). These skills should be common sense but most families do not review
such skills openly. For dealing with anger a story related to said feelings or puppet role play
would be beneficial. There are many books about feelings and how to handle them. It’s
recommended to research these and pick the ones that are up to your child’s comprehension
level. If one does not how to use a puppets they can use their fingers and follow a script in
dealing with anger issues.
Mistakes are part of life and apologizing should be taught as soon as possible. Not to
mention please, thank you, your welcome, and excuse me. Being polite and learning manners
are left for the parents to instill upon their children. Normally during the Kindergarten age
teachers will incorporate these into their lesson plans but for Elementary level students it’s left
for the parents to review (Ashdown & Bernard 2012). One can practice “apologizing” by
creating a scene/situation where it’s called upon. One example would be if someone broke a

5. SOCIAL SKILLS LEARNING ACROSS THE BOARD 4
dish or cup. Instead of the child hiding it in attempts to avoid punishment they will have to take
responsibility and admit their guilt by saying “I’m sorry”. Students should be aware that adults
can apologize too. One example would be if dinner is late and the child is waiting hungrily, an
apology would be in order.
5th
to 6th
Grade Transference
When moving to a new school it can be a time of anticipation, excitement, and
intimidation. At the sixth grade level students are learning more advanced social skills. Here are
three skills that I recommend for this grade: 1. dealing with being rejected or left out, 2.
giving/accepting a compliment, and 3. dealing with accusations (Knoff 2010). It’s true that most
adults have not mastered these skills yet. That’s because their schools did not incorporate a social
skills program like project “ACHIEVE” when they were younger. As teachers it’s our duty to
utilize any program the school offers to its full capacity.
An activity for handling any kind of social interaction would be role plays. These three
skills mention above can all be rehearsed, reviewed, and commented on. For the first skill
students need to know that they have options, if one door is closed another will open. The mind
set of these students have to be altered positively. The second skill can be role played in groups
by sitting in a circle and saying one thing nice about the student next to them. After a while this
will become common practice and they will complement others freely. The last skill can be
harder to demonstrate. I believe this one can be based on “On the Fly” teaching. A teachable
moment will be more effective then picking out a scenario and performing it.
All the pervious recommendations are just some of the activities one can do to
introduce/review a skill set. Elementary school is the second level of their education with
Kindergarten being the first. At this stage students should have a foundation of skill sets and

6. SOCIAL SKILLS LEARNING ACROSS THE BOARD 5
what to do when a new problem occurs. On the third stage Junior High, more advance skills will
be introduced and old ones reviewed until they have “mastered” those scripts. Social skills
learning should be life long in order to establish better communication and relations with others.

7. SOCIAL SKILLS LEARNING ACROSS THE BOARD 6
References
Ashdown, D. & Bernard, M. (2012). Can Explicit Instruction in Social and Emotional Learning
Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement
of Young Children?. Early Childhood Education Journal, 39(6 ), 397-405.
Frey, N., & Fisher, D. (2010). Getting to quality: A meeting of the minds. Principal Leadership,
11(1), 68-70
Knoff, H. (2010). The Stop & Think Social Skills Program: Exploring its research base and
rationale. Little Rock, AR: Project ACHIEVE Incorporated
Knoff, H. (Course Lecturer). (2015). Module 3: Primary Social Skills and how to Teach Them.
Part 2: How to Teach a Stop & Think Social Skills Lesson.
American College of Education. Retrieved from http://www.ace.edu
Pappas, M. L. (2008). Designing Learning for Evidence-Based Practice. School Library Media
Activities Monthly, 24(5), 20-23

8. SOCIAL SKILLS LEARNING ACROSS THE BOARD 7
Appendix A
School Wide Questioner on
Social Skills Awareness
*** Legend ***
1 = Unfamiliar 2 = Familiar 3 = Understand
1 2 3
Are you aware of the social skills
being introduced this month?
  
If one is making a bad choice do
you know the skill steps needed to
Correct them?
  
Do you know what to do when
someone displays a good choice?
  
Do you know some replacement
skills?
  
If a few students are making bad
choices, do you know how to
remediate?
  
Comments:___________________________________________________
__________________________________________________________
_________________________________________________________

9. SOCIAL SKILLS LEARNING ACROSS THE BOARD 8
Appendix B
Parents/Caregiver Questioner on
Social Skills Awareness
*** Legend ***
1 = Unfamiliar 2 = Familiar 3 = Understand
1 2 3
Are you aware of the social skills
being introduced this month?
  
Are you familiar with the “Stop and
Think” 5 Step Process?
  
The “Behavioral Matrix” will be
used to measure disciplinary
consequences.
  
To practice new skill sets, some role
plays will put your child in
unfamiliar situations.
  
The use of a Social Skills Program
will improve your child’s emotional
and social awareness.
  
Comments:___________________________________________________
__________________________________________________________
_________________________________________________________