Unit 1: Social Skills

Lesson 1: Communication Skills

Topic 1: Body Language

OBJECTIVES

1. Identify the differences between good body language and bad body language during conversation.

2. Identify the differences between good body language and bad body language when taking instructions or receiving criticism from a supervisor.

3. Practice good body language during a conversation.

4. Practice good body language while a supervisor is giving instructions or criticizing.

MATERIALS NEEDED
video-tape recorder (optional)

SUPPLEMENTAL RESOURCES
Social Skills Development: Practical Strategies for Adolescents and Adults with Developmental Disabilities - a book by Stephen Antonello. It can be purchased from Any Psych Book (1800 210-7323) for $47.95. Check local book stores as well.

INSTRUCTIONAL FORMAT
This topic will mainly involve modeling and role-playing. Begin the lesson by talking about the importance of how one looks on the outside during interactions with others. If a person looks uninterested during a conversation, he will have a hard time making and keeping friends. If a person looks angry or annoyed when her boss tells her to do something, her boss may think she has a bad attitude. It is helpful to video-tape role-plays. If you have the equipment, it is highly recommended.

1. Model both bad and good body language during a conversation. Have the students try to identify whether you have good or bad body language. Good body language involves keeping good personal space, making eye contact, sitting or standing up straight, and looking interested. When you are doing the bad role-play, do only one thing wrong (stare at the floor, turn body side-ways, scowl, fidget, rock back and forth, cross arms, slouch, etc.), and see if the students can identify what you are doing wrong.
   
   

2. Model both bad and good body language when a supervisor is giving instructions or criticizing. Have the students try to identify whether you have good or bad body language. Good body language involves keeping good personal space, making eye contact, sitting or standing up straight, and looking interested. When you are doing the bad role-play, do only one thing wrong (stare at the floor, turn body side-ways, scowl, point finger, roll eyes, laugh, cross arms, slouch, etc.), and see if the students can identify what you are doing wrong.
   
   

3. Instruct students on good body language during conversation and when supervisors are giving orders. Have the students practice the skills in role-plays. The components of good body language during spoken communication mainly involve not doing the bad things mentioned above. But, it is important to talk about the following:
   

• Eye contact – look at the person the majority of the time.
  
  

• Keep still – don't fidget, rock back and forth, play with hair or clothes.
  
  

• Personal space – it is hard to talk when you are 10 feet apart, but you do not want to be 6 inches apart either. Generally, 2-3 feet is a comfortable distance for most people.
  
  

• Posture – sitting up straight or even leaning toward the speaker lets the person know you are interested. When you slouch, it is not showing good manners and it tells the speaker that you are more interested in relaxing or maybe falling asleep than listening to her.
  

SIGNS OF GENERALIZATION
Students are observed using the appropriate body language for the situation.

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