Generalization and Transfer

The transfer of skills to real-life situations is facilitated by role-play, skill practice opportunities and through discussion. Positive feedback from teachers, classmates and parents encourages frequent application and maintenance of appropriate behaviour. Encouraging students to think of a variety of situations or contexts where each skill or behaviour could be applied will improve transfer of learning to new situations.

Modeling
Reinforcement
Literature
Fine Arts
Role Play
Games
Field Trips
Tableaux

Modeling

Most social behaviours are learned through modeling. The effects of modeling will be enhanced if the behaviour is presented clearly, repeated frequently and demonstrated by several models. Appropriate language and behaviour can be modeled by teachers or students, and by characters in books, television and video presentations. Modeling has the greatest impact on behaviour when it is experienced in interpersonal relationships.

Reinforcement

During the day, help students recognize the benefit of using a specific skill by pointing out the natural reinforcements and positive consequences when they occur. Also plan for the recognition and reinforcement of positive behaviour through affirmation, recognition and celebration. Teachers should address all inappropriate behaviour in a respectful but firm manner. Suggest specific pro-social behaviour and, in serious situations, expect the student to fix the problem he or she created or make restitution for the wrong done.

Literature

Stories allow students to explore a wide variety of experiences and to make connections to their prior knowledge. Literature helps students develop an understanding of themselves and others. Through identification with characters, students develop the empathy needed to better understand the thoughts, feelings and actions of others. Stories provide an opportunity for the students to analyze choices and predict consequences.

Fine Arts

Drama, art and music provide alternative ways for students to represent and express themselves and their feelings. Self awareness, creativity, pride in achievement, valuable group interaction and practice in making decisions are facilitated through fine arts activities.

Role Play

This technique allows students to practice new skills and experience them in action. Switching roles enables students to see both sides of a situation, to gain respect for others' perspectives, to observe the consequences of specific choices and to develop alternative responses. Students, however, should not be asked to play the role of a bully or perpetrator. Students often enjoy the sense of power they experience in such roles and this can encourage aggressive behaviour in real-life situations. If students develop their own role-plays where they play the aggressive role, ensure that you debrief the role-play with a discussion about the feeling of perpetrators, victims and witnesses in such situations and the consequences. You can facilitate role-plays by modeling or by having students demonstrate a role-play for the class while you provide coaching and reinforcement.

Games

Playing games requires the application of many social skills (for example, taking turns, sharing materials, being a good winner or loser, working as a team, paying attention to details, following rules, exercising self control and problem solving). Games motivate students and simulate real life situations while providing a safe and caring place for them to practice social skills.

Field Trips

Trips outside the classroom can be valuable learning experiences. Trips can be part of most subjects and can be taken from within the school to, nearby towns and cities, to foreign destinations. Effective field trips integrate curriculum outcomes with the teaching of pro-social behaviour. Changing the context of learning can be highly motivational.

Tableaux

A tableau is a frozen picture. A tableau represents a group's interpretation of a particular moment in time or an abstract feeling or idea. Students collectively freeze in character while depicting a conflict, problem or issue. The tableau or picture tells a story and should provoke questioning for both participants and observers. The process of creating a tableau requires students to explore a conflict by exploring the roles that portray various characters' relationships. Students need to identify a crucial moment that shows all of the characters engaged in a problem or conflict. Observers can suggest what they think each character's inner thoughts might be at that moment. Technical tips-use an object to help students focus their thinking and explorations. To create a simple spotlight, cut a circle inside in the middle of a sheet of paper and lay it on an overhead projector. Focus the spotlight on the tableau. Tableaux are greatly enhanced when presented in a dark room using a spotlight.

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