Heather Coulter

EDU 473
10/7/20
Task #3: Social Skills Lesson- Whole Body Listening

1. With whom was it implemented?

This social skill lesson was implemented with two groups of students in the learning

support environment- in the first and second grade. Some of these students have a Specific

Learning Disability, and others have a diagnosis of Autism Spectrum Disorder.

2. Why did you choose that student or students?

I chose these two groups of learning support students to do this lesson with because they

struggle with behaviors during instruction. During a lesson by myself or the learning

support teachers, they become distracted by each other and fidget with various items on

their desk. They often imitate each other’s behaviors in the classroom- singing, calling

out, talking while the teacher’s talking, fidgeting with items on their desk. The first group

of students are primarily girls, and the second group are primarily boys.

3. Why did you target that behavior(s)?

I targeted these behaviors because focusing on whole body listening skills will help

benefit their learning in the classroom. It will help them to be accountable for their body

and actions. It will help them to identify ways that they are or are not actively listening

during a lesson.

4. How was it implemented? What occurred as you explained it to the student and began the

task?

I implemented a lesson on Whole Body Listening. I asked the students “What do you

think of when you hear the word listening?” How can you show your teacher that you are

listening with your whole body?” “How does it make you feel when you are speaking,

and someone isn’t listening or speaking over you?” I then pulled up a Google slide of the
Heather Coulter
EDU 473
10/7/20
Whole-Body Listening poster. I asked the students, “How are these students showing

that they are listening with their whole bodies?” I then pointed to each area of the poster

and said, “We can listen with our eyes, ears, mouth, hands, body, brain, and heart.” I then

went through each following slide that focused on each of these parts of the body and

listening. For each, I would ask “How can we listen with our…” questions. After

responding I would demonstrate non-listening behavior with that correlating area of

whole-body listening. I would ask the students how I was not showing non-listening

behavior. I would then ask the students to show me how I can fix my listening in that

area. I would then verbally reinforce that way of whole-body listening demonstrated by

the students with specific (“I like how you are showing that you are listening with you

___ by___...”). After going through each slide, the last slide has a fill in the blank for

each part of whole-body listening. I reviewed each of these by having the students

demonstrate this and then verbally filling in the blank.

Heather Coulter
EDU 473
10/7/20
Below is the link to the Google slide presentation and worksheet.

https://docs.google.com/presentation/d/1cUT2b4I9Pue-

e5TD9gvyJePm8tB2SGPwBKXCMEN4KvM/edit?usp=sharing

5. What is the time frame?

This was a short lesson done in about 20 minutes.

This Whole Body Listening lesson was converted into a cognitive behavior management tool and

a token chart for the two groups of students.