First, she worked on describing situations with him. She read him a sentence and he had to write a sentence describing a time when he felt that emotion. There were 10 sentences. He needed prompted on 4 of them. She explained what cheerful (happy), frightened (scared), surprised (shocked) and foolish (silly) meant to him by telling him the synonym that I have in parentheses. Here is an example of an emotion he needed prompted on.
What does surprised mean? Surprised is how I feel when I get a gift.
Next, she read him a paragraph on saying how you feel. Below the paragraph, there were 15 comments that could potentially solve or worsen the kid's problem. He got 11 out of 15 correct without any prompts. Here is the paragraph.
Antoine has a problem. He can't stand his third period teacher, Mr. Hansen. Antoine thinks the class is boring, the work is too hard and Mr. Hansen is too mean. Antoine really wants to transfer out of his class. He has an appointment tomorrow with his counselor. He knows the counselor will ask him why he wants to switch classes.
One of the comments he needed prompted on was the following comment.
I feel like Mr. Hansen doesn't like me because I work too slowly.
Originally, he thought that would solve his problem, but she explained to him that the comment is an opinion. He doesn't know for a fact that Mr. Hansen doesn't like him for that reason.
Last, she assigned him a worksheet on listening well. There were 14 statements. SJ had to decide if they were things a good conversation partner would do. He only needed promoted on one statement. For example:
Face your partner.
Smile or laugh if your partner says something you both think is funny.
Nod your head to show you understand what your partner is saying.
The one he needed prompted on was the following:
Think about what you want to say when it's your turn to talk.
I explained that if he is thinking about what he wants to say he can't be listening to his partner.
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