Teaching your students how to be helpful to their peers without being bossy can help them to build and maintain friendships.
Being helpful to a peer is reminding them what an adult (like a teacher) asked them to do. Being bossy is telling your peers what you want them to do.
There are a few key factors that can determine whether we’re being helpful instead of bossy:
- The tone of voice used – have you raised your voice? Is your tone obstinate or friendly?
- The words that are said make a big difference. Use kind words and reference what your teacher or adult in the situation asked you to do rather than what you want them to do.
- The facial expression we have when making the suggestion is important. If you appear angry or upset, it may come off as bossy rather than offering a helpful suggestion.
- Our body language can also say a lot about our intent. If your arms are crossed or your hands are on your hips, that may be construed as unhelpful.
Check out our social skills lesson module to teach your students about being helpful to their peers.
The special education resources on this page were authored by Watson Institute’s special education consultant, Andee Morris, M.Ed.
Power Point Presentation
I Can Be Helpful – Not Bossy Facilitator’s Guide
Resource Materials
I Can Be Helpful – Not Bossy Magnet Cards
I Can Be Helpful – Not Bossy Homework
I Can Be Helpful – Not Bossy Activity
I Can Be Helpful – Not Bossy Teacher Note
I Can Be Helpful – Not Bossy Parent Note
I Can Be Helpful – Not Bossy Outline
I Can Be Helpful – Not Bossy Mini Schedule
Pre/Post Assessment
A pre and post lesson assessment is included in each lesson. Use of the assessment is an instructor preference. Many of the ‘homework’ pages for a lesson can be used as a pre/post assessment device alone or as part of the provided assessment. Each homework page can be checked by the instructor as well as the student.
Review all included pages of the lesson to determine what ‘assessment’ method will meet your needs. If the student is able to achieve a + in the majority of items of the pre-assessment, or if the student has been observed to display the skill topic of the lesson often, then the lesson may not be introduced or can be taught with a group as review and/or reinforcement.
I Can Be Helpful – Not Bossy Pre/Post Assessment
If you have questions or concerns about the Watson Institute’s use of this information, please contact us.