Psychological Corollary

A person can alter the impression he or she makes by concentrating on behaviors that can be controlled and changed.

Lesson Objective

Students will identify behaviors a person can change to improve the impression he or she makes on people. For example, if a person acts interested instead of bored, a blind date will probably go well.

Social Behaviors

This lesson shows students that successful people:

• are attentive
• compliment others
• accept feedback
• modify behavior based on feedback
• appreciate improvements in social conduct
• want others to like them
• present a neat and clean appearance

Social Vocabulary

• blind date

Other Vocabulary

• zits
• "odds are good"

Suggested Lesson Plans

Introduction

• Ask students to describe what a blind date is.
• Have students describe what makes a blind date good or bad.
• Introduce vocabulary.

Group Use of Student Workbook

Part I: Ask students to read Scene 1 of the play, "Blind Date."

• Was Jerry a good blind date the first time? Why or why not?
• Ask students to describe the difference between the way Jerry looked on last week's date and the way he looked on this week's date.
• Have students discuss how Jerry's looks affected the impression he made on his date; how did his appearance affect the outcome of the date?

Part Il: Ask students to read Scene 2 of the play, "Blind Date."

• Ask whether or not Jerry got off to a good start on his date with Alice. Have students explain their answers.
• Discuss each remark listed after Scene 2 and decide why it would or would not be an appropriate statement.

Part Ill: Ask students to read Scene 3 of the play, "Blind Date."

• Ask students to discuss reasons why Jerry's date with Alice was a good one.
• Ask students whether they think it was difficult for Jerry to change his behavior.
• Discuss what could have happened on the date with Alice if Jerry had not changed.

Behavior Development Activity

To encourage students to be attentive:

• Write the word attentive on the chalkboard. Explain that being attentive means paying attention and showing interest.
• Call half of your students to one side of the room; quietly tell them to act bored, disinterested, and inattentive in conversations with members of the other half of the class.
• Have students converse in pairs about any topic (e.g., sports, weather, school, or weekend plans). Pairs should comprise of one student who has been told to be inattentive and one student who is "in the dark" about the activity.
• After students talk for a few minutes, ask students who were the victims of inattentiveness how they felt. Discuss the relationship between social success and giving others the impression that we care enough about what they're saying to really listen.
• Tell students that there are specific things they can do to make it clear to others that they are paying attention. Write this list on the chalkboard and model each behavior for students.
1. Face the person squarely; don't turn your body in another direction.
2. Look open; don't wrap your arms around your body or otherwise look as if you need to protect yourself.
3. Lean toward the person rather than back or away.
4. Maintain eye contact as much as you can without creating discomfort or feeling uncomfortable.
5. Repeat or restate what the other person says from time to time--especially when you're not really sure what the person means (e.g., "Are you saying that ... or "Do you mean that ...").
• Ask students to repeat their conversations, this time with both participants being as attentive as possible.

Review

• Ask students to identify and model three behaviors that would help them make a good impression when meeting a new person, for example,
• looking neat and clean,
• being polite, and
• showing interest in what the person says.
• Ask students to identify and model ways of being attentive.

(See the list in this lesson's Behavior Development Activity.)

Homework (Optional)

• Ask students to be particularly attentive with friends and family for the remainder of the day; ask students to note if they get more positive responses from these people or if these people comment on their behavior.