Terminology
Building Relationships
What Can I Say?
100

Pretending to be in another person's shoes to understand their thoughts and feelings.

Perspective-taking

100
Getting to know you questions

"What do you like to do during your free time?"

"What's your favorite..."

100

While doing your work, you overhear classmates talking loudly. Their talking is disturbing you.

"Excuse me, can you talk a little quieter, please?"

"It's getting a loud for me to do my work, can you lower your volume, please?"

200

Examples of non-verbal cues

Facial expression, tone of voice, body language, and gestures.

200

Why we should be supportive of our friends.

To show that we care about them, their thoughts, and their feelings.

200

Being helpful to a classmate who rides a wheelchair to class.

"If you need help with anything, just let me know."

300

An idea, feeling, or opinion about someone.

An impression

300

Doing something wrong to a friend.

Admit it and apologize. It's best to show that you realize your mistake and that you won't do it again to hurt their feelings.

300
When you don't want to be in class because you're feeling overwhelmed.

"May I take a break for 2 minutes?"

400

This helps us determine what thoughts are okay to say and what we should leave as thoughts.

Social filter

400

What is the importance of understanding what your friends are thinking or feeling?

So that we can respond appropriately and respectfully to them to maintain the relationship.

400

When a peer doesn't want to go with your idea for a project.

If it seems like a better idea for the project: "Okay, let's go with your idea."

If it doesn't seem like a better idea: "I think my idea is better for the project because..."

500

The class where you practice communication that supports academics and peer relationship-building.

AC class

500

An appropriate response for a classmate who unknowingly said something that you think is weird or wrong in front of the class.

Don't respond to it at all. The teacher will address it or ignore it. It's best not to put the student on the spot for something they didn't know they did. Putting them on the spot and pointing out what they said might embarrass them.

500

A classmate is nervous before their presentation.

"You can do it."

"Good luck!"

"Take a deep breath."

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