Overview For Teachers

ADHERENCE TO POLICY: The ability to follow company rules, regulations, procedures, and directions especially those related to safety; display good workplace habits; keep assigned area neat and orderly; the ability to maintain equipment to ensure longevity and efficiency; determine causes of operating errors or equipment issues and decide what to do about it; take proactive measures to address unsafe practices or behaviors.

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PURPOSE: Upon completion of this module, the student will understand the importance of following all rules and regulations in the workplace.

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OBJECTIVES:

 Ability to recognize the importance of rules and procedures

 Ability to follow all rules and procedures

 Ability to take proactive measures to address unsafe practices or behaviors

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OVERVIEW:

This module focuses on teaching students the importance of adherence to policy in the workplace. Students will work to improve these skills through activities and guided discussions with their class. They will discuss aspects of adherence to policy such as the importance of rules and procedures, why following directions is important, how the presentation of rules and procedures can make a difference, and what to do when they see someone else violating policies.

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TEACHERS: WHAT ARE YOU OBSERVING?

What does Adherence to Policy look like in the classroom or in school in general? A great way to answer this and get things going is through engagement with the students. Ask your students these questions:

1. What does adherence to policy look like in school?

2. How does following the rules affect people around you? Example: teachers, classmates, etc.

3. What does adherence to policy look like within your learning?

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RELEVANCY OF ADHERENCE TO POLICY:

Policies and procedures are an essential part of any organization; they provide a roadmap for day -to -day operations. They ensure compliance with laws and regulations, give guidance for decision -making, and streamline internal processes. They are put in place to keep employees safe as well as provide a better work environment.

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LESSON:

You're in Charge!
Time Allocation: 20  minutes
Materials/Resources: paper, pens/pencils, whiteboard, markers, computers/tablets/smartphones (students - optional),
Plicker’s app with Plicker’s cards (optional)

ANTICIPATORY SET IDEA:

Write the following statement on the whiteboard:
o Rules are _________________.
 Call on students to fill in the blank and when they do, have them explain why they chose that certain word or
words to complete the statement.

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WATCH THE VIDEO:

DIRECT INSTRUCTION:

Ask students the following questions for a short class discussion:
  o Why do we have rules?
  o What role do rules play in keeping people safe?
  o What would happen if we didn’t have rules or if people didn’t follow the rules?
  o What’s one really important rule you can think of that you follow daily?
 Now, ask them this question:
  o Is there a place you can think of that needs to have more rules?
 Then, on a piece of paper, have students answer the following questions:
  o What place needs to have more rules?
  o What rule or rules would you put in place there?
  o Why do you think this place needs more rules?
  o How will these new rules affect the people at this place? Will it benefit them?

GUIDED ACTIVITY:

When students finish, ask them to name the place that they think needs more rules – create a list of these on the whiteboard.
 Group the students according to the place they chose (there should be at least a few students who chose the same place).
   o If there are students who chose a different place than everyone else, group together all of the students with unique answers.
 Have students compare the answers they have written down and determine a common theme regarding all the rules they created.
   o Example: a common theme could be to improve safety, improve productivity, create a better experience for everyone, etc.
 When finished, each group will share the following information with the class:
   o The place their group chose
   o Why they chose it
   o Their top three rules that they would add
   o The common theme of the rules they created
 After all the groups have shared, have a short class discussion on the important reasons why rules are created, enacted, and enforced, and why it’s important to follow them.

CHECK FOR UNDERSTANDING:

 Technology Use: Plickers: Ask the following questions to students and have them respond by holding up their Plicker’s card. After you gather the student’s responses, have a few of them elaborate on their answer.
   o Do you believe rules are important for our safety?
       A: Yes
       B: Yes but...
       C: No
   o Do you agree that it’s important for everyone to follow the rules?
       A: Yes
       B: No

 Non-Technology: Students will write down their response to the question in the Closing of the lesson on a piece of paper. When finished, they will hand it to you as they leave the classroom.

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ETHICAL SCENARIO--Optional (if not using, skip  to "review and closing")

The Ethical Choice Scenarios have been developed to provide teachers with the ability to make the material applicable to real-life and relevant to the students. Within this guide, directions and prompts for the teacher will be in BLUE for ease of facilitation.

 

READ THE FOLLOWING SCENARIO OUT LOUD TO THE STUDENTS: 

TIME FOR LUNCH
You moved to a new school about two months ago and you are enjoying it. Your new school offers a bigger variety of elective classes that you can take, including a bowling class, which you love! You made some pretty good friends in a short amount of time but there is one group of upperclassmen that you’d like to get to know. You have a lot of the same classes as they do, even though you are a grade below them. One day, you are sitting in class and all of a sudden the group of upperclassmen that you’ve been trying to befriend come and sit with you. They introduce themselves and start  asking you a whole bunch of questions; you are overwhelmed with joy! Next thing you know, the bell rings for lunch time and the upperclassmen invite you to lunch with them. The only problem is underclassmen (which is what you are), aren’t allowed off campus for lunch while upperclassmen are. Without even thinking you agree to go to lunch with them and all of you walk out to the parking lot to one of their cars. You are hesitant to get in the car because you know the
security officer stands at the end of the parking lot to check ID’s to make sure no underclassmen get off campus. If an underclassman is caught, they receive a week or more of detention! What do you do? You don’t want to get caught trying to get off campus but you also don’t want to tell your new group of “friends” that you are an underclassman because they probably won’t like you anymore.

ASK THE FOLLOWING QUESTIONS: (display them to the class if necessary)

1.How many of you have already been faced with this scenario or a similar one in real life?
2. What are the possible outcomes of this situation?
3. What are possible positive or negative consequences for you, depending on your decision?

GUIDED DISCUSSION: ASK STUDENTS TO SHARE THEIR THOUGHTS ON THE SITUATION AND HOW THEY ANSWERED THE QUESTIONS.

NOTE 1 : To help facilitate discussion, share any personal experiences you may have encountered with this same sort of issue.

NOTE 2 : Another option to foster further critical thinking is to then ask students, “Are they really “friend” material if they don’t like you just because of what grade you are in?”

NOTE 2 : Another option to foster further critical thinking is to then ask students, “What values do you think are in tension here, why is it an ethical dilemma?

CLOSING DISCUSSION: ASK THE STUDENTS, “WOULD YOU SAY THIS RULE WAS PUT IN PLACE TO KEEP STUDENTS SAFE? WHY OR WHY NOT?”

REVIEW AND CLOSING:

Have students discuss this prompt with a partner and answer the following questions:
   o Think back to a time when you witnessed someone break a rule.
 How did this affect you?
 What did you do?
 What happened to them?

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CORRELATION TO OBSERVATION TOOL: The Frequency Observation Tool (FOT) has a category where students will be observed and rated on their ability to follow the rules. This lesson will give students the opportunity to realize how important rules are and why it’s important to follow them.

DIFFERENTIATED INSTRUCTION IDEAS:

-Visual: Visual learners will benefit from watching the role play scenarios.

-Auditory: Auditory learners will benefit from having the role playing scenario read to the group. They will also benefit from the group discussion and from listening to the other groups present.

-Kinesthetic: Kinesthetic learners will benefit from the movement involved in acting out their role play scenario to the class.

-ESL: ESL students would benefit from having a partner to assist them in the writing activity in case they have questions or need clarification.

-At-risk: At -risk students will benefit from the interaction they have with their group to help keep them focused and on task.

-Advanced: Advanced learners could benefit from helping other students write down their schedules, or by assisting ESL or At -risk students who may need additional help .