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:

Breaking the Rules = Consequences
Time Allocation: 20  minutes
Materials/Resources: paper, pens/pencils, whiteboard, markers, computers (optional)

ANTICIPATORY SET IDEA:

Think about a news article, story, current event, personal experience, etc. that involved someone breaking the rules and the consequence they faced.
 Have a few students share their stories and ask these follow up questions:
   o Do you believe their consequence was fair? Did the severity of the consequence equal the severity of the infraction?

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WATCH THE VIDEO:

DIRECT INSTRUCTION:

Rules are put in place to keep people safe, to have guidelines to live by, and to keep society together and working towards a common goal. If we didn’t have rules, everyone would do their own thing without any regard for the people around them. A world with no rules would be completely uncivil and dangerous.
 When rules are broken, a consequence usually results. The consequence is there to teach a lesson so that the person won’t break the rule again. But, because rules are everywhere, it may be unclear as to what kind of consequence should come from breaking certain rules.
 This lesson will explore different rules that we live by every day and what type of consequences should come from breaking those rules.

GUIDED ACTIVITY:

Divide the class into three groups, or if the class is large, divide into smaller groups of 3-4.
 Assign each group one of the following categories:
  o Home rules
  o School rules
  o Work rules
 Each group is going to do the following for their area of focus:
  o Name the top three rules that are currently in place for that area.
  o Discuss the current consequences for breaking these rules.
 Are the consequences adequate enough to teach the rule breaker not to do it again?
 If not, explain why the consequence should be changed, offer a new consequence, and explain how the new consequence fits better with the rule.
   o Lastly, they will discuss how breaking any of these rules would affect them later in life.
 When the groups have finished, have a spokesperson from each group share what their group discussed and the decisions that they made.
 After all the groups have reported, have a short class discussion about the importance of rules and the need for consequences for people who choose to break the rules.

CHECK FOR UNDERSTANDING:

 Technology Use: Students will respond to the question in the Closing of the lesson using Spark Post: https://spark.adobe.com/

 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:

To end the lesson, remind students of the classroom rules and possible consequences they could face for breaking those rules.

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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 adhere to the rules and policies. This lesson will give students the opportunity to realize how important it is to follow the rules and what kinds of consequences they can face for breaking rules.

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 .