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:

Rules are Everywhere!
Time Allocation: 20  minutes
Materials/Resources: computer with internet access/projector (teacher), whiteboard, markers, paper, pens/pencils.

ANTICIPATORY SET IDEA:

Show students the following YouTube video: “rules for children.”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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WATCH THE VIDEO:

DIRECT INSTRUCTION:

Ask the students the following questions:
   o Why do we have rules?
   o Why are rules important?
   o Who makes the rules?
   o Who can change the rules?
   o What happens when people don’t follow the rules?
 Have students share their thoughts and have a short class discussion on this.
 Now, ask the students what areas in life have rules that they must follow. Write their responses on the whiteboard.
   o Example: School, work, home, sports, in public, driving, etc.

GUIDED ACTIVITY:

Divide the class into groups and have each group find their own space within the classroom.
   o The number of groups will depend on how many different areas you want to focus on in the lesson.
 Give each group a different area to focus on (school, home, work, sports, etc.) for this activity.
 Instruct students to think of all the possible rules that could be in that area and then write them down.
 As they are writing these rules down, have them write down why having this rule is important as well.
 When groups are finished, have them share the rules they came up with out loud with the class.
   o After each group shares, have a short class discussion on any rules that may be missing and ask if anyone has questions or                      comments about what the group came up with.

CHECK FOR UNDERSTANDING:

 Technology Use: Create a survey, poll, or questionnaire to send to the students that will give you immediate feedback about the student’s level of understanding (Survey Monkey, Google Forms, Edmodo, etc.).

 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: 

UNKNOWN UNDERCOVER
You have been assisting in the principal’s office at your school as a “student helper” for about 7 weeks. You enjoy the position for many reasons, including getting to know the school staff and representing a “student voice” when asked opinions about new rules or school policies they are considering. Your friends have started teasing you about being the principal’s pet and joked that you are just “undercover” to gain access to the documents that are stored there. You shrug these jokes off, not really giving them much thought.

As you come into the office one day, the principal asks to speak with you. As you take a seat, she turns to you and asks, “Were you aware that there are rumors spreading throughout the school that you can be approached to access documents within this office?” Of course you want to be honest, so you tell the principal that you have not personally heard such rumors, but you have had friends joke with you about that, but that you know there is no truth to those harmless jokes so you just don’t respond. The principal then tells you, “Well, by saying nothing you are validating with the students that this may be a possibility, so I would make your stance on this crystal clear so that you are not approached by any students to do anything that would put you in violation of our office policies.” As you are heading to class, two of your close friends come up to you and ask you just that. They are actually asking you to give them access to
their exams... so now what?

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

1. How many of you have already been faced with this scenario or one like this in real life?
2. What are the different possible courses of action you could take? (try to list them all, good and bad)
3. What are possible positive or negative consequences for you, depending on your decision?
4. What could be possible positive or negative consequences for others, or even the school?

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, “Would you want someone to put you in this situation?”

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, “WHAT IMPACTS COULD YOUR DECISION HAVE ON STUDENT HELPER POSITIONS IN THE FUTURE?”
 

REVIEW AND CLOSING:

Post the following question on the whiteboard:
   o What’s the most important rule to follow at work? Why?
 Students will answer this on a piece of paper and will give it to you as they leave the classroom.

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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 many rules they are expected to follow each day, why these rules are important 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 .