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:

Creating Individual Classroom Rules

Time Allocation: 20  minutes
Materials/Resources: computer with internet access/projector (teacher), paper, pens/pencils, computers/tablets/smartphones
with internet access (optional for students).

ANTICIPATORY SET IDEA:

Show students the following video of an example of different classroom rules:
 Have students share their reactions/thoughts about the video.

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WATCH THE VIDEO:

DIRECT INSTRUCTION:

Remind students that at the beginning on the year, they were tasked with coming up with a list of classroom rules or expectations for everyone to follow.
 Review the classroom expectations that were created.
   o If you didn’t do this, skip this step, or use the rules that are enforced by the school.
 Ask students the following questions:
   o Why were these rules made?
   o What’s a possible consequence of breaking these rules?
   o Why are rules important?

GUIDED ACTIVITY:

Inform students that they need to think of the classroom/school rules as the “Big Goal” or “Big Picture.”
 Now, they are going to take that big goal/big pictures and break it down into smaller pieces to create individual goals for themselves that will help them achieve the big goal/big picture.
 On a piece of paper, students will brainstorm possible rules/goals they can set for themselves that will help them achieve the big goal/big picture.
   o Example:
       Classroom Rule: Students will come to class prepared to learn with paper and writing utensils.
       Individual Goal: I will pack my backpack the night before to make sure I have all the necessary materials needed for class.
   o Students can brainstorm using a list, a web, a picture, etc.
       When finished, ask a few students to share one of their individual goals and how that goal will help them work towards the big               goal/big picture.

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: “Take and Pass” – Students will get in groups and will have one piece of paper per group. Pose the question “How do rules and laws affect your life?” One student will start and will write their response on the piece of paper. When they finish, they will pass it to the person on their right and they will then write down their response. Students will continue to write down their responses and pass the piece of paper until time is up. When time is up, students will debrief and will then share their responses with the class

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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:

Ask the students the following questions:
   o What’s the point of creating individual goals?
   o How will these help us reach the big goal/big picture?
   o Is it okay if everyone’s individual goals are different?
 You want to discuss this idea: when students work towards their individual goals they are also contributing to the big goal/big picture of the school. Just like at work – everyone may be working on different things, but they are all contributing to creating a successful company.

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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 rules and procedures. This lesson will give students the opportunity to realize how everyone plays a different role in creating a successful business.

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 .