Overview For Teachers

ATTENDANCE & PUNCTUALITY: The ability to come to work/school every day on time; leave and return for meals and breaks on time; the ability to notify supervisor/instructor in advance of planned absences; make up work or assignments punctually; come to work/school prepared to work.

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PURPOSE: Upon completion of this module, the student will understand the importance of maintaining good attendance and being punctual in the workplace. In addition, the objectives listed below should be met.

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OBJECTIVES:

 Ability to recognize the importance of maintaining a good attendance record.

 Ability to understand the importance of being punctual in all aspects of life.

 Ability to understand how your attendance and time management skills can positively and negatively affect your

    life.

 Ability to recognize the importance of being prepared for things and how this impacts others

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OVERVIEW:

This module concentrates on teaching students to recognize that attendance, punctuality, and being prepared have widespread impacts on personal reputation and opportunity. In addition, attendance and punctuality affects other students and a teacher’s planned activities. Maintaining good attendance sets a tone of commitment and accountability, and by nature if not maintained, portrays a lack of commitment and/or accountability. These perceptions, whether accurate or not, can adversely affect a person’s reputation and the potential for future opportunities. Lessons provide students with an understanding of the importance of being prepared vs. unprepared.

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TEACHERS: WHAT ARE YOU OBSERVING?

What does attendance and punctuality 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 do attendance and punctuality look like in school?

2. How does your attendance or being punctual affect others around you? Example: other students (if someone in your group is late), teachers (already started a lesson), team members, etc.

3. What do attendance and punctuality look like within your learning?

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RELEVANCY OF ATTENDANCE & PUNCTUALITY:

Employers state that many applicants and employees have issues with being punctual and being consistently present for work. They rank good attendance and punctuality as the most significant employability skills needed in the workplace.

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LESSON:

Appropriate Ways to Communicate Absences
Time Allocation: 20  minutes
Materials/Resources: whiteboard, markers, paper, pens/pencils, computers (optional-Kahoot)

ANTICIPATORY SET IDEA:

Write the following quote on the whiteboard:
   o “80 percent of success is showing up.” – Woody Allen
 Have students read the quote and share their thoughts on it with the class (do they agree, disagree, etc.)

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WATCH THE VIDEO:

DIRECT INSTRUCTION:

Ask students the following questions:
   o When you are sick and can’t come to school, how do you notify the school?
   o What happens if you don’t notify the school?
 Then, tell students that when they are no longer in school and have joined the workforce, there may be times when they must take a sick day. Your absence must be reported to your boss/supervisor – just like having to report an absence to the school.
 There are appropriate and inappropriate ways to report a sick day at work and you have to make sure you know how to do it correctly.
 Your mom and dad won’t be there to take care of it for you – it will be all on you.

GUIDED ACTIVITY:

Share the following statements with the class and have them respond by moving to different parts of the classroom.
  o If you believe it’s appropriate to text your boss that you need a sick day, stand on the right side of the classroom.
  o If you believe it’s appropriate to email your boss that you need a sick day, stand on the left side of the classroom.
  o If you believe it’s appropriate to call your boss and tell them you need a sick day, stand at the back of the classroom.
  o If you think there is another method of communication that is the most appropriate to ask for a sick day, stand at the front of the           classroom.
 Ask a few students from each part of the room to explain why they believe the method of communication they chose is appropriate.
 Inform students that the best way to communicate a sick day to your supervisor would the method defined by company policy or defined by your supervisor. If you don’t yet know either of those, then the best method would be a phone call followed by an email.
  o If you are unable to connect with your supervisor on the phone, send an email as soon as possible.
 Ask students:
  o What should you say in your email?
       For example: It should include information such as how long you will be gone, if you will check your email/phone while you are               out, whether you are taking a paid or unpaid sick day, etc.

CHECK FOR UNDERSTANDING:

 Technology Use: You could create a Kahoot (Kahoot.com) which is an interactive game that students can log into from their computers/tablets/smartphones and it will give you instant feedback.

 Non-Technology: Thumbs Up/Thumbs Down: Students will demonstrate their level of understanding by giving a thumbs up or thumbs down. Students with thumbs down will need more clarification.

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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: 

PREPARA“SHUN”
In addition to your portion of the content, it was also your responsibility to prepare both the slides and the handouts for an upcoming presentation. You have been very busy recently and have not prepared adequately, hoping that your co-presenter will pick up the slack. When you get to class on the morning of the presentation, you realize your partner only prepared his section, as was the agreement. Consequently, since you are not well prepared, you are forced to just wing it.

As you are picking up your things after the presentation, the teacher comes to you and says, “The presentation seemed to be lacking. I get the impression that your partner really shunned you, not including all the information that was within the assigned areas – why did you allow that to happen?” As you are thinking about how to respond, you realize you have two choices: you can either come clean, which will negatively impact your grade no doubt, or you can pass the blame onto the other student, hoping that the teacher doesn’t follow up. Time to give a response...

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

1. How many of you have already been faced with this scenario is real life?
2. What are the possible positive outcomes of this situation?
3. What are possible positive or negative consequences for your presenting partner?
4. 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, “Would you want someone to put you in this situation?”

NOTE 3 : 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 YOUR REPUTATION?”
 

REVIEW AND CLOSING:

Have students respond to the following question on a piece of paper and turn it in to you as they exit the classroom: “Do you think there’s ever an appropriate time to text your boss about taking a sick day?”

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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 report absences appropriately. This lesson will give students a better idea of how to report an absence to their supervisor and what’s appropriate and inappropriate.

DIFFERENTIATED INSTRUCTION IDEAS:

-Visual: Visual learners will benefit from having a printed copy of the article and being able to see and read what the other groups wrote on their chart paper.

-Auditory: Auditory learners will benefit from the partner and the class discussions.

-Kinesthetic: Kinesthetic learners could benefit by writing down any important information.

-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 .