RESPECT

Overview For Teachers

RESPECT: The ability to acknowledge and appreciate the opinions, property, and rights of others; value diversity and cultural differences; respond appropriately to those in authority; respond to feedback unemotionally and nondefensively; the ability to negotiate diplomatic solutions to interpersonal and workplace issues; acknowledge the economic, political, and social relationships that impact multiple levels of an organization; the ability to intervene when others demonstrate negative attitudes or disrespect and help them recognize the inappropriateness of their behavior.

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PURPOSE: Upon completion of this module, the student will understand the importance of respect in the classroom as well as the workplace. In addition, the objectives listed below should be met.

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OBJECTIVES:

 Ability to understand the importance of respect

 Ability to respect themselves, others, and their surroundings

 Ability to understand the consequences of being disrespectful

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OVERVIEW:

This module concentrates on teaching students to recognize and portray self-respect as well as respect for others and their surroundings. Students should understand that respect play s a huge role in being successful in all aspects of life. Showing respect to authority figures as well as family and friends says a lot about a person’s character and values. In this module, the participant will have an opportunity to gain an understanding of the importance of respect by participating in various activities designed to stimulate thought and discussion.

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TEACHERS: WHAT ARE YOU OBSERVING?

What does respect 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 respect look like in class?

2. How does your respect affect others? Example: Respect of space, not entering another student’s locker.

3. What does respect look like within your learning?

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RELEVANCY OF RESPECT:

Being respectful is a key characteristic in building positive relationships.

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LESSON:

Diversity and Differences
Time Allocation: 20  minutes
Materials/Resources: whiteboard, markers, computers/tablets/smartphones with internet access or hard copies of What Does Diversity Mean to Small Business, paper, pens/pencils

ANTICIPATORY SET IDEA:

Write the following question on the whiteboard:
    o “What makes you different?”
 Have students take a few minutes to think about what makes them different and unique from everyone else in class.
 Have a few students volunteer to share their answer with the class.
 After a few students have shared, have a short class discussion about how each of our differences positively impact the classroom, the school, and the community.

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WATCH THE VIDEO:

DIRECT INSTRUCTION:

Start the lesson by asking students what the term “Diversity” means.
 Explain to students that diversity doesn’t just refer to people – it can be anything that has variety.
   o Examples could be fruit, vegetables, cars/trucks, ice cream flavors, etc.
 Now, ask students:
   o What are some of the benefits of having a diverse population of students at school?
   o What are some of the benefits of having a diverse population in the community?
   o What are some of the benefits of having a diverse population at work?
 Have a few students volunteer to share their thoughts and answers with the class.
 You could also have the students respond to these questions in a pair-share and then have partners share what they discussed with the class.

GUIDED ACTIVITY:

Have students read the article What Does Diversity Mean to Small Business– either printed copies or electronically.
 Have students read the article independently and note/mark anything in the article that surprised them.
 When they finish reading, have them get into groups of 2-3 to discuss the article and what surprised them.
 Next, have a group discussion on the following questions:
   o “Now that we’ve talked about different types of diversity, why do some people struggle with accepting people and their                             differences?”
   o “Why is it important to respect other’s differences?”
   o “What advice would you offer to someone who was struggling with someone else because of their differences?

CHECK FOR UNDERSTANDING:

 Technology Use: Create a short survey with Survey Monkey to check for understanding with the students that they will complete before they leave for the day.

 Non-Technology: Students will pair up with another student to share their thoughts on the lesson. Then, they will report out to the class during the discussion one thing they learned from their partner about the lesson.

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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: 

FEEDBACK
Making presentations or speaking in front of class is just part of being a student. Yes, people are both good and bad at this specific skill. Today was your day to do one. You spent a lot of time researching the topic and preparing your PowerPoint; you even found some cool graphics. You didn’t really rehearse; after all – you were pretty familiar with the content since you wrote it! Several of your classmates asked questions at the end – you thought you had covered all of that in your presentation so you assumed they were just trying to show off for the teacher. As you finish your presentation the teacher says to you in front of the class, “Can I see you after class to speak with you about some ways to improve your presentation skills?” You look surprised and ask, “What did I do wrong?” and flop down in your seat.

As you sit, you start to think about everything that just happened..

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

1.Do you believe it was appropriate for the teacher to say this in front of the class? Why or why not?
2. Are you open to the feedback?
3. How important do you believe your oral communication is in regard to being respected by others?
4. Do you think you would have responded differently?
5. Do teachers deserve respect because of their position?

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, “How does this situation change if it is in the workplace vs. the classroom? Or does it?”

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 , “HOW DOES YOUR DECISION POTENTIALLY IMPACT YOUR REPUTATION?”

REVIEW AND CLOSING:

Students will respond to the following statement on a piece of paper and turn it in before they leave the classroom.
   o When you join the workforce, you will be introduced to a lot of different people and many will have different backgrounds. Some             may be older and some may be younger – some may not like you and some will. What strategies will you use to work successfully           in this environment?

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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 accept cultural diversity and differences. This lesson will give students the ability to see how diversity and differences have a positive impact on the workplace and work culture. This lesson will also inform students of possible struggles
when working with a very diverse group.

DIFFERENTIATED INSTRUCTION IDEAS:

-Visual: Visual learners will benefit from watching the video.

-Auditory: Auditory learners will benefit from listening to the video as well as the group and class discussions.

-Kinesthetic: To benefit kinesthetic learners, allow them to stand while watching the video and allow them to move seats when finding a partner or group to work with. They will also benefit from the writing activities.

-ESL: It might be helpful to partner an ESL student with an advanced learner just in case they need help or for further clarification.

-At-risk: It might be helpful for at-risk students to work with another student when answering the discussion questions about the video. This will keep them engaged rather than having them work by themselves.

-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 .