VOCATIONAL: WORK BEHAVIORS -...

VOCATIONAL:

WORK BEHAVIORS

T.E.K.S. 119.3 (C-1) The student learns the employability characteristics of a successful

worker in the modern workplace.

Area: Work Behaviors

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OBJECTIVE TEACHING ACTIVITIES

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1. Student will develop job responsibilities. 1. Developing independence should include the

following steps:

a. Prepare a job or work station.

b. Maintain organization and order while

working.

c. Get the necessary materials.

d. Clean the job area when finished.

e. Ask for assistance when appropriate.

f. Maintain appropriate interaction with

co-workers.

2. Establish specific routines during various

times of the day in which the students can

apply the above concepts (snack time, class

time, clean-up time, etc.).

NOTE:

These jobs should be located in the classroom at the

elementary level as opposed to the community at

later levels of training.

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RESOURCES/MATERIALS

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E-1

T.E.K.S. 113.3 (1.10) The student understands the purpose of rules and laws.


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2. Student will identify the importance 1. Put up a chart in the classroom listing class-

of following directions in school room rules in ―job‖ terminology.

and at work. Ten Ways to Keep Your Job

(And Not Get Fired!) ________________________________________________

1. Go to work every day.

2. Be on time.

3. Be prepared. 4. Follow your supervisor’s directions.

5. Do your very best work all the times.

6. Finish all your work. 7. Be king and cooperative with other workers.

8. Respect the rights and property of others.

9. Keep your work area neat. 10. Remember that a friendly worker will always

be more successful than an unpleasant worker!

________________________________________________

NOTE:

Illustrate the chart with pictures or symbols for non-

readers or students who need visual cues.

2. At the beginning of the school year, explain

to the students how the work habits they

develop now will help them when they are

older and get a job. Discuss all rules in

relation to both the world of work and

school. Review the chart several times

during the first month of school. Refer to it

as needed during the remainder of the year.

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RESOURCES/MATERIALS

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Classroom Rules Chart

E-2

T.E.K.S. 113.3 (1.3) The student understands the concept of time and chronology.


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3. Student will complete a task correctly, 1. Assign the students a task, such as sorting

within an appropriate amount of time. (coins, colors, shapes, numbers, letters,

buttons).

2. Initially, assign each student the same task.

3. Have the students of comparable abilities

challenge one another. The rules for the

match are:

a. The task must be done correctly.

b. The task will be judged according to

how much has been completed.

4. Start the challenge match at the beginning of

the ―William Tell Overture‖ and stop at the

end of the song. A substitution (―Hi-Ho,

Hi-Ho, It’s Off to Work We Go‖, or ―I’ve

Been Working on the Railroad‖) could be

made in the selection of the song.

5. Determine the winner of the race and reward

him/her accordingly.

6. Have the students perform a given task

several times, challenging only themselves.

A record/graph can be kept to record the

results at the end of each interval in order

for the students to visualize their progress.

NOTE:

Both accuracy and speed are necessary. Teacher

should wait until students have these skills.

7. Progress from using music as a motivation

to the timer, to the clock, to no motivational

tool other than the personal satisfaction of

working at a satisfactory rate.

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RESOURCES/MATERIALS

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Materials for sorting

―William Tell Overture‖

―Hi-Ho, Hi-Ho, It’s Off to Work We Go‖

―I’ve Been Working on the Railroad‖

Timer

Clock

E-3

T.E.K.S. 128.2 (K.1) The student listens attentively and engages actively in a variety of

language experiences.


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4. Student will perform a series of 1. Prepare a tape recording of a variety of

assignments in response to verbal instructions ranging from serious to silly.

instructions. Such instructions could be:

a. ―Feed the fish. Not too much! Just one

pinch.‖

b. Go to Mr. Johnson’s office and say

―Good Morning‖ to both Mr. Johnson

and Mrs. Stevenson.

c. Choose a piece of red, white, and blue

paper form the paper drawer. Make a

sailboat with the paper using scissors

and glue.

d. Write your name three times on the

paper next to this tape recorder.

e. Help clean up Warren School: Take the

brown bag on your desk; go outside;

find five pieces of litter and place them

in the bag.

f. Tell Mrs. Mill, ―I am finished with the

listening tape.‖

NOTE:

Provide a checklist for students to record each

completed task. This tape recorder should be set up

at a listening center. (Since many students work most

efficiently without any visual or auditory distractions,

use earphones to alleviate many distractions.

2. The students may need to practice using the

tape as a group before they are expected to

use it independently. Review the mechanics

of the recorder. The sound of a bell, timer,

or a command ―now turn the tape recorder

off‖ will be necessary between instructions.

3. Prepare several sets of instructions to

prevent the students from memorizing what

is requested.

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RESOURCES/MATERIALS

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―Auditory Skills‖, (Grades K-1),

A Frank Schaffer Publication

E-4

T.E.K.S. 119.3 (C-1) The student learns the employability characteristics of a successful



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5. Student will perform ―employee‖ 1. Call the students ―employees‖ while they

responsibilities to the best of are on their job site (in the classroom, on

his/her ability. the playground, in the cafeteria, etc.).

2. Discuss ―employee‖ responsibilities and

methods of evaluation at the beginning of

each day or lesson.

3. At the end of every ―work day‖, evaluate

employees as to performance, attitude,

behaviors, appearance, etc. Choose specific

areas to be evaluated at the completion of

each work day.

__________________________________

Day ______________ Week _____

Month ____________

―Employee‖ Names________

__________________________________

Attends

Regularly________________________

Arrives on

Time____________________________

Follows

Directions_______________________

Cooperates

With Employer___________________

Completes

Work___________________________

Demonstrates

Good Grooming___________________

Clean Work

Area____________________________

4. Select an ―Employee of the Day‖ and

provide him/her with a badge. Instruct the

student to wear the badge home and return it

on the following day. This will teach the

―employee‖ responsibility.

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RESOURCES/MATERIALS

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―Badge-A-Minit‖ Kit

E-5

T.E.K.S. 113.2 (K.7) The student understands the importance of jobs.


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6. Student will develop endurance in Gradually increase the amount of time the students

work situations. are involved in a vocationally related daily routine

with the eventual goal of attending to task for at least

thirty minutes.

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RESOURCES/MATERIALS

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E-6

T.E.K.S. 119.28 (C.1) The student learns the employability characteristics of a successful



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7. Student will inspect objects for 1. Give each student 75 whole and 25 defective

quality work. craft sticks. Instruct them to sort the two

into two medium sized plastic containers.

2. Give each student a box of 10 whole and 10

broken (in half) tongue depressors. Supply

two trays for sorting. One should have an

outline of a whole tongue depressor in the

bottom.

3. Give the students several piles of paper,

such as notices or menus, that have been

stapled in half and are going to be sent

home. Tell them to look at each individual

paper to make sure the staple has gone

through and is holding the other side of the

paper. Encourage them to separate those

that are not properly stapled into a pile and

bring them to you when the task is

completed.

4. Have the students fill the coke machine.

Check the machine to assure that all slots

have been filled.

5. Assign the students classroom jobs (dusting

shelves, erasing the blackboard,

straightening chairs, watering plants, and

picking up trash). Appoint one student as an

inspector who will check work and report to

the teacher. Rotate responsibilities so each

student will have an opportunity to be the

inspector.

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RESOURCES/MATERIALS

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Whole and defective craft sticks

Whole and broken tongue depressors

Coke machine

Needed supplies for classroom jobs

Notices or menus

E-7

VOCATIONAL:

WORK BEHAVIORS




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1. Student will demonstrate improvement 1. Develop a point system in which the

in working with peers and in completing students receive points daily for categories

class assignments. such as punctuality, bringing materials,

completing assignments, quality of work,

and getting along well with others in the

classroom. Make sure parents are familiar

with the point system. Ten points can be

earned daily (or per class period) with the

opportunity to earn additional bonus points.

Record these points daily on each student’s

folder.

2. Make a ―Job Ratings Chart‖ for the class (or

each class period) with all students’ names

listed. At the end of each week, write the

total number of points earned on the chart

next to the student’s name. Refer to these

points as ―Job Ratings‖ (see example).

3. Construct a chart explaining what the ―Job

Ratings‖ mean (see example). Display this

chart in the classroom. Discuss individual

job ratings weekly.

4. Failure to reach a certain number of points

during the week results in ―getting fired‖.

a. Fired for the first time:

(1) Letter to parents and the student.

(2) Rehire conference with the student.

b. Fired a second time in one six weeks

period.

(1) Require parents’ attendance at

Rehire Conference.

How’s Your Job Rating?

________________________________________________________________________

Week Week Week Week Week Week Week Week Week Week Week Week

Period #3 1 2 3 4 5 6 7 8 9 10 _ Andre’ 50 47 51____________________________________________

Becky 48 51 56____________________________________________

Charles 53 52 56____________________________________________ Diana 58 59 57____________________________________________

Ed 42 45 44____________________________________________

Frank 36 38 40____________________________________________ Gustavo 49 44 47____________________________________________

Harold 55 53 53____________________________________________

________________________________________________________________________

M-1


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(Continued)

Job Ratings

_________________________________________________________

55+ Excellent Worker—You consistently do a job in a pleasant, cooperative

manner. Any boss would be glad to hire you!

50-54 Very Good Worker—You usually try very hard and get the job done.

You get along well with others. 45-49 Fair Worker—You usually do well, but you don’t really try your hardest.

You might be having some problems with other workers.

40-44 Poor Worker—If you don’t shape up, you’re in danger of getting fired! 39- You’re Fired! No boss wants a worker who does not follow directions,

does not get along with others, and does a poor job!

Re-hire Conference (detention) required. Parent conference required, if fired more than once per quarter.

________________________________________________________________________

NOTE: The same type of system can utilize pennies in place of points.

As students collect pennies for their work, they can practice making

coin exchanges. Rather than turning in points for a reward, students

purchase the reward with their money. This is an effective way to

practice money skills in a functional way each day.

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RESOURCES/MATERIALS

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Student Folders

Job Rating Chart and explanation

M-1




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2. Student will develop job Have the students complete the following tasks with

responsibilities. increasing independence:

1. Follow daily work schedule, including

clocking in and out and taking breaks.

2. Know acceptable dress code and dress

appropriately. Display acceptable grooming

and personal hygiene.

3. Prepare job or work station.

4. Maintain organization and order while

working.

5. Obtain necessary materials.

6. Replenish supplies as needed.

7. Clean job area when completion is

accomplished.

8. Demonstrate safety precautions while on the

job.

9. Identify and communicate with people, in

charge when assistance is needed.

10. Respond appropriately to suggestions by

supervisor or co-worker.

11. Initiate and maintain appropriate interaction

with supervisors, co-workers and customers.

12. Evaluate one’s own job performance and

demonstrate initiative by taking steps to self-

correct and improve.

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RESOURCES/MATERIALS

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M-2




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3. Student will identify satisfactory time 1. Provide a demonstration of job performance

frames required for specific jobs. in the classroom or workshop.

2. Ask the students to perform a specific job

within a specific time frame.

3. After completing the above activity, provide

the students with feedback on the quality of

their performance.

4. Encourage the students to evaluate their

performance in regard to the time allotted.

5. Provide examples of school personnel who

work within time frames.

a. Cafeteria Manager : Arrives early to

prepare breakfast before school and

lunch by noon. Must also be

responsible for completing clean-up and

bookkeeping before clocking out.

b. Custodian : Arrives early to unlock the

building and adjust the temperature,

cleans rooms when vacant, cleans

cafeteria following lunch, and cleans

restrooms following student dismissal.

c. Nurse : Administers medication at

specific times during the day as directed

on the prescriptions.

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RESOURCES/MATERIALS

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M-3




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4. Student will identify potential hazards 1. Provide a demonstration of typical safety

on the job and at school. Hazards found in specific job groups

(slippery floors, cluttered stairwells, toxic

chemicals, moving machinery, etc.).

2. Discuss with the students how to eliminate

or minimize various hazards.

3. Ask the students to choose five different

occupations in which potential hazards are

obvious (cook, machinist, janitor, truck

driver, homemaker).

a. Have the students locate pictures from

catalogs and magazines that show

possible hazards in the specific

occupations chosen (cook – appliances

and tools; machinist – tools and

machines; janitor – vacuum, mop and

buffer; homemaker – appliances and

smoke detector). This project could be

done individually, with each student

responsible for all five occupations, or

as a group, with one student responsible

for one occupation.

b. Put these pictures on construction paper

or tagboard.

c. Next to each item, list the name of the

item and why it is a potential hazard.

d. Conduct a class discussion on the safety

precautions necessary to avoid the

potential hazards listed.

e. Plan a Community Based Instruction to

a job site and discuss dangers related to

the occupation. Focus on safety at the

particular job site. Discuss procedures

for reporting hazards or injuries.

4. Discuss common hazards at home and at

school. Discuss precautions taken to avoid

accidents. Develop posters to depict

common hazards in various environments

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RESOURCES/MATERIALS 5. Arrange for the students to prepare a meal.

----------------------------------------------------------- Discuss hazards in the kitchen. Monitor the

Magazine/catalog pictures students’ activity for safety procedures

Poster board in the kitchen.

Meal preparation items

Job site

M-4




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5. Student will ―give‖ and ―accept‖ 1. Discuss the roles of a ―supervisor‖ and

supervision in small-group situations. ―worker‖ in a work situation. Examine

specific work situations within the school.

2. Divide the class into groups of three to five

students each. Choose one student in each

group to act as the ―supervisor‖. Give each

―supervisor‖ a card explaining a simple

work task. It is the ―supervisor’s‖ job to

instruct the ―workers‖ in his/her group and

oversee their performance.

3. Have each ―worker‖ complete a ―Supervisor

Rating Chart‖ (see example).

4. Repeat until all the students have had the

opportunity to be a ―supervisor‖. (This can

be done on successive days).

5. Explain to ―workers‖ that they must justify

their ratings.

Supervisor Rating Chart

_______________________________________________________________

Name of Supervisor:___________________________________________

Name of Worker:______________________________________________

Activity:_____________________________________________________

Circle the answer you choose for each question: 1. Did you understand the supervisor’s directions? YES NO

2. Did the supervisor answer the workers’ questions about the directions?

YES NO 3. Did you cooperate with the supervisor? YES NO

4. Was the supervisor fair in handling problems? YES NO

5. Was the supervisor available to help with problems or things you did not understand? YES NO

6. How would you rate this supervisor? GOOD OKAY POOR

7. How would your rate your cooperation with this supervisor? GOOD OKAY POOR

__________________________________________________

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RESOURCES/MATERIALS

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Work task cards

Supervisor Rating Chart

M-5




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6. Student will identify reasons for 1. Ask the students to identify situations in

working with others and will recognize which there is cooperation and shared

the importance of individual components responsibility.

in a cooperative effort. 2. Encourage students to participate in team

sports.

3. Ask one of the coaches to discuss

the importance of cooperation in athletics.

4. Provide the students with an activity in

which one member fails to cooperate in

order to demonstrate the dependence of a

group upon individuals.

5. Show a video of assembly line production to

emphasize the importance of individual

participation and cooperation.

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RESOURCES/MATERIALS

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Film of assembly line production

Athletic coach

M-6




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7. Student will complete a task which 1. Discuss the reasons for working with other

involves other persons. persons.

2. Identify activities in which persons working

together do a job efficiently.

3. Discuss the pro’s and con’s of working as a

―team‖.

4. Assign two of the students to a task. Such

tasks could include collating and stapling

papers, lifting a box, stuffing envelopes,

bagging newspapers, moving a table,

delivering two items to two separate

individuals, washing a car, popping popcorn

for the classroom, clipping a 5‖x7‖ card to

an 8 ½‖ sheet of paper, cleaning the

classroom aquarium, etc. Include a quality

control person or team when appropriate.

5. Assign one student the task of collating and

stapling sets of six sheets of paper in a thirty

minute period of time. Assign the same task

to a group of three people. Compare the

results and discuss the benefits of teamwork.

6. Have the students discuss what they like or

dislike about working with others. Explain

that it is not particularly necessary for one

worker to like his co-worker.

7. Have the students participate in games in

which cooperation is required to reach a

goal.

8. Give the students a task that requires two or

more people to complete (carry a table

down a hallway).

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RESOURCES/MATERIALS

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M-7




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8. Student will get along with co-workers. Instruct the students in the following principles:

1. Treat others the way you would like to be

treated.

2. Cooperate and do your best to be helpful.

3. Be friendly and polite.

4. Take care of your own business.

5. Talk to other workers at designated times

only.

6. Talk in a soft voice.

7. Give suggestions on a better way to do

things.

8. Don’t argue.

9. Talk about events, not people. (Don’t

gossip.)

10. Leave your problems at home.

11. Have a sense of humor.

12. Avoid ―tattling‖ on others.

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RESOURCES/MATERIALS

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―I Feel Mad. Now What?‖ (posters by PCI)

Getting Along With People

Illustrated readers with worksheets

M-8




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9. Student will deal with problems Students should be encouraged to:

at work.

1. Recognize and take responsibility for

mistakes.

2. Don’t let a problem get too big before

dealing with it. Have the students think of

problems they might encounter on certain

jobs and different solutions to the problems.

3. Talk to the supervisor if the problem calls

for it. Decide when such an action is

appropriate.

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RESOURCES/MATERIALS

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M-9




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10. Student will develop a good work 1. Instruct the students in the following

attitude. principles:

a. Admit when you make a mistake.

b. Take helpful criticism/compliments.

c. Keep trying until you do a good job.

d. Do what you say you’ll do.

e. Take the initiative to learn new things

when you can.

f. Help others when you can.

g. Don’t complain. Keep complaints to

oneself.

h. Look at the bright side of things.

i. Meet co-workers halfway.

j. Keep your cool ; don’t get angry.

Stress these in daily activities.

2. Provide situations and solutions for the

students to discuss and consider (the best

way to deal with anger is to: face it and then

cool off and/or hide it and wait for people to

explode).

3. Reinforce students who exhibit a good work

attitude and point out exactly what is good

about the attitude.

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RESOURCES/MATERIALS

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M-10




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11. Student will maintain an accurate 1. Display pictures of a variety of workers.

record of the hours and minutes (Magazines are a good source for these

worked at school. visual aids.) Ask the students whether they

think each one is paid for the job by an

hourly wage or with an annual salary.

2. Discuss how an employer determines the

time worked for someone paid by the hour.

3. Secure time cards and sign-in charts from

several local businesses. Display and

explain each one.

4. Reproduce a time card for class use. Make

each student responsible for maintaining

his/her record of the time spent at school.

They should write the time they arrive at

school; leave for lunch; return after lunch;

leave the school. Total the amount of time

worked at the end of the day.

5. Locate a time clock for the classroom.

(Contact the local vocational school, district

work-study coordinator, or area businesses).

6. Mention that time clocks, rather than hand-

written time cards are used in many

businesses. Explain the advantages and

disadvantages.

7. Measure the students work time with a time

clock. Model the correct way to insert time

cards into the machine. (Total hours and

minutes worked must still be computed by

each individual.)

8. Devise an economic system with tokens or

money based on the time spent working in

the class. The students can accumulate

weekly pay to purchase desirable activities

(popular games or puzzles; listening to

popular music; socializing; etc.). This is an

excellent way to motivate the students to be

on time.

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RESOURCES/MATERIALS

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Magazine pictures of workers

Time cards

Sign-in charts

Time clocks

M-11




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12. Student will be on time to school and 1. Invite a local business owner (preferably one

all school related functions. who employs area youth) to visit the class.

Ask him/her to discuss the importance of

being on time for all work-related activities.

Discuss the importance of previous school

attendance to a prospective employer.

2. Require the students to note tardiness on

their time cards. As a group, decide what

the consequences should be for being late

more than 5% of the time.

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RESOURCES/MATERIALS

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M-12




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13. Student will call the school to report 1. Get permission from the principal before

an absence caused by illness or instituting this policy! It is also helpful to

other acceptable reason. enlist the support of the school secretary or

attendance clerk.

2. Ask the students if they have ever known

someone who was sick and unable to go to

work. What did the person do? Continue

the conversation until a student mentions

―calling-in‖ to report an absence. Discuss

why it is important to inform an employer if

one is unable to go to work.

3. Inform the students that they have a

responsibility to contact the school if they

will be absent. Relate this with the reasons

for notifying an employer.

4. Review proper phone etiquette.

5. Provide an opportunity for each student to

practice calling the school to report an

absence. (This is a good time to review the

use of a directory to locate the school’s

phone number.) Stress the need to be polite

and concise.

6. Remind the students that they are still

responsible for providing a note from a

parent or guardian when they return to

school.

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RESOURCES/MATERIALS

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Telephone

Telephone directory

M-13




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14. Student will successfully perform 1. Meet with a variety of school personnel to

a job within the school setting by set up several in-school work sites. Stress

adhering to all requirements of the that the goal is to provide the students with

program. opportunities to learn how to perform jobs

accurately and responsibly. Determine

exactly what the students will be required to

do.

2. Record all expectations for each job. Be

specific. Display these in the classroom.

(See example for office workers.)

3. Review the requirements of each job-site

with the students. Encourage questioning

for clarity.

4. Explain clearly the purpose of the school-

work program to parents. (Send them a

letter or talk to them in person.) Stress the

value of the experiences gained through

work in the supply room, kitchen, office,

library, lunchroom, etc. Parental support is

essential!

5. Assign jobs by posting a work schedule.

The students must check to see where and

when they work. Indicate to whom the

student should report.

6. Supervise the students’ work carefully.

Encourage feedback from supervisors at

each job-site to insure quality work.

7. Provide an evaluation form to keep track of

the students’ performance. Make

expectations clear.

___________________________________________

Office Worker

1. Report to the office very day at 11:00 a.m.

2. Deliver messages.

3. Operate the Xerox machine.

4. Seal and stamp envelopes.

----------------------------------------------------------- 5. Collate papers.

RESOURCES/MATERIALS 6. Run errands assigned by the secretary.

----------------------------------------------------------- 7. Sort mail into staff mailboxes.

Items as specified in activities 8. Return to the classroom at 11:45 a.m.

___________________________________________

M-14




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15. Student will develop endurance in 1. Initially involve the students in at least

work situations. one-two hour block work experience weekly

and progress to at least two experiences

weekly. (Total of four hours.) One

work session per week should be at a

community work site.

2. Decrease the number of teacher contacts

required to one or two contacts per two hour

period.

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RESOURCES/MATERIALS

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M-15

VOCATIONAL:

WORK BEHAVIORS

T.E.K.S. 119.3 (2) The student identifies and safely uses hand and power tools.


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1. Student will identify major reasons 1. Describe typical safety precautions used

for practicing safety and will follow in industrial jobs (wear protective

safety instructions on the job. goggles, protective shoes, rubber gloves,

hard hat, and nose/face mask).

2. Ask the students to describe special

instructions required when working on

certain jobs at school.

3. Discuss with the students reasons safety

standards are required on jobs (protection of

self and others, maintaining production

standards).

4. Make a bulletin board listing reasons for

practicing safety on the job.

5. Plan a Community Based Instruction to local

industries and businesses and point out

various safety signs posted. Discuss the

meanings and reasons for these signs.

6. Invite a speaker to visit the class to discuss

situations where accidents happened and

how they could have been prevented (shop

teacher, local businessman, etc.).

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RESOURCES/MATERIALS

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Safety Bulletin Board

Local industries and businesses

Representatives from State Employment Service

H-1

T.E.K.S. 119.3 (2) The student learns the employability characteristics of a successful

worker in the workplace.


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2. Student will recognize the need for 1. Develop a unit about the importance

and importance of attendance and of attendance and punctuality (loss of

punctuality. production time, loss of money to employer,

employee could lose his job, could hamper

chance for promotion).

2. Make a bulletin board that lists reasons for

good attendance and punctuality.

3. Discuss the various causes of tardiness and

absenteeism (illness, missing a bus, getting

up late, etc.).

4. Discuss with the students what to do in case

of absence or tardiness on the job.

5. Have the students discuss the difference

between a legitimate vs. an illegitimate

reason for tardiness or absenteeism.

Practice situations involving tardiness or

absenteeism:

a. Have situations printed on cards (see

examples).

b. Two students role-play each situation:

one is the worker, the other is the

supervisor.

c. The worker calls (or talks to) the

supervisor, giving reason for being late

or absent.

d. The supervisor determines whether the

reasons is legitimate or not and

responds appropriately.

H-2


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(Continued)

What’s Your Excuse?

___________________________________________________ Sample Role-Play Situations

1. Worker is late: Car broke down on way to work.

2. Worker is late:

Went to rock concert last night and got home at 2:00 a.m.

3. Worker is late:

Missed the bus.

4. Worker is late: Grandmother called when ready to leave.

5. Worker is late: Alarm didn’t go off.

6. Worker is absent: Sick with the flu.

7. Worker is absent: Out-of-town relatives visiting.

8. Worker is absent: Sister was in an accident.

9. Worker is absent: Nice day to go to the beach.

10. Worker is absent: Applying for another job.

___________________________________________________

6. Have students put together a bulletin board

that lists legitimate vs. illegitimate excuses

for missing work.

7. Have the students discuss what may happen

if one is chronically late or absent from

work (probably get fired). Discuss how this

behavior may hamper the possibility of

getting other jobs when references are

checked.

8. Provide the following class activity:

a. Install a time clock in the classroom.

Place a traditional clock and a digital

clock beside the time clock.

b. Have the students punch their time card

both when arriving and when leaving

the classroom. (This could take place

before and after each break or at the

beginning and the end of the school

day.)

H-2


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(Continued)

c. On a daily or weekly basis have the

students tally the total number of hours

worked.

d. The students could be rewarded in an

appropriate way for perfect attendance

per week (month) and/or for being

punctual on a daily basis.

9. Have the students follow the same

procedures on job sites.

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RESOURCES/MATERIALS

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Bulletin board

Time clock

Time card

H-2

T.E.K.S. 120.22 (1) The student prepares for effective communication skills.


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3. Student will perform a series of tasks 1. Ask the students to collect different types of

in response to written/pictorial instructions. written instructions (simple recipes,

model assembly, etc.).

2. Provide each student with a different set of

written instructions. Ask each student to

explain his/her directions to another student

or to the teacher.

3. Ask the students to prepare a dish or a meal

by following a recipe or constructing a

model from written directions.

ADAPTATION:

Pictures may be used for students who need visual

cues or who have limited reading ability.

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RESOURCES/MATERIALS

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Simple recipes

Model with assembly directions

Food items as specified

Boardmaker Icons

H-3

T.E.K.S. 120.22 (5) The student develops communication skills necessary to address

a changing business environment.


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4. Student will complete a job following 1. Have the students complete a cooking

supervisory instructions. assignment (baking a cake, making a

sandwich, preparing macaroni and cheese),

while under direct supervision.

2. Be explicit in giving directions (perhaps

writing each specific step on a flipchart and

providing pictures).

3. Upon completion of the cooking assignment,

select one students as the ―supervisor‖.

Assign the other students to be the

―workers‖.

4. Have the student ―supervisor‖ direct the

same cooking assignment that has just been

completed and instruct the ―workers‖ to

complete the assignment.

5. Do not interfere with the ―supervisor’s‖ role.

―Workers‖ are expected to follow the

―supervisor’s‖ direct instruction.

6. Discuss with the students their reactions to a

―supervisor‖ and being supervised.

7. Discuss each student’s ability to cooperate

with one another.

8. Invite supervisors from business or industry

to visit the class and to present a discussion

of good and bad responses to their

instructions.

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RESOURCES/MATERIALS

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Items as specified in activities

Supervisors from business or industry

H-4

T.E.K.S. 120.22 (4) The student illustrates proficiency in interpersonal communication.


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5. Student will accept criticism and 1. Encourage the students to recall times when

promptly correct the error. they have been unfairly criticized. Focus

on the emotions this generated and discuss

the results.

2. Refer to the need to respond positively to

criticism (deserved or not) whenever the

situation occurs in the school setting. This

will help the students recognize and cope

with the dissatisfaction of ―supervisors‖.

3. Discuss situations in which an employee is

criticized by the supervisor. (For example:

The employee is expected to take phone

orders and record the needed information on

a standard form. The supervisor confronts

the employee and claims that several serious

errors have been made.) Present such

situations to the class and have them

brainstorm possible responses. Discuss how

an employee might cope with criticism from

an employer. List all suggestions on the

chalkboard. Review the list to distinguish

between positive and negative reactions.

Stress the need to resolve the conflict.

4. Explain that many people lose their jobs

because they lose their temper in the face of

criticism. Provide examples of

inappropriate responses and resulting

consequences.

5. Instruct the students to apply principles

discussed on job sites.

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RESOURCES/MATERIALS

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H-5

T.E.K.S. 120.3 (2) The student applies work ethics, job expectations, multi-cultural

consideration, and communication skills in the workplace.


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6. Student will identify reasons for quality 1. Discuss the importance of quality

standards at school and on the job. standards and rewards for schoolwork which

include:

a. Satisfaction of a job well done.

b. Higher grades.

c. Advanced learning.

d. Parent/teacher approval.

2. It is important to give the students feedback

on their work. Comments on the students’

papers (or oral comments) can be given in

job terms (see examples). The comments

can be typed ahead of time on address labels

and used as stickers to attach to the students’

class work. Have rubber stamps made for

frequently used comments. Comments such

as these may be more meaningful than just a

letter or number grade.

Job Quality Statements

_____________________________________________________

Meets minimum standards for this job.

Exceeds minimum standards for this job.

Far below minimum standards for this job. See your

supervisor for assistance.

Incomplete – unacceptable. Completed before deadline. Bonus!

A high quality job. You are an asset to this company!

Extra training required to meet minimum standards for this job.

Poor quality. Put forth more effort next time.

You are to be commended for your effort and quality work.

(A ―date received‖ stamp can also be used as students’ papers

are turned in.) _____________________________________________________

3. Discuss the importance of quality standards

on the job.

a. A good product will be more

competitive.

b. Greater safety precautions will result in

fewer accidents.

4. Invite the vocational counselor to present a

class discussion of various quality standards,

both in general and for local business and

industry.

H-6


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(Continued)

5. Have the students discuss what might result

from failure to maintain quality standards in

specific jobs (shoddy clothing, spoiled food,

etc.).

6. Make a list of criteria for evaluating the

quality of a specific job or task.

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RESOURCES/MATERIALS

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Vocational Counselor

H-6

T.E.K.S. 122.2 (2) The student relates personal development to choices in life.


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7. Student will increase endurance in Teacher should provide for a variety of daily work

work situations. experiences. Work sessions should be at least four

hours in length, two to three days each

week. Training at community vocational sites should

be a regular part of these experiences.

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RESOURCES/MATERIALS

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H-7

VOCATIONAL: WORK BEHAVIORS -...

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