A Safe and Welcoming Environment for All

1 Star2 Stars3 Stars4 Stars5 Stars (No Ratings Yet)
Loading...
FavoriteLoadingAdd to favorites
  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Practicum in Human Services

  • TEKS Student Expectations

    • (5) The student establishes a physically and psychologically healthy environment to inspire client confidence in services provided. The student is expected to:
      • (A) identify locations suitable to offer human services safely such as accessibility to transportation, safety and security of the location
      • (B) incorporate a functional work environment, equipment needs and required utilities for offering human services
      • (C) create a psychologically suitable environment such as implementing elements of a non-threatening environment or using social skills needed for a diverse population
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • provide examples of evaluating the work environment
    • summarize how to provide an emotionally and physically safe work environment
  • Rationale

    Script:

    The physical aspects of a workplace environment can have a direct impact on the productivity, health, safety, comfort, concentration, job satisfaction and morale of the people within it. Physical aspects can impact employers, employees and clients. In preparation for careers in the field of Human Services, this lesson will provide an excellent opportunity to better understand many important factors in creating a safe and welcoming work environment for everyone involved.

  • Duration of Lesson

    Three 45 minute class periods

  • Word Wall

    Accessibility: Able to be used or obtained

    Client/customer/patron: A person who pays a professional person or organization for services

    Environment: The conditions that surround someone or something : the conditions and influences that affect the growth, health, progress, of someone or something

    Diverse: Made up of people or things that are different from each other

    Functional: Designed to have a practical use

    Non-threatening: Not likely to cause someone to be afraid or worried

    Safety: The state of not being dangerous or harmful

    Security: The state of being protected or safe from harm

    Utilities: The quality or state of being useful

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for PowerPoint™ presentation
    • computers with Internet access (be sure to follow district guidelines)

    Materials:

    • glue
    • scissors

    Supplies:

    Other appropriate lessons

    How to Effectively Communicate with Clients
    Practicum in Human Services
    http://cte.sfasu.edu/lesson-plans/how-to-effectively-communicate-with-clients

    • copies of handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Prior to class:

    Display as many of the lesson-related supplies (see Materials or Specialized Equipment Needed) as you have available on a table in front of the room. Supplies can include:

    Look at the items on the table. How do the items relate to providing a safe and welcoming environment as an employer, an employee or a client?

    Allow time for class discussion.

    Distribute the Anticipation Guide – A Safe and Welcoming Environment for All (see All Lesson Attachments tab) handout prior to viewing the PowerPoint™. Prior to the start of this lesson, the students will read each statement and place a check mark by each statement they THINK is true. After they have answered each statement, students are to put the handout away for later use during Lesson Closure.

  • Direct Instruction with Special Education Modifications/Accommodations

    Note to teacher: Prior to beginning this lesson, review, preview and select the appropriate multimedia for your classes.

    Introduce objectives, terms and definitions.

    Distribute the handout Note-taking A Safe and Welcoming Environment for All (see All Lesson Attachments tab). Teacher will determine the notes to be recorded by students. Inform students that they will be expected to take notes and participate in discussions while viewing the slide presentation.

    Introduce and discuss the PowerPoint™ A Safe and Welcoming Environment for All (see All Lesson Attachments tab). Allow time for questions, answers and classroom discussion.

    Use appropriate notes from Presentation Notes for A Safe and Welcoming Environment for All (see All Lesson Attachments tab) for discussion.

    Using the Note-taking A Safe and Welcoming Environment for All (see All Lesson Attachments tab) handout, students will have an opportunity to reflect upon, review and respond to the information pertaining to the PowerPoint™. They will write a summary of topics or statements which reflect the information from the lesson:

    • Discuss the topic
    • Write down your thoughts
    • Make a real-world connection to the lesson
    • How is this going to help you in a career in Human Services?

    Allow for questions and answers to check for understanding.

    Videos included in the slide presentation:

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • encouraging participation

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute the Tower of Information (see All Lesson Attachments tab) handout. Individually, students will create a 3-D freestanding tower to display text and graphics on the four panels. The tower will be centered around identifying ways to provide a physically and emotionally safe work environment.

    Instruct the students to:

    • write the information on the four sides of the tower
    • one graphic (may be drawn) on each flap
    • add the information and graphics to the tower prior to cutting and gluing
    • be prepared to share their tower of information with the class
  • Distribute scissors and glue to each student. Allow time to complete 3-D organizer.

    Have students display and explain their organizer components. Allow time for classroom discussion.

    Completion of the handout can be assessed as a daily grade.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • providing students with extra time to answer questions in order to process information before answering
    • providing opportunities to repeat instructions
    • providing special projects in lieu of assignments

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Read the following scenario:

    Scenario: You have been hired as an intern at a local business. The office manager, Dale, has assigned you the task of evaluating the current ergonomics at the place of business. He would like you to identify areas within the business to improve human services safely and develop a functional work environment, equipment needs, and required utilities for the employees. You will conduct an oral presentation outlining your improvements for the business.

    Distribute the handout Safety and Ergonomics Project (see All Lesson Attachments tab). Individually, students will create and present a 5 to 7 minute oral presentation to the class. The project can be based on an actual or faux business. The presentation must include:

    • an evaluation of the current ergonomics of the place of business
    • ways of improving human services safely at the workplace
    • ideas for developing a functional work environment, equipment needs and required utilities for employees and the business
    • a drawing of the layout of the business to identify locations suitable to offer human services safely such as accessibility to transportation, safety and security

    Distribute and review Rubric for Oral Presentation (see All Lesson Attachments tab) prior to the start of the assignment so that students are aware of assessment procedures.

    Keep students focused and on task. Provide assistance if needed.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

  • Lesson Closure

    Review objectives, terms, and definitions.

    Re-distribute the graphic organizer Anticipation Guide – A Safe and Welcoming Environment for All (see All Lesson Attachments tab) used in the Anticipatory Set and allow students to revisit each statement. Students are to respond to the statements again in the after (right hand) column by placing a check mark by the statements they now know to be true and an explanation for false statements. (Key) Anticipation Guide – A Safe and Welcoming Environment for All (see All Lesson Attachments tab) has been provided for your use. As class, compare the two sets of answers.

    Allow for questions and class discussion. Check for understanding.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Projects will be assessed the appropriate rubric.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • minimizing auditory distractions
    • shortened, simplified instructions
    • providing oral responses

  • References/Resources

    Images:

    • Photos obtained through a license with Shutterstock.com™.

    Websites:

    YouTube™:

  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • allow students to use the words in the lesson to find synonyms: words with similar meanings
    • allow students to quietly read aloud (sub-vocalization)
    • teach self-questioning
    • paraphrase key points and have students paraphrase
    • summarize key points and have students summarize
    • use visual imagery
    • use pre-reading and post reading activities to pre-teach or reinforce main ideas
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Other Essential Lesson Components

    Enrichment activity

    Included in the curriculum are:

    • Talking Safety Certificate
    • Talking Safety PowerPoint™
    • Talking Safety Teacher’s Guide
    • Talking Safety Overheads
    • Talking Safety Student Handouts
    • Your Safety IQ Quiz
  • Review the materials and discuss workplace safety and how to prevent accidents.

    • Creating a Safe and Respectful Environment in Our Nation’s Classroooms
      The training toolkit consists of two modules that address bullying in classrooms. It is designed to assist teachers in cultivating meaningful relationships with students while creating a positive climate in the classroom. http://safesupportiveschools.ed.gov/index.php?id=1480
    • Students may take safety quizzes on various topics. Certificates of completion may be printed and place in their portfolios. For additional information, visit:
      http://www.mysafetysign.com/safety-quiz
    • Develop scenarios of natural disasters which include the challenge of a disabled person confronting a disaster in the workplace. Divide the class into groups and have each group determine an action plan for the scenario they are given, including evacuation from the work site and any pertinent health issues of the worker in the scenario. A review of school emergency policies may be a good place to start.
    • Students will research types of discrimination and present the information as a multimedia project. Refer the students to U.S. Equal Employment Opportunity Commission at
      http://www.eeoc.gov/laws/types/index.cfm

    TED Talks:

    TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks videos and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event.

    The video below is related to this lesson. Allow students to view the video, and lead a discussion concerning the TED Talk.

    Niels Diffrient: Rethinking the way we sit down
    Design legend Niels Diffrient talks about his life in industrial design (and the reason he became a designer instead of a jet pilot). He details his quest to completely rethink the office chair starting from one fundamental data set: the human body.
    https://www.ted.com/talks/niels_diffrient_rethinks_the_way_we_sit_at_work

  • Family/Community Connection

    • Invite business owners from the community to discuss workplace safety and ergonomics.
  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)

    http://texasfccla.org

    STAR Events:

    • Chapter Service Project (Display and Manual): A team event – recognizes chapters that develop and implement an in-depth service project that makes a worthwhile contribution to families, schools and communities. Students must use Family and Consumer Sciences content and skills to address and take action on a community need.
    • Entrepreneurship: An individual or team event – recognizes participants who develop a plan for a small business using Family and Consumer Sciences skills and sound business practices. The business must relate to an area of Family and Consumer Sciences education or related occupations.
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to the lesson. For additional information on service learning see:
    http://www.nylc.org

    Evaluate your school for ways to improve ergonomics on campus. Interview the school nurse, secretary, administrators, custodians and food service employees for possible problem areas and determine solutions for each area. Conduct a fund raiser to purchase new equipment for school employees.

No Comments

Leave A Reply