INSTRUCTIONAL LESSON PLAN

Teacher: / Subject:Work Place Readiness / Approximate Hours Needed: 90 minutes
Title:Let's Talk About It!
Content:
Work Place Readiness: Communication, Dealing with Co-workers, and Timeliness
Goals/Objectives (The Student Will Be Able To)
Student should be able to identify and demonstrate nonverbal communication, learn how to deal with difficult people, and practice timeliness.
Materials:
Non Verbal Communication
10 junior puzzles; 100 pieces each
All puzzles should be different, however the same theme (i.e.-all puzzles are animals, but each one is a different kind of animal).
Resources:


Lippman, Laura. A Developmental Perspective on College & Workplace Readiness. Child Trends and the Bill and Melinda Gates Foundation.
September 2008.
Dealing with Difficult People
Paper
Pencils
Pre-written situations for groups
Introduction
Dealing with Difficult People Activity:Divide your class into groups with three students in each group. The object of the activity is to present each student with a difficult situation and observe how they handle the situation. Give each group a different situation with no time to prepare, forcing students to think on their feet. Allow at least 15 minutes for this activity.
1. Divide your class into groups with three students in each group.
2. Give the group a difficult situation that could be found in the workplace (i.e.- Two meetings and three deadlines to fill in one day; not sufficient time to complete all tasks).
3. Allow at least 15 minutes for groups to discuss possible ways of handling situations
4.Tell each group to write down their ideas on paper.
5. Hold a class discussion where one student from each group presents their group's situation and their ideas for solutions; discuss the outcomes of each resolution as well as other possible solution.
6. After each group has gone, have the students write individual journal entries on what they learned through the activity and how they can apply it in the workforce.
Description
Pay special attention to the preparation! (The intro activity along with the obstacle course need to be set up prior to class.) To start class, spend roughly 15 minutes on the Introductory activity. This may change depending on class size. Discuss with the student's the situation they were just put through. Allow them 5-7 minutes to write a journal entry. Give a small introduction on how nonverbal communication is important. A lot can be said through gestures or eye movements that coworkers can understand. Give about 20 minutes to the students to participate in the Puzzle Activity. Discuss with them the activity after it is over. Establish the importance of dealing with difficulties, punctuality, teamwork, and nonverbal communication in the workplace. Close with a group discussion or reflection on the student's opinions of how the activity went. Make sure they complete all journal entries for each of the activities (use these for evaluation method).
Practice
Preparation: Teacher should purchase a variety of puzzles. Each puzzle should be the same type, difficulty, and size (number or pieces).
1. Explain to the students that nonverbal communication and teamwork is essential for the game to work. During this activity students may use hand gestures and body language to complete the task.
2. Divide the class into groups of four.
3. Each group should select a puzzle without speaking.How the puzzle is selected and who selects the puzzle is the first task that each group must resolve without speaking.
4. Give the groups about 20 minutes to complete the puzzle using nonverbal communication.
5. Make sure to observe the students during this process and analyze their methods of communication.
6. After the 20 minutes, lead a discussion with the class about the activity and their opinions on its outcome. Discuss each person's role in the group and how they contributed.
Optional: Open all of the puzzles prior to the activity with the exception of one box. Analyze the behavior of the group that selected the box that was unopened. (Did they exchange the box for an open one? If not, how did they open the box? Was this a time-consuming process?)
Independent Practice
Obstacle Course: The teacher will set up an obstacle course in their room. There will be a set amount of time (i.e.- 1 minute, depending on how difficult the course). The object of the game is to be early or on time before your important meeting that day.
1. Before class, push all the desks against the walls of the classroom.
2. Set up an obstacle course that allows students to physically complete and match daily obstacles to each physical obstacle, labeling each with a sign (i.e.-crawling through hula-hoops is labeled with a sign of a broken alarm clock OR have a chair labeled with a Stop Sign "saying you have been delayed 5 minutes).
3. Have a time limit prepared according to the difficulty level of your course.
4. When students come into class explain what the course entails and how it will apply to their daily obstacles. Explain how they have a set time limit to complete the course or "get to their meeting on time."
5. Have the students line up and, allow each to complete the course while timing their progress.
6. After each student completes the course, have them share with the class why it was difficult. Discuss the importance of leaving early and always arriving early to meetings or professional events.
7. Have each student write a journal entry explaining their interpretation of the obstacles course and the adjustments they could make to prevent each obstacle from happening. For obstacles that cannot be prevent, have them explain preparations they could make that would allow them plenty of time to make their meeting on time.
Checking for Understanding
(Refer to journal entry found in Evaluation)
Closure
Discuss what students learned from the activity. Also discuss how they liked it, disliked it, and what they would have liked to have seen different. Allow students to make connections to real-life experiences.
Evaluation
Have students write a journal entry about what they learned with the nonverbal communication, teamwork, dealing with difficulties in the workplace, and being on time.Minimum of 10 sentences. Hand into teacher for grade.
Suggested Questions:
1. How is nonverbal communication important?
2. How did you incorporate body language with the activities?
3. Did a leader emerge from the activity? What did you emerge as a leader or follower?
4. What kind of nonverbal communication did you use and observe? How did those types of communication affect the problem solving process?
5. Did your group work together. If so, how? If not, why?
6. Did the students enjoy the activity? How would they change this activity?
7. What difficulties did your group face? How did you approach them?
8. How did the obstacle course help you manage your time?
9. How did you manage your way around the objects?
10. What did you learn while dealing with a difficult situation?
Teacher Reflections
Did the activities work? What have I learned that I can improve the next time I give the lesson? What have I learned that I will not do next time?