Table of Contents
A-01 Self Help
B-02 Perceptual Motor
C-03 Language Development
D-04 Social Skills
E-05 Communication
F-06 Visual/Sensory
G 07 Reading
H-08 Language Arts
J-09 Math
Q-15 Life Skills
R-16 Vocational Training
N-13 Arts
Long Term Goals, Short Term Objectives and Behavioral Objectives
R-16 Vocational Training
R2- Act as a personnel director and have the student play the role of an interviewee. Then reverse roles. Have other students respond to the role playing by discussing both the good and bad techniques observed. Select different volunteers for role playing each day.
R4- Arrange for the students to answer the telephone one class period per day in a school office to give them further competence in answering and calling on the phone. Then have them practice arranging for job interviews on the phone.
R5- Ask student to choose 10 products or services he/she needs from the newspaper. He/she is to look them up in the yellow pages and list the name and phone number. Instruct student to role play the call with a partner.
R6- Ask students to identify the special features of file folders (tabs, scoring, fasteners, pockets, and hangers). Have them label these parts on a folder.
R7- Ask students to list correct clothing for welding. Give points for each correct answer. Example: wear an apron or shop coat, coveralls that resist fire, head and hair should be protected by a welder’s cap etc.
R8- Ask students to present all rules they can think of (school, home, community) and list them on board. Discuss why these rules were established and what occurs when they are broken.
R9- Ask students to tell the difference in preparing canned, frozen, and fresh vegetables. Have them then prepare each of these. Bring in labels from frozen and canned vegetables and read cooking instructions.
R10- Assemble a project such as a bench, a carpenter’s tool box, or other wood project. Have students sand each piece of rough wood to a finished surface. Use different grades of sandpaper and a sanding block to achieve the finished surface.
R12- Attitudes are contagious. Have the students identify selves as ones who do not like to do school work and ones who like school. Set up a panel discussion. Have those who dislike school work tell why and have those who enjoy school tell why. During the panel discussion, try to sum up how one’s attitude affects the job performance.
R14- Brainstorm a list of work opportunities with students. Write each on a slip of paper and place in a jar. Draw them one by one, listing the personal characteristics needed for that job. Have students compare list with a self- made list of personal characteristics to deem appropriateness.
R15- Compare the varieties and uses of bread. Demonstrate how to bake bread. Have students bake their own. Bring to class an assortment of ready-made breads available. Discuss and taste.
R16- Compose a bulletin board showing photographs of the school’s secretary, teachers, aides, bus drivers, custodians and other appropriate careers. Near the photographs, list their occupation and the requirements for each. On the board, list the class names and what career each student plans to pursue.
R17- Contact the Bell System educational relations program in your local Bell Telephone office to borrow the business phone trainer, which contains a switchboard device with four telephone lines. The students can practice their skills on the phone and practice speaking to others to arrange job interviews.
R18- Create a contract with the student that focuses on five worker traits or actions he/she must follow to be a successful employee or student. In the contract, list specific behaviors which will be observed for a certain length of time. Fulfillment of the contract will be rewarded.
R19- Cut out two sets of numbers 1 to 10, 2 sets of shapes (square, rectangle, circle, triangle), 2 sets of a variety of animals. Glue 1 set of the animals, numbers, and shapes into different pie tins. Students match the second set of paper objects to the pie tins.
R20- Define specific behaviors to be demonstrated by the student in a contract with the student/class. In the contract list specific target behaviors, levels of performance, time guidelines and consequences for both compliance and non-compliance. Give reward or privilege to students who comply.
R21- Demonstrate how to carry a bead with a filler rod. Have students then work in pairs and try to complete this skill. Evaluate their own work.
R22- Demonstrate how to light a welding torch and adjust it. Have students follow a step-by-step procedure and state verbally the procedure before beginning. Have all students demonstrate their ability to light and adjust the torch.
R23- Demonstrate the many uses of a saw. Give students an opportunity to use a hand saw using a block of wood to guide the saw through the cut. Have students mark the wood and saw different sizes of wood without the use of a guide.
R24- Demonstrate to the class a horizontal finger waving and a vertical finger waving and do a patron’s hair. Have the class identify the type of finger waving done on the patron. Have them practice on each other’s hair with both types.
R25- Design a personality inventory for students. Include points on personality traits (creativity, honesty, common sense), and physical appearance (dress, grooming, posture, voice, speech) which indicate what type of image is portrayed at an interview. Have students analyze their image and improve upon it.
R26- Develop a skills assessment worksheet. Have students think of a job which they have performed in the past and list all the duties and skills needed for this task. Use these skills to develop a worksheet. Have the students assess themselves so that they can compile a list of personal assets which they possess for future interviews.
R27- Develop an activity in the classroom which will require assembly line work such as assembling gift packages for a nursing home, collating worksheets or collecting the correct number of screws and bolts to assemble an object. Students working on the project must complete all work assigned.
R28- Develop duty sheets for assigning each student a specific area or tool of maintenance. Assign shop foreman to oversee daily completion of jobs. Use posted check list to record achievements.
R29- Discuss how different our society would be if we did not have a formal school setting. Discuss further the role our schools play in society and in the world of work. Have students role-play an employer trying to fill a position and the applicant did not go to school for his/her education.
R30- Discuss job hunting with the students. Show them how to locate job openings by use of want-ads in the newspapers, employment agencies, signs, and job placement services. Have the students keep a booklet of all of the jobs which they can find in their community and list where they located the job opening. Share the booklets with their classmates.
R31- Discuss school rules, handbook, and disciplinary actions. Reward students for good personal behavior with awards, praise, and passes to a social study hall.
R32- Discuss the importance of following safety procedures and how safety procedures are used everywhere. Have the students come up with safety procedures that the various sports programs must follow in school. Then have the students come up with important safety procedures that they will need to follow for particular jobs.
R33- Discuss the student’s parents’ jobs. Have them come up with some safety procedures that their parents would have to follow while on the job. Then have the students make a list of these items and take them home to their parents to see if they have additional ones. Have the students explain why their parents have to follow these procedures.
R35- Discuss with the students good personality traits such as being cooperative, having a good attitude, being dependable, using good judgments, being confident, and maintaining poise. Have the students role-play these characteristics.
R36- Display different pictures of the flames used for oxy-acetylene cutting on the bulletin board. (Examples: neutral cutting flame without excess of oxygen and/or acetylene, oxidizing cutting flame, etc.) The students will then be asked to practice adjusting the flames until they are familiar with all the flames and can adjust the neutral flame with precision.
R37- Display examples of satisfactory weld beads in 1/8 inch milled steel plate (welded in the flat position, using a no. 3 tip and a 3/32 inch filler rod and a neutral flame). Have students practice until their beads conform to this example.
R38- Display the equipment necessary to perform oxy-acetylene welding. Have students put equipment together and name each part as this is done. Light the torch and adjust the flame of done correctly.
R39- Draw a place setting on each of the place mats that the students will be using. Have them match each item with its picture. Replace the pictured place mats with plain ones after they have gained enough practice.
R40- Draw a standard oxyfuel gas cutting torch on the bulletin board. Have the students label each one of the parts. After they label the parts, have the students read the name of the part verbally to the class.
R41- Dress 2 mannequins, one dressed properly for welding, the other dressed improperly for welding. Have students identify the proper dress, and dressed in correct clothing, demonstrate their welding skills.
R42- Explain to students that sometimes job applications may be filed by the type of work that people are able to do rather than by people’s names. Set up an employment agency in the classroom and have the students file correspondence according to subject rather than name.
R43- Fill plastic spray bottle (plant mister) with water. To Show germs emitted when people cough or sneeze, squirt water across room, asking ‘affected/ infected’ students to stand when water drops touch them. Discuss precautions (cover mouth, wash frequently) to prevent spreading germs.
R44- Form student committees to suggest guidelines for appropriate dress in the office. Collect photographs from magazines showing appropriate dress, then make collages with them. Have committee members make recommendations on how employees should dress and act in a business situation.
R45- Get maps from a filling station. Give directions to a particular city and see if the students can locate the city. The students will have to listen closely to the directions. Then have the students give directions to a city.
R46- Give a demonstration and talk to the students on the parts of the AC/DC welder and explain what each part does. Name the parts and put these names on the board, on the welder, or on paper. Later give the students a list of all the parts of the welder and ask them to place the correct name by the part on the AC/DC welder.
R47- Give a demonstration on the proper use and safety of a sharp tool. Have f students use several sharp tools, with close teacher supervision. Select a student of the week and acknowledge the student for the best safety practices.
R48- Give each student a real work situation they may have to face in the near future. Assign them the task to make a decision. The student must give their reasons why and the factors that influenced their decision. Have the students repeat this activity several times. Discuss their choices in a group setting.
R49- Give students 5 forms which contain typing errors. Ask them to correct each form with a different correction method (eraser, liquid, correction paper, correction tape, and correcting typewriter). Have them display their finished forms on a bulletin board. Have students select the form they think is corrected best and tell why they think as they do.
R50- Give students 5 recipes and ask them to either double them or cut them in half. Have students select one to make for class. Review multiplying fractions before they begin converting recipes.
R51- Give students a chart with gas pressures for different sizes of cutting tips, and thickness of metal in inches shown. Have students read the chart, after they are given a thickness of metal, to see what cutting tip they should use. Tell what the acetylene and oxygen pressure is.
R52- Give students a job for which they will be responsible. Tell them of positions that will need to be filled for this business. Have students write want ads and make signs advertising the availability of these positions.
R53- Give students a list of abbreviations frequently found in want-ads. Have them find abbreviations and their meanings. Decode sample ads. Select one and list the qualifications needed for the job.
R55- Give students a picture of a hair style from a magazine. Have students try to achieve this look on a mannequin with the same hair length and cut.
R56- Give students a piece of sheet metal. Have them carry a pool of molten metal across the plate and produce a weld with closely formed ripples and uniform width. Have students evaluate the strips that they welded.
R57- Give students a work-related problem but not all the known information. Have them interview individuals for information or investigate areas of concern. Collect the information, make a decision, explain why, give factors, and discuss.
R58- Give students an item that they need to sterilize. Have them write down all the steps necessary for sterilization, and then prepare an oral presentation. Video tape the presentation for self-evaluation later.
R59- Give students each a corner joint. Lap weld with an E6010 electrode. Lay the first bead, chip and brush weld. Clean. Check weld surface for pinholes and slag instruction. Continue running overlapping beads until the pad is filled. Close teacher supervision suggested.
R60- Give students each a corner joint. Lap weld with an E7018 electrode. Lay the first bead, chip and brush weld. Clean. Check weld surface for pinholes and slag instruction. Continue running overlapping beads until the pad is filled. Compare end results. Close teacher supervision suggested.
R61- Give students each a corner joint. Weld with an E7025 electrode. Have partners check that beads are properly overlapped. Check for too much overlap. Close teacher supervision suggested.
R62- Give students each a paragraph that has many typing errors (words misspelled with extra letters or not enough). Have them correct this paragraph, inserting or deleting characters.
R63- Give students each a piece of metal 4 inches thick. Use a 1-3 cutting tip and cut a straight line on the metal. Work in groups to complete this. Do many practices and have best cut evaluated by the instructor.
R64- Give students paper plates and colored construction paper to attractively plan a meal. Do preliminary planning by drawing how and where the food will be placed on the plate.
R65- Give students the responsibility to daily water the plants, vacuum the carpets, and dispose of the classroom’s collected trash.
R66- Give students three words in alphabetical order, and an underlined word. Have them draw a line to the spot where the underlined word should be placed in the alphabetical list.
R67- Give students various toppings: grated cheese, parsley, toasted sliced almonds etc. Have them cook their vegetables, then use one of the toppings to garnish and add eye appeal. Award a prize for the best presentation.
R68- Give the name of a document to students. Have them go to the computer and load this document. Have them list the steps they must follow in order to load the program as they do it. Have them read this list to the class.
R69- Give the student a stack of paper with an X marked in the upper left corner of each piece. Demonstrate picking up the paper and placing in the stapler so the X is not seen. Staple on the X. Physically assist the student in placing the paper and stapling. If necessary, the student should stand.
R70- Give the student a supply of items such as screws and empty jars. Place a small mark on the scale where each jar must weigh. The students must remove or add screws to meet the specifications of the job. Give the students different examples to complete, then, add time limitations.
R71- Give the student cloth handkerchiefs and dish towels. Demonstrate folding. Ask student to fold the laundry.
R72- Give the student two items to be assembled such as nuts and bolts. Intentionally give less of one item than another. If the student does not ask for more to complete the job, Ask, ‘What do you need?’. Praise the student for asking for more. Do this with each job until the student asks without being prompted.
R73- Give the students a box of items that have arrived from a vendor. Have the students sort and select items needed to be added to the inventory. Match items according to color, size and more.
R74- Give the students a demonstration on the proper use of a saw. Have several students try doing this activity in front of the class. Then assign all students to saw a piece of wood in two. The teacher will go around and assist all students. Give the students practice time in class.
R75- Give the students a drawing, including all elevations, of a three- bedroom ranch home. The drawings will have each window labeled, interior features, and dimensions included. Give the students grid paper and have them lay out the plans for the three-bedroom home.
R76- Give the students a list of ten names and have them index these names. Have students then use the telephone book to see if they have properly indexed the names.
R77- Give the students a simple task such as folding letters and putting them into envelopes, using just one arm. Next have them do this same task with both arms. After both assignments have been completed, bring the students together and discuss how they felt about their ability to work. Discuss feelings.
R78- Give the students a worksheet that is designed to provide space for them to write in the correct information in order to prepare a resume. After the information is complete on the worksheet, the student will type, using a computer or typewriter, his/her own personal resume.
R79- Give the students an example of a work situation that happened to an individual who got fired. Have the students analyze the characteristic which may have got him/her into trouble. The students must then write down recommendations to change that characteristic. Discuss ideas in a group.
R80- Give the students condiment holders and ask them to fill them properly. Wash and dry them when finished. Give them an example of how far the holders are to be filled. Have students copy from this example.
R81- Give the students guidelines for projecting a good image of themselves in an interview. Have the students role play each of the specific guidelines.
R82- Give the students several groups of people who have been stereotyped to specific types of jobs in the past, such as women, blacks, Hispanic, and Jewish. With each group of people the student lists the typical jobs he/she may think they would do if they had jobs. Then list other job possibilities.
R83- Give the students the ‘what if’ they are working on a job and would like to get a promotion. Have them list the personality traits that would help them to earn a promotion. Give the students two case studies of people who want promotions and a description of their personalities. Have the student select the person who gets the job.
R84- Have a ‘creative salad expert’ contest. The students will compete to make the most artistic salad. Faculty members will be asked to judge the competition.
R85 Have a bulletin board prepared with pictures of pin curls with a regular base. Triangular base, arc base, and square base. Have the students identify the different types of pin curls on the bulletin board.
R86- Have a career day at the school where different speakers are asked to come in and speak about their career. From the list of speakers, the student will select one career to follow. The student will spend a day interviewing the person and observing what is involved with that person’s career.
R87- Have a cookout at which students will grill chicken, hamburgers, and hot dogs. Have them prepare menus and prepare all the food. Invite guests of their choice to the picnic.
R88- Have a guest speaker come to talk about their career and its development in past years. Have students ask questions on a personal level about what it took to develop that career, what was most difficult. Discuss the changes.
R89- Have a list of good and bad self-care traits placed on cards. Give the students several different jobs and then have them select the traits which would help him/her to be successful on the job. Assign each student to select a job he/she would like and list specific self-care traits they must possess.
R90- Have a list of scrambled words describing the world of work. After reading a definition, the students will try to unscramble the word that matches the definition. Have the students write a scrambled word and then give the definition to the scrambled word. See if the class can unscramble the vocabulary word.
R91- Have a pie baking contest. Form a pastry judging panel. Judge on the pie’s taste and crust, which should be golden brown, medium-thin and crisp, with an attractively finished edge.
R92- Have a small restaurant set where the students serve the teachers and other school personnel. The students can then practice greeting, seating and presenting menus to their guests.
R93- Have a student list the things in order for preparing a patron for a finger wave. Have the student then demonstrate these things to the class.
R94- Have many pieces of metal for students to choose from in practicing their cutting. Save their work and have it evaluated upon completion of project to see progress made and checked for use of proper cutting tip.
R95- Have members of agencies come in to talk to the students about furthering their education. After presentations, have the students talk or write about what they would like to do if they could go on to school. Also, talk about why continuing education is necessary for everyone and how it works when on a job.
R96- Have several picture sources such as mail-order catalogs available. Introduce activity by telling short story about planting a garden, camping trip, redecorating room, a new baby, etc. Assign students to locate and cut out pictures that would go with the story theme. Students could mount pictures in collage format.
R97- Have student record each family member separately. The family members describe something they did that day. The separate recordings give practice in starting and stopping the recorder as well as use of other controls.
R98- Have student respond to an unwanted call. Have them politely tell the person on the line that they are not interested and then say good-bye. Tell what type of phone call needs this action and give specific examples to the class.
R99- Have students act as business managers for the school newspaper. Develop a job description. Sell the yearbook, acquire community sponsorship in the form of ads. Budget for all expenses. Distribute books. Handle bills.
R100- Have students apply a patch test on a classmate. Use a checklist to make sure the student completes all the steps properly. Have student check off each procedure as it is accomplished.
R101- Have students apply for a social security number, if parents permit. Have students bring the number to school and memorize it. Then, have students fill out various job applications correctly including their social security number on each.
R102- Have students apply the rule for filing companies with identical names. Have them put the companies in the correct order, then look at the address to determine the correct filing order. Compare the parts of the address as they would for individual names, in the following order: city, state, street, and building number.
R103- Have students build skill on straight copy; numbers, and symbols as they compete on the Indianapolis 500 Speedway. Try to type as many copies of the assigned line as they can. Advance their racer on lap for each complete and perfect line.
R104- Have students carry a bead across sheet metal. Do this 4 times and evaluate each strip. Burned holes in the sheet metal indicate excess heat. Staggered and uneven strips indicate uneven torch movement.
R105- Have students compile a list of their skills and assets and share these with their classmates. Permit the other students to use these ideas to help remember points about themselves which they may have forgotten in order to better prepare their own resumes.
R106- Have students complete personal data sheets for name, age, sex, height, weight, parents names, interests, religion, educational background, birth date, and references.
R107- Have students complete sample job application forms and supply needed information. Have a panel of students and the teacher review each application, accept it, and call the applicant for a mock job interview.
R108- Have students copy or trace correct forms of abbreviations. Have students match the abbreviation with the correct word.
R109- Have students create a school newspaper with the use of the word processing program. Have them daily write articles for it and save them on the computer. Print out the newspaper at the end of a week, using all their writings. Supervisor approval suggested.
R110- Have students cut out pictures of office equipment they feel would be necessary if they were in charge of setting up their own office. Make a mobile of the equipment that they would purchase.
R111- Have students cut out pictures of various office equipment from a catalog. Put them on the bulletin board. Have them label the various pieces.
R112- Have students develop a list of jobs where it is important to be neat and clean. Use one of the jobs listed, discuss consequences of not being neat and clean. Select good role models successful at their jobs.
R113- Have students develop a resume for themselves. Check for misspelled words after typing with the use of a word processing program on the computer. Exchange the final draft of the resume with other students in the class.
R114- Have students do geographic filing. File sales reports that must first be filed by the name of the state in which each branch office is located, then by company name.
R115- Have students draw a nail shape on a card. Identify it square, round, oval, or pointed. Have the students then draw this nail shape on the chalkboard and have the others identify it.
R116- Have students draw a poster of good sanitation procedures in the kitchen. Display them in the classroom. Review the fact that good sanitary habits are needed on order to protect the foods they handle.
R117- Have students draw pictures of the steps to be followed when loading a document. Have students pick a classmate who will follow these steps to see if they load the document properly. (Be sure to draw pictures of even turning on computer and inserting of software.)
R118- Have students form pin curls on a wig. Do the right side first, then the left side. Use the different technique for forming them on the left side.
R119- Have students give a report on the rules of arc-welding safety. Have them also give a demonstration of how to weld, wearing the proper clothing and using proper equipment. Video tape the presentation.
R120- Have students keep a chart of the days they attend work and what time they arrive. Give a prize for their outstanding attendance and promptness on the job.
R121- Have students learn about job openings and the local business conditions by writing letters to the Chambers of Commerce of surrounding cities. Supervisor approval suggested.
R122- Have students list the five well-know methods of sterilization and sanitation under the headings of physical and chemical agents. Have them prepare a bulletin board with these methods. Draw a picture which illustrates each of the methods.
R123- Have students make a bulletin board with various messages typed with various elements. Have them label the writing of the type of element used to produce the message.
R124- Have students make a checklist of all the office equipment they have studied. Take a field trip to various businesses. Mark off an item when they see it. Add items that they need to study. Supervisor approval suggested.
R125- Have students make a list of current popular songs. Students then put the song titles into categories. Ex: Country/Western, Soul, Rock & Roll, etc.
R126- Have students make a VCR stand as a final project. Make sure they follow the directions and complete the stand with accuracy. Have class then set their VCR and TV on this stand for further demonstrations.
R127- Have students make up a heading page for their homework assignments. Center the heading both horizontally and vertically.
R128- Have students measure perimeter of desk, room and gym. Student will see that appropriate use of instrument is necessary.
R129- Have students open the mail and place it in the proper bins (labeled accounting department, sales, etc.). Check that they know which bin the mail goes in. Supervisor approval suggested.
R130- Have students place pin curl, insert the clip into the curl, anchor the clip so that it doesn’t interfere with the formation of other curls, and place the pin so that it does not put indentations in the hair. Have students evaluate the way that the clips were put in after the process has been completed.
R131- Have students prepare muffin pizzas. Have them top their own pizzas, arranging toppings in an appetizing and colorful manner. Select the best personal pizza.
R132- Have students pretend they are job hunting. Cut out want-ads and write a them out on the form provided. Have them spell out the abbreviated words used in the want-ads. Complete an application for employment for this job.
R133- Have students research a company to know the company before they apply for a job. Give students a list of sources of written information such as Annual Reports, Dun & Bradstreet’s Middle Market Directory, and Standard and Poor’s Corporation Records. Have them Check the Magazine Index and the Business Periodicals.
R134- Have students role play both an unsanitary and a sanitary person in the kitchen. Dress students for their parts and video tape their demonstrations. View video in class and discuss.
R135- Have students role play in front of the class appropriate methods of sanitation and inappropriate methods. Have classmates identify the inappropriate methods of sanitation and explain what is wrong with each.
R136- Have students save a file. Demonstrate that they have done this properly by turning the computer off, restart it, then print out the program they saved. Have them recite the steps needed to save a program.
R137- Have students select a sandwich they would like to make. Draw a picture of it and write the recipe on a bulletin board. List all the ingredients. Have them then prepare it and have it at lunch.
R138- Have students select the type of sandwich they would like to make from a cookbook. Have them arrange the ingredients and prepare the sandwich. Serve it to a classmate.
R139- Have students take three consecutive calls and write down the messages. Tell each person who received a call, who called and their phone number. Have them read the message they have written.
R140- Have students type their homework assignments with different elements. Look at other students’ work and try to determine which element was used on their homework. Match element to homework.
R142- Have students verbally identify a program once it is on the screen. Have them explain what each part of the program is for and the purpose of the section. Example: The edit is to create or edit a program; a print is when you want the program printed out.
R143- Have students visit a kindergarten for a day. Make them responsible for one child each. Guide and monitor the child while on tour of a local museum. Answer questions, give a personal toy, and keep up with the kindergartner. Supervisor approval suggested.
R144- Have students work in pairs and assemble cutting equipment. Have a contest to see which group will put the equipment together the fastest.
R145- Have students work in pairs. Show new students how to insert or delete character. Work together on sentences that have many errors.
R146- Have students write their most important needs, wants, and dreams. Identify their goals from this list. Have them write goals for their classes or work for a week and then check to see if they have met the goals.
R147- Have the class get into groups of two. Ask students to talk to each other about what they are most proud of about themselves, a goal they accomplished, a project they finished, or a contest they won. The other person will listen and write down responses. The class will report to each other.
R148- Have the student adjust the regulator for 5 lbs. Acetylene pressure and 20 lbs. oxygen pressure, assuming that student has properly set up the equipment, selected the proper tip size, and has practiced flame adjustment. Make parallel-line cuts, then chip the slag from the cut. Inspect for even clean cut. Close teacher supervision suggested.
R149- Have the student hair dresser set a classmate’s hair. Take a picture of the student in rollers and then another picture after the rollers are out and the hair is combed. Have them show how their roller setting patterns form various styles.
R150- Have the student take a career interest survey. The student will compute the results and then identify which types of work he/she would like to pursue. The student will select a realistic career to investigate and then develop a personal plan of how he/she could achieve a realistic career goal.
R151- Have the students answer the following questions: Did you complete your homework yesterday? Did your teacher have to tell you to finish anything yesterday? Did your parents have to tell you to finish anything yesterday? This way the students can start to evaluate themselves and then improve on their own.
R153- Have the students choose a job advertised in the want ads of a local newspaper, or choose any job that they may be interested in applying for after graduation. Have the students complete a worksheet dealing with questions commonly asked in an interview in that field. Review their answers with the students.
R154- Have the students discuss a job/activity that was done well by themselves or the entire class. After discussion, the students can list on the board the personal characteristics that were displayed or used that got the job done so well. Discussion could continue about other activities/examples.
R155- Have the students index the names of the students in their class and then type the labels for the files for these students. Supervisor approval suggested.
R156- Have the students list safety practices of power tools they should put into practice on the job or at school. The teacher will go around the shop/room and review safety practices of all power tools. Each week select a safety officer to observe and report safety violations.
R157- Have the students list the eight steps for setting up the equipment to perform oxy-acetylene welding. Have the students work in pairs; one will put the equipment together, the other will explain why each step is done. (Example, the students will explain why they clear the cylinder valves by blowing them out.)
R158- Have the students list things they must do on their jobs. Put them in order (first, second, third, etc.). List the way they need to complete them. Develop schedules in the proper order for maintaining work pace.
R159- Have the students locate the number of the state employment office in the white pages of the telephone book under LABOR DEPARTMENT. Locate the heading, Employment Office or Employment Service, then call for information on jobs and/or employment assistance.
R160- Have the students look for job notices on their local supermarket’s bulletin board. Have them complete a job wanted card with information about themselves and post this information on the bulletin board. Supervisor and Parent approval suggested.
R161- Have the students look up names, addresses, and telephone numbers of various businesses in the yellow pages. Then have them list this information on a form.
R162- Have the students make a chart of the ABCs of good office behavior. List the letters of the alphabet, then a good office behavior that begins with that letter. Have them demonstrate each of the item as they are added to the list.
R163- Have the students make a list of all the positive things they can say about a particular job they are interested in. Also have the students make a list of all the positive reasons they feel they could handle this job.
R164- Have the students make a schedule of their school day. Put down on paper the time when everything starts. Have the students see if they can stay on schedule the rest of the day. At the end of each period in school, have the students ask themselves, ‘Did I waste time?’ Write yes or no after each part of the schedule.
R165- Have the students make a time chart of their schedule at work. They must list everything they need to do and the times they are accomplishing these items. Have the students then evaluate their time chart to make sure they are following their work schedule, working independently, and completing all their work during the day.
R166- Have the students match the correct definition with the vocabulary word describing a term used in the world of work. The students will develop learning centers to help study and review the words. Word cards developed at the learning centers can be taken home by the students to study.
R167- Have the students prepare news releases with the use of the word processing software. Have them gather new information and statistics on the school’s sports programs, and local sport teams.
R168- Have the students prepare press guides on the school’s athletic programs. Form booklets containing information on players, statistics, and records, using the word processing program. Include pictures gathered by the students.
R169- Have the students relate authority figures at work to individuals at home/ school such as police, parents, teachers. Assign the students to list five reasons why rules are needed, what happens when supervisors see that they are followed, what happens without rules and without supervision.
R170- Have the students research what an employment agency is and how it can be of help in finding a job. Discuss the fee that is charged for the help. Take a field trip to an employment agency and have the students interviewed. Supervisor approval suggested.
R171- Have the students role-play being the assistant personnel manager. The students will be given various problems that may occur in a working situation. Have the students list possible ways to solve these problems. The students will write down how they would deal with the problem if they were the ‘assistant personnel manager’.
R172- Have the students select a job they are interested in and then have them make a poster of all the important items they need to finish in order to complete this job for one day. Talk to others interested in this job to see if they have any suggestion to add.
R173- Have the students select a job they would like to do when they get out of school. Have the students come to school dressed and groomed appropriately for their chosen job. Develop a contest out of this activity. If the student cannot find correct clothing, have them select pictures.
R174- Have the students take a look at their expenses and then make up a monthly budget. This way they will compute how much they need to make to cover expenses. Then have the students think of jobs that would pay this amount. Discuss other factors that the students would like in order to be satisfied with their jobs. Take a field trip to check working conditions and jobs.
R175- Have the students watch a person on the job. Then have them list the things that this person must accomplish while working. The students will then role-play maintaining the work pace and making a schedule to do so.
R176- Have the students write down characteristics they feel are their best traits they will be ‘taking with them’ to a job. Have students share their opinions with each other to get different ideas. The teacher should then give a list of positive characteristics employers will be looking for.
R177- Have the students write down the name of a student they feel gets along the best with other people. Then have the students say why they feel this person gets along with others. Have the students talk about important social skills one should have while on the job.
R178- Have two pairs of gloves, one dirty with grease and oil, the other clean. Ask which pair of gloves students should use for welding and why. Show how quickly the dirty gloves will burn.
R179- Have two students role-play being one dressed neatly and dressed poorly. The students will then be asked which person would make a better impression on the job and why. Have the students do an inventory on their own neatness: my hair is combed, my shoes are clean, my clothes are mended, etc. See if improvement is needed.
R180- Have various clothing items on a table. Ask the students to put on the items they must wear when welding. Ask why they selected each item they have on.
R181- Have various pictures of safety accidents in the kitchen. Have the students draw a card and explain how to avoid this accident. Stress that more accidents occur in the kitchen than in any other room.
R182- Have word cards with the parts of the oxy-acetylene torch on them. Call students randomly to select a word card. Have them read it orally and find that part on the torch. Divide the class into teams.
R183- Have work experience students discuss problems that arise on their jobs. Have other students recommend possible solutions, how to get help when needed. Utilize one of the problem solving techniques found to be effective on the job.
R184- Hide an object. Give a student left, right, and spatial clues until he/she finds the object. Switch roles.
R185- Leave the dish washer dirty. Instruct the students how to clean it. Add bleach and wipe up any excess dirt.
R186- List do’s and don’ts that students must practice to maintain proper personal hygiene. Post in kitchen. Develop a form and review with students. Evaluate how they practice personal hygiene using the form.
R187- Make a check list of personality traits that contribute to good office behavior. Have the students do a self-evaluation of themselves.
R188- Make a checklist of proper clothing and personal cleanliness in the kitchen. Select a student to act as inspector. Have this student evaluate other students in the kitchen on neatness and proper sanitary procedures.
R189- Make a crossword puzzle using vocabulary words in the world of work. Have the students work in pairs to complete the puzzle, giving the ones who finish first a prize or a privilege. Then have the students develop their own puzzles using vocabulary words in the world of work.
R190- Make a display of basic hand tools on a wall in classroom. Each tool should have a detachable name tag to enable students to practice naming tools. Use graduated reinforcement scale to improve mastery.
R191- Make a sandwich, step by step, following a student’s instructions. Repeat the activity under another student’s direction. Compare the finished products as a group.
R192- Make rows of shapes on the chalkboard. Make shapes out of felt pieces and glue a magnet onto the back of each. Have students place the felt shapes in the rows they match.
R193- Make up ‘what would you do if’ stories. Present these to your class and discuss.
R194- Make vocabulary booklets. Use a separate sheet of construction paper for each term. Include the word, the definition, and an illustration with a caption describing the term.
R195- Observe the communication skills of a television news commentator, a talk show hostess or host, or an actor. Have the students evaluate their communication skills. Role play good or poor communication skills as portrayed by these individuals on T.V.
R196- Pair off students and give each group a list of positive self-concept behaviors or actions. Talk about another student and show how the student has shown a positive self-concept to the class and others. Discuss ideas in class.
R197- Place 3 different-sized pieces of cut poster board in separate bins in front of the student with largest piece on the left. Demonstrate moving left to right, picking up one piece and placing it on top. Arrange the pieces so the upper edge is even and secure with a large paper clip.
R198- Place a group of laminated colored cards (red, yellow, blue) in front of student. Then place laminated colored envelopes above colored cards (red, yellow, blue envelopes). Have student sort colors, match colored card to colored envelope and stuff envelopes. Set time limits.
R199- Place a number of objects on desk with only two alike. Have student find the two which are the same or give him/her one object and let him/her find one like it.
R200- Place disassembled oxy-acetylene equipment on a table. Ask students to assemble the equipment, once instructor has given a demonstration of the skill.
R201- Place hair-shaping implements on a table in the classroom. Ask students to verbally identify each one and demonstrate to the class how each would be used. Use a wig for the demonstration.
R202- Place objects such as pencils, paper clips, money, bottle caps etc. in each (2) shoe box. Have students close their eyes and place one hand in each box and match the shapes. Once matched student will pull out objects to determine if matched correctly.
R203- Place pictures, with lines that direct the students to the parts of the welding equipment, on a table or place markers on the parts of the welding equipment. Give the students word cards and ask them to place the card to the correct part.
R204- Place small objects, pictures, words on strips of paper according to student’s level in plastic eggs. Identify egg carton by category: foods, words beginning with K. Students sort eggs by category into carton.
R205- Place various pieces of metal of different widths on a table. Have the students match the tips with the metal to show that they understand which tip to select.
R206- Place various sizes and shapes of cutting tips and different thick nesses of metal on a table. Have the students select the correct cutting tip for each piece of metal. The students will know the rule that the thicker the metal that is to be cut, the larger the size of the center hole must be on the cutting tip.
R207- Play WHAT’S MY LINE? with students. Have them describe the responsibilities of a particular job and have their classmates guess what occupation or career they are describing.
R208- Play Word Control Patrol. Prepare sentences with unwanted words placed in various sentences within a word processing file. Have students join the Word Control Patrol and eliminate any unnecessary words they can find in the sentences, then print out their corrected results with the use of the word processing program.
R209- Prepare questions which stimulate discussion during group sessions. Suggest questions for students to discuss on the telephone with a friend and observe.
R210- Present a box painted blue and a box painted red. Give the student a set of red and blue blocks. Have the child place each block into the box of the same color.
R211- Present a student with several tools. Ask him/her to do a task requiring the use of one of the tools. Ask him/her to choose the correct tool to use.
R212- Present students with a vertical file, a lateral file, a shelf file and a card file. Ask the students to go to each file and name it. Have them select material that they would file in each of the different types of files.
R213- Present the student with a container filled with rubber bands. Half should be broken. Place two empty containers in front of the student. Put a damaged band in one and an undamaged in another. Instruct the student to select a band and put it in the appropriate container.
R214- Present yourself to the class as if you are going to weld. Dress in low cut shoes, cuffed pants and a shirt with open pockets. Have students identify the wrong clothing and tell why it is dangerous (sparks could get in and start a fire).
R215- Provide a list of abbreviations for students to discuss and memorize. A typed paragraph is given and students must supply abbreviations where appropriate.
R216- Provide half the members of the class with diagrams not shown to the remaining members. Each student with a copy of the diagram must orally instruct one without a diagram to draw the design. Compare results, then have students switch roles.
R217- Put a horizontal office file in front of the student. Put a select number of same colored paper in each bin. Demonstrate taking one piece from each bin, moving left to right. Collate new pieces; put a staple in upper left corner.
R218- Put a jig in front of the student with outlines of three different items. Demonstrate matching each item to the corresponding outline. When jig is full, put each item in a bag. Physically assist or verbally prompt until student can do independently.
R219- Read a story to the class about a person with outstanding work habits. Then list the characteristics of good work habits on the board. Have the students evaluate their outstanding qualities and the areas where they may need additional help.
R220- Review with students the procedure for comb out: brush out curls, place waves, accentuate and develop lines and styles, finish. Have students then comb out each other’s hair and discuss each procedure as they demonstrate it. Take pictures of their work and display on a bulletin board.
R221- Role-play telling the supervisor that you will not be at work on a particular date due to a doctor’s appointment, jury duty, funeral, etc. Have the students evaluate how well the person explains the reason of absence to the supervisor.
R222- Set an oven timer for a specified amount of time. Tell the student that he/she must keep working until the bell rings. Reward success.
R223- Set up a ‘Student Secretary’ club. The students will be assigned to various teachers to help them with wrapping packages, gluing pictures on cardboard for bulletin boards, taking down bulletin boards, and collating papers together to be stapled and/or paper clipped. Supervisor approval suggested.
R224- Set up a ‘working’ field trip. Select five places locally that could be places of employment for your students. Arrange for a speaker in each place to speak on a different facet of the working world (i.e., decision making, work habits, time and pay schedules, etc.).
R225- Set up a mock ‘Olympics’ either outside or in the gym. (Throw toothpicks for javelin, do standing broad jump, toss Frisbee for discus, etc.). Have students measure distances of other student’s feats. Reward winners with instruments of measurement (new rulers, etc.).
R226- Set up small groups for debate teams. Ask students to convince other classmates why their correction method (correction liquids, eraser, correction paper, correction type, or correcting typewriters) is the best for a certain report. Discuss the positive reasons for using their particular type of correction method.
R227- Show 3 different pairs of glasses. Have students select the goggles they should wear when welding. Ask why they must wear goggles (protect their eyes from harmful light rays, flying sparks, and particles of hot metal).
R228- Show a picture of a man welding to the class. Ask what is wrong in the picture. Have them indicate that the man is not wearing his goggles when he is welding. Check students on this daily. Discuss violations.
R229- Show a piece of heavy metal and a thin piece of sheet metal. Ask students to select the correct tip size to use. Have them demonstrate to show the larger the number, the larger the hole in the tip, and the greater the volume of heat generated.
R230- Show examples of various types of salads: appetizer, accompaniment, main dish, dessert or refreshment. Have students select a salad, make it and identify it, before eating the salad.
R231- Show or draw a picture of an AC engine-driven welding machine on the bulletin board. Have the students go to the board and label the various parts of the AC welder.
R232- Show pictures of a proper and an improper bead lap (too much overlap or not enough overlap). Have students try lap welding on their own. Stress importance of cleaning each pass thoroughly before overlapping to insure a sound weld deposit. Close teacher supervision suggested.
R233- Show students a human hair wig, a hand-tied wig, and a synthetic wig. Have students list the procedure necessary to clean each of the wigs and tell how often they should be cleaned.
R234- Show students a picture of a diseased nail, and a written description of the disease. Have students verbally identify the disease.
R235- Show students a picture of a nail shape. Have them identify the shape, and classify it according to the shape: round, square, pointed, oval.
R236- Show students clippings from magazines of various types of people. Have them verbally identify the anatomy of the face and head.
R237- Show students pictures of oval, round, square, pear, oblong, diamond and heart-shaped facial types. Have students select a classmate who matches a particular face type and identify it.
R238- Show students various types of pin curls. Have them verbally identify the name of the pin curl, then put this type on a wig to demonstrate how it is done.
R239- Show the students a variety of filmstrips, videos, or films on how to obtain work. Discuss different techniques and resources to use. Interview the students before and after the presentations. Have the students express their feelings about what they learned and how helpful the information was.
R240- Stars and stripes. The students will be given a ditto with a large flag on it and stars and stripes on the flag. The students will set their margins for 55 and single space. During schedules time, they will type the assigned material on the lines (stripes) . For each complete sentence, the students will get chance to fill in one star on the flag.
R241- Stress the importance of appropriate work habits. Have the students think about what would happen if people did not perform them. Examples: What would happen if a fireman left before the fire was out? What would happen if the doctor did not finish sewing a cut? Have class discussion on this.
R242- Stress with the students that personal appearance in the office makes an impression on all with whom they come in contact. Have them make a bulletin board on clothes to wear and not to wear in the office situation.
R243- Stress with the students that since a listener on the telephone cannot see their facial expressions and gestures, their voice alone must carry the message. Have the students practice clear and concise speaking with a tape recorder, then have them evaluate their own voices.
R244- Take apart pens with spring, cartridge, 2-part outer case. Place each part in a separate bin. Bins should be arranged in order of assembly from left to right. Physically assist or verbally prompt student to pick up each part and assemble. Have an empty bin for finished product.
R246- Talk to the students about how our world of work is changing. Give them several examples of different jobs and how skill requirements have changed. Give them a choice of old skills or new skills and observe what selections they make. Each student must also give reasons for their choice. Discuss choices.
R247- Tape phone calls of students practicing the use of the telephone to arrange for job interviews. In small groups, have the students evaluate their conversations and give suggestions on how they can improve their phone techniques. Finally, have the students arrange a ‘real’ job interview.
R248- Test usefulness of a letter opener. Give students 10 letters and have teacher time students as they individually open the mail. Give another 10 letters plus a letter opener. Repeat the process using the letter opener. Note the time saved and the neatness of using a letter opener.
R249- The instructor will verbally read the ingredients of a recipe to the students. Have the students get each of the ingredients out of the cupboard as they are read on the recipe
R250- The teacher will tape various messages on a tape recorder. The student will listen to the tape and write the messages down. The student will read the messages and then check on the recorder to make sure all the messages were taken properly.
R251- Train a group of students to operate audio/visual equipment. They can assist the teacher in operating the equipment. 243 R252 Use ‘take a number’ system to insure that all students can request and know they will receive teacher assistance during work group and independent seat work times. Explain that students should keep working until their number comes up.
R253- Use 5×7 index cards and envelopes to start the student out in handling the job. Then have them stuff folded letters into business-size envelopes. Continue doing this activity with more difficult assignments and more items to stuff into the envelopes.
R254- Use a telephone training set borrowed from the telephone company to practice making and receiving calls. Set up situations for students to act out: emergency, date, price info., reservation, phone-order, etc. 246 R255 Use boxes which are divided into sections. Label each section with student’s names. Instruct young students to place papers in their mailboxes. As skills develop, instruct a student to sort the papers for the entire class.
R256- Use cassette tape recorder with operating keys which are color coded. The colors are displayed on a wall poster which also describes the process.
R257- Use situational cards to encourage students to role-play age-appropriate life situations. Use random or direct selection of role players. Follow role plays with group discussion.
R258- Video tape a person dressed the way you are supposed to dress for welding and have the person explain why each type of clothing is necessary. Video tape a student dressed improperly and have the student explain what harm this can have when welding.
