Integrating Career Awareness into the ABE/ESOL Classroom - SABES

More documents

Recommendations

Info

• Having a positive attitude • Having good references Factors not within your control: • Age (Some employers don’t want to hire youth or older workers.) • Weight (May not want to hire large people.) • Race/ethnicity (May want to hire employees of a particular race or ethnicity.) • Gender (May want to hire only men or women.) (For ESOL classes, allow the students time with dictionaries in small groups to look up words they don’t know or time to ask the teacher questions about the meanings.) Then, either up on the board in one large group, or individually at tables, students categorize which factors are within one’s control and which are not. Students can either write them in the correct list or the teacher can prepare sentence strips ahead of time and students can manipulate them into the correct place. As the class shares its answers to what factors are or are not in one’s control, the topics of discrimination and prejudice will arise. Extension Activities 1. Use a word mapping activity to help students understand the difference between prejudice and discrimination, as it is legally defined. Prejudice refers to preconceived negative beliefs, attitudes, or feelings. Discrimination refers to actions or behaviors that may be based on prejudices. Discrimination is illegal in many cases, but prejudice is not. “Key words” are a way to help students brainstorm their thoughts, feelings, and experiences about something. This activity invites students to share their experiences of unfair treatment, and to understand the difference between prejudice and discrimination. To begin, write the word “prejudice” on the blackboard and ask students to offer their reactions. It may look like this: violence racism no good reasons bad ideas fear prejudice against Blacks, immigrants, Arabs, Jews, low-income, etc. getting worse attitudes from home, TV, society Then do the same using the word “discrimination,” understanding that the maps may overlap quite a bit. The students’ understanding of what discrimination is may not be correct, but that is for them to discover as they read about and discuss discrimination. affirmative action at work discrimination keeping people down illegal prejudice – bad attitudes the same everywhere Then discuss the two word maps. How are the two the same? Different? 2. Another follow-up activity is to have students tell their stories. In small groups, give students the opportunity to talk about their experiences with prejudice and discrimination. Which one was it? Why did it happen? As they report back to the larger group, the teacher lists experiences (briefly) on the board. A variation is to have students write in journals about a time they have experienced prejudice or discrimination. Adapted from “A Curriculum Packet about Immigration-Related Job Discrimination,” Andrea Nash and Peggy Wright, Massachusetts Immigrant and Refugee Advocacy Coalition and the Office of Special Counsel, October 1991. Integrating Career Awareness into the ABE & ESOL Classroom | Section I, Lesson 3: Job Qualifications | 22
L e s s o n 4 What Do You Think? We recommend that this lesson not be done as a stand-alone. It works best when done in sequence with Section I, Lessons 1–3. Learning Objective To identify and explore students’ awareness of self and one’s own culture, racism, sexism, economic status, and individual differences as they relate to career exploration Materials Needed Alta Language Builder: Occupation Cards or magazines to cut up Vocabulary culture, career exploration, want ads, interviews, college, university, word-of-mouth, job application, resume, skills, training, job advancement, discrimination, racism, sexism, wage/rate of pay, networking, qualifications SCANS Competencies Personal Qualities: Integrity/Honesty; Self-esteem Basic Skills: Speaking Instructions for Conducting the Activity This activity encourages people to identify and discuss their beliefs. It prepares the students to learn more about discrimination at work by exploring their own attitudes about the role of immigrants in the workforce. You, the teacher, should participate, too, taking the same risks in sharing as the students. To begin, put sheets of paper labeled “Disagree” and “Not Sure” in various parts of the room. The teacher reads (or writes on the board) a statement from the list below. Everyone moves toward the card that represents his/her response to the statement, literally “taking a stand” as they commit to a position. At least one person representing each position is invited to state his/her opinion, prompting discussion and possible reshuffling as people change their minds or modify their views. Students can add further statements to the list. Statements: 1. It’s fair to hire only people who speak English. 2. Employers like to hire immigrants. 3. Immigrants take jobs away from native-born Americans. 4. It’s fair to give jobs to native-born Americans first. 5. Add your own: _________________________________ Extension Activities 1. This activity is good for students who are working. As in Section I, Lesson 3, choose 5–7 of the occupations identified by students and list each on a separate piece of flipchart paper and post. In an ESOL class, try to choose at least one occupation from each country represented in the classroom. Explain to students that they will have a chance to learn about the many different ways that people find and get jobs in different countries, to learn that all jobs have skill qualifications, and that sometimes there are barriers to jobs that students cannot control. Integrating Career Awareness into the ABE & ESOL Classroom | Section I, Lesson 4: What Do You Think? | 23
Page 3: Integrating Career Awareness into t
Page 6 and 7: Lesson 12 Part 1: Putting It All To
Page 8 and 9: Handouts All of the handouts are li
Page 10 and 11: Foreword It has been well-establish
Page 12 and 13: How to Use This Guide Who is this G
Page 14 and 15: Lessons from the Field Since the fi
Page 16 and 17: L e s s o n 1 Icebreaker: Who Did W
Page 18 and 19: L e s s o n 2 Looking at How We Get
Page 20 and 21: Name and Country Job How People Get
Page 24 and 25: In this lesson, the students are go
Page 26 and 27: Extension Activity Ask the students
Page 28 and 29: L e s s o n 1 The Career Planning P
Page 30 and 31: Occupational Exploration looks at:
Page 32 and 33: L e s s o n 2 Identifying Hopes and
Page 34 and 35: L e s s o n 3 Introduction to Goal
Page 36 and 37: Student Goal Scenarios 1. Farouk mo
Page 38 and 39: L e s s o n 4 We All Have Transfera
Page 40 and 41: Reading Guide for “Jesusita Novar
Page 42 and 43: L e s s o n 5 , p a r t 1 Making a
Page 44 and 45: Life Line Presentation Guide Identi
Page 46 and 47: Things I Have Done Working With Peo
Page 48 and 49: L e s s o n 6 Things I Like Learnin
Page 50 and 51: L e s s o n 7 Identifying Skills Le
Page 52 and 53: Creative/Artistic ___ artistic ___
Page 54 and 55: Think about and write down in the c
Page 56 and 57: L e s s o n 9 Skills Auction Learni
Page 58 and 59: L e s s o n 1 0 Identifying Job Val
Page 60 and 61: Job Values Inventory This exercise
Page 62 and 63: L e s s o n 1 1 Prioritizing Job Va
Page 64 and 65: Job Values Inventory Summary List y
Page 66 and 67: Have students put their names and d
Page 69 and 70: Section III Occupational Exploratio
Page 71 and 72: Day of Activity: Students can do th
Page 73 and 74:
• What is the best school for ___
Page 75 and 76:
Career Exploration on the Internet
Page 77 and 78:
9. Future Advancement What are the
Page 79 and 80:
L e s s o n 2 Labor Market Trends a
Page 81 and 82:
L e s s o n 3 Informational Intervi
Page 83 and 84:
Why? Informational Interview Guide
Page 85 and 86:
Informational Interview Log Name of
Page 87 and 88:
Brainstorm a list of questions that
Page 89 and 90:
L e s s o n 5 Career Ladders Learni
Page 91 and 92:
L e s s o n 6 Workers’ Rights: La
Page 93 and 94:
Workers’ Rights Vocabulary favori
Page 95:
Labor Unions Purpose: A union is an
Page 98 and 99:
L e s s o n 1 Reality Checking Lear
Page 100 and 101:
Extension Activity Have students ex
Page 102 and 103:
L e s s o n 3 Overcoming Obstacles
Page 104 and 105:
L e s s o n 4 Different Types of De
Page 106 and 107:
L e s s o n 5 Setting Goals Learnin
Page 108 and 109:
• You need to practice setting go
Page 110 and 111:
SMART Goal Worksheet Today’s Date
Page 112 and 113:
L e s s o n 6 Support Systems Learn
Page 114 and 115:
Problem-Solving Worksheet Name: ___
Page 116 and 117:
Extension Activities In small group
Page 118 and 119:
Reading drawings/graphs/maps Using
Page 120 and 121:
College Awareness Assessment Name:
Page 122 and 123:
ANSWER KEY College Awareness Assess
Page 124 and 125:
College Vocabulary 101 FINANCIAL AI
Page 126 and 127:
credit hour co-requisite classes de
Page 128 and 129:
L e s s o n 1 1 Smart Consumer of E
Page 130 and 131:
Be a Smart Consumer of Education: A
Page 132 and 133:
L e s s o n 1 2 Exploring Options f
Page 134 and 135:
What Are My Options? Proprietary Sc
Page 136 and 137:
Proprietary Schools Proprietary sch
Page 138 and 139:
L e s s o n 1 3 The Admissions Proc
Page 140 and 141:
Learning About the Admissions Proce
Page 142 and 143:
Learning About College Placement Te
Page 144 and 145:
more information, including tips, i
Page 146 and 147:
Types of College Placement Tests CO
Page 148 and 149:
L e s s o n 1 4 Navigating College:
Page 150 and 151:
Student Services/Resources 1. What
Page 152 and 153:
L e s s o n 1 6 Navigating College:
Page 154 and 155:
Campus Scavenger Hunt Directions:
Page 156 and 157:
Where do students go for help with
Page 158 and 159:
College Success Skills: An online s
Page 160 and 161:
Then ask each student to write down
Page 162 and 163:
Writing Tips • You can write to r
Page 164 and 165:
• Health insurance (some professi
Page 166 and 167:
Needs Versus Wants Worksheet List s
Page 168 and 169:
Spending Diary - Daily Date: ______
Page 170 and 171:
L e s s o n 2 2 Creating a Spending
Page 172 and 173:
Identifying Your Income Monthly Inc
Page 174 and 175:
1. If you think of savings as a reg
Page 176 and 177:
Manage Your Credit Reports The firs
Page 178 and 179:
• Find a CNA program • Call a t
Page 180 and 181:
PART II - Occupational Exploration
Page 182 and 183:
Every long term goal is made up of
Page 184 and 185:
Sample ABE Lesson Planning Template
Page 186 and 187:
Sample ESOL Lesson Planning Templat
Page 188 and 189:
Lesson Planning Template for Teache
Page 190 and 191:
Thinking Skills: Thinks creatively,
Page 192 and 193:
SECTION I continued Lesson 5 ESOL
Page 194 and 195:
SECTION II continued Lesson 7 ESOL
Page 196 and 197:
SECTION III continued Lesson 2 ESOL
Page 198 and 199:
SECTION IV continued Lesson 3 ESOL
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
and El Paso School District builds
Page 206 and 207:
Iowa Department of Public Instructi
Page 208:
Sonbuchner, Gail Murphy. Help Yours
show all

Integrating Career Awareness into the ABE/ESOL Classroom - SABES

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?