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Jipp, ester F.; Wonacott, Michael E.Assist students in Improving Their Survival Skills.Module "-6 of Category M--Assisting Students inImproving Their Basic Skills. Professional TeacherEducation Module Series.Ohio State Univ., Columbus. National Center forResearch in Vocational Education.Department of Education, Washington, DC.ISBN-0-89606-175-28540p.; For related documents, see ED 249 373, CE 040497-498, and CE 040 594-597.American Association for Vocational InstructionalMaterials, 120 Driftmier Engineering Center,University of Georgia, Athens, GA 30602.Guides - Classroom Use - Materials (For Learner)(051)

MF01/PCO2 Plus Postage.*Basic Skills; Career Education; Case Studies;Classroom Techniques; *Competency Based TeacherEducation; Coping; *Daily Living Skills; DecisionMaking Skills; Employment Potential; HomemakingSkills; Hygiene; Individualized Instruction;Interpersonal Competence; Job Skills; LearningActivities; Learning Modules; PostsecondaryEducation; Secondary Education; Skill Development;Teacher Evaluation; *Teaching Methods; TeachingSkills; Time Management; Vocational Education;*Vocational Education Teachers

ABSTRACTThis module, one in a series of performance-based

teacher education learning packages, focuses on a specific skill thatvocational educators need in order to integrate the teaching andreinforcement of basic skills into their regular vocationalinstruction. The purpose of the module is to help the educator assiststudents in improving their survival skills. The information andpractice activities are designed to give the teacher skill inproviding students with information about survival using a variety ofmeans, teaching students specific survival techniques, and acting asa role model by setting a good example of survival skill use for thestudents. Introductory material provides terminal and enablingobjectives, a list of resources, and general :nformation. The mainportion of the module includes two learning experiences based on theenabling objectives. Each learning experience presents learningactivities with information sheets, case studies, and checklists.Optional activities are provided. Completion of these two learningexperiences should lead to achievement of the terminal objectivepresented in the third and final learning experience. The latterprovides for a teacher performance assessment by a resource person.An assessment form is included. (YLB)

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FOREWORDThis module is one of a series of 127 performance-based teachereducation (PBTE) learning packages focusing upon specific pro-fessional competencies of vocational teachers. The competen-

cies upon which these modules are based were identified and

venfiect through research as being important to successful voca-

l; tional teaching at both the secondary and postsecondary levelsof instruction. The modules are suitable for the preparation ofteachers and other occupational trainers in all occupational areas.

Each module provides learning experiences that integrate theoryand application; each culminates with criterion-. .ferenced assess-

ment of the teacher's (instructor's, trainer's) performance of thespecified competency. The materials are designed for use byteachers-in-training working individually or in groups under tiledirection and with the assistance of teacher educators or others

acting as resource persons. Resource persons should be skilled

in the teacher competencies being developed and should be. . thoroughly oriented to PBTE concepts and procedures before

using these materials.

The design of the materials provides considerable flexibility for

Owning and conducting performance-based training programsfor preservice and inservice teachers, as well as business -industry -labor trainers, to meet a wide variety of individual needs

and interests. The materals are intended for use by universitiesand colleges, state departments of education, postsecondary in-

stitutions. local education agencies, and others responsible for

the professional development of vocational teachers and other

occupational trainers,

The PBTE curriculum packages in Category MAssistingStudents in Improving Their Basic Skillsare designed to enablevocational teachers and other occupational trainers to integrate

the teaching and reinforcement of basic skills into their regularvocational instruction. The modules are based upon 85 teachercompetencies identified as essential for vocational teachers toteach and to reinforce basic communication, computation, andemployment skills as part of the ongoing occupational education

program

Many individuals and institutions have contributed to the research.development, testing, and revision of these significant trainingmaterials Appreciation is extended to the following individu-als who, as members of the DACUM analysis panel, assisted

National Center staff in the identification of the teacher compeltency statements upon which this catec3ry of modules is based:

Milton Arnold, Lewis Cain, William Chandler, Jim Frazier. JackieMarshall, Teresa Paige, Thomas Peterson, Marie Schernitz, and

Nancy Underwood.

Field testing of the materials was carried out with the assistance

of field-site coordinators, teacher educators, students, directorsof staff development, and others at the following institutions:University of AlabamaBirmingham; Albuquerque Technical-Vocational Institute, New Mexico; University of Central Florida;Dupage Area Vocational Education Authority, Wisconsin; Holland

College, PEI., Canada; Seminole Community College, Florida;University of Southern Maine; and Temple University, Pennsyl-

vania.Special recognition for major individual roles in the developmentof these materials is extended to the following National CenterStaff: Lucille Campbell- Ttwane, Associate Director, DevelopmentDivision, and James B. Hamilton, Program Director. for leader-ship and direction of the project; Lois G. Harrington and Michael

E. Wonacott, Program Associates, for module quality control;Cheryl M. Lowry, Research Specialist, for developing illustrationspecifications; Barbara Shea for art work; Adonis Simancljuntak,Graduate Research Associate, for assistance in field-test datasummarization; and Catherine C. King-Fitch and Michael E.Wonacott, Program Associates. for revision of the materials follow-

ing field testing.Special recognition is also extended to the staff at AAVIM for theirinvaluable contributions to the quality of the final printed products,particularly to Donna Pritchett for module layout, design, and final

art work, and to George W. Smith, Jr. for supervision of themodule production process.

Hobert E TaylorExecutive DirectorThe National Center for Research inVocational Education

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The National Center for Research in Vocational Education's mis

son is to increase the ability of dwersa agencies, institutions. and

organizations to solve educational problems relating to individual

career planning, preparation, and progression The National Center

fulfills its mission by.

Generating knowledge through researchDeveloping educational programs and productsEvaluating individual program needs and outcomesProvide q information for national planning and policyinstalling educational programs and productsOpel Wing intormahOn systems and servicesConducting leadership development and training programs

AAVIM

AMERICAN ASSOCIATIONFOR VOCATIONALINSTRUCTIONAL MATERIALST1i Nation* Imowute for triStruchonar UMW t815

120 Driftrrner Engineering CenterAthens, Georgia 30602

The American Association for Vocational Instructional Materials

(AAVIM) is a nonprofit national instituteThe institute is a cooperative effort of universities, colleges and

divisions of vocational and technical education in the United States

and Canada to provide for excellence in instructional materialsDirecton is given by a representative horn each of the states

provinces and territories AAVIM also works closely with teacherorgahiratons government agencies arid industry

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INTRODUCTION

As a vocational-technical teacher, you may ob-serve students in your classroom or laboratory whohave difficulty in managing their time, relating to oth-ers. or planning for their own futures, These andother students may need survival skills. Functioningin the classroom. as well as in independent adultliving. requires the use of many skillshome man-agement, personal magagement, decision making,career planning, interpersonal relations. and thetransfer of skills from one area of life to another.

Admittedly, your main professional goal is to pre-pare your students for employability by transmittingthe knowledge. skills, and attitudes they will needfor success in the work world. But one part of em-ployability is the ability to function as an adult. Thus.assisting students in improving their survival skills isalso an appropriate part of your teaching role.

As part of your instructional program, you can--and shouldassist students who need help in gain-ing one or more of these basic skills. Students willbenefit in theig, ability to cope better with currentclassroom and lab responsibili;;L:s, and you will havethe satisfaction of knowing that your efforts canhave a far-reaching impact. People need survivalskills to meet the demand4 of the many roles theymay face, including those of parent. spouse. worker,and student.

This module will help you assist students in im-proving their survival skills. The information andpractice activities are designed to give you skill inproviding students with information about survivalusing a variety of means, teaching students specificsurvival techniques, and acting as a role model bysetting a good example of survival skill use for yourstudents.

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ABOUT THIS MODULE

Enabling 06 lectives:1. After completing the required reading, critique the per-

formance of the teachers described in given casestudies in helping students improve their survival skills(Learning Experience I),

2. Using your own occupational content, develop (oradapt) a lesson plan designed to teach time manage-ment skills (Learning Experience II).

PrerequisitesThe modules in Category M are not designed for the pro-spective teacher with no prior training and/or experience.They assume that you have achieved a minimal level ofcontent knowledge in your occupational specialty andskiff in the core teacher competencies of instructionalplanning, execution, and evaluation. They then build on'or expand that knowledge and skill level, specifically interms of assisting students in improving their basic skills.

ResourcesA list of the outside resources that supplement those con-tained within this module follows. Check with your re-source person (1) to determine the availability and the lo-cation of these resources, (2) to locate additionalreferences in your occupational specialty, and (3) to getassistance in setting up activities with peers or observa-tions of skilled teachers. if necessary. Your resource per-son may also be contacted if you have any difficulty withdirections or in assessing your progress at any time.

Learning Experience IOptional

Reference: Lakein, Alan. How to Get Control of YourTime and Life. New York, NY: New American Library.1974,Reference: Alberti, Robert E., and Emmons, Michael

'L. Stand Up, Speak Out, Talk Back! New York, NY;Pocket Books. 1975.Reference' Wooltolk, Robert L., and Richardson.Frank C. Stress, Sanity, and Survival. New York, NY:New American Library, 1979,Reference: Simon, Sidney B.; Howe, Leland W.: andKirschenbaum, Howard. Values Clarification. NewYork. NY: Hart Publishing, 1972.Reference: Ellis, Albert, and Harper. Robert A ANew Guide to Rational Living. North Hollywood, CA:Wilshire Books, 1979.

earning Experience IIr. No outside resources

Learning Experience illRequired

An actual teaching situation in which you can assiststudents in improving their survival skills.A rsiource person to assess your competency in as-sisting students in improving their survival skills.

General InformationFor information about the general organization of each`perfomance-based teacher education (PETE) module,\general procedures for its use, and terminology that iscommon to all the modules, see About Using the NationalCenter's PETE Modules on the inside back cover. Formore in-depth information on how to use the modules inteacher /Trainer education programs, you may wish to re-fer to three related documents:

The Student Guide to Using Performance-Based TeacherEducation Materials is designed to help orient preservice andinsetvice teachers and occupational trainers to PETE in gen-eral and to the PETE materials.

The Resource Person Guide to Using Performance-BasedTeacher Education Materials can help prospective resourcepersons to guide and assist presievice and inservice teachersand occupational trainers in the development of professionalteaching competencies through use of the KITE modules. ftalso includes lists of all the module competencies, as well asa listing of the supplementary resources and the addresseswhere they can be obtained.

The Guide to the Implementation of Performance-BasedTeacher Education is designed to help those who will admki-ister the PETE program it contains answers to implements-lion questions, possible solutions to problems, and alternativecourses of action.

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6

Learning ExperienceOVERVIEW

1

Activity

1

As adults or soon-to-be adults, your students may act in many rolesthoseof parent, spouse, breadwinner, and probably many others. For informationon how you can help your students improve their survival skills and functionsuccessfully in these multiple adult roles, read the following informationsheet.

SURVIVAL: A BASIC SKILLSurvival is the continuation of life. For example,

people survive illnessesthey become sick, per-haps seriously, but they get better. They might sur-vive automobile accidents, war wounds, or tights onfie street, They could survive a tornado, an earth-quake. or stepping in quicksand.

Survival is not limited, however, just to the contin-uation of physical life. People can also survive di-vorce or separation, dismissal from their jobs, orcross - country moves. They can survive a boring lec-ture an unpleasant interview or a hectic day. Sur-vival. in this sense, refers to the continuation of in-dependent daily life as an adult. To survive, then,can mean to continue to function successfully in themultiple roles of adult lifeto cope.

For example, adults need to cope with changeto survive. Change is, in fact, an inevitable part oflife. Children grow up, becoming adolescents andadults. Students become workers and, 'perhaps.spouses. Spouses may become parents. Relation-ships with spouses, friends, relatives, or co-workerscan change, or these people can move away or die.It is hard to imagine any part of personal life that isimmune to change.

Change is also part of professional life. A workermay advance to a new position or get a new job witha different employer. A new supervisor can arrive onthe job, new technology can change the work rou-tine completely. and retirement or termination canend or interrupt a professional career.

Change can, of course, be difficult to cope with. Itoften means the loss of people and things that mat-ter and the uncertainty of facing unknown or differ-ent people and things: What will life be like as aworker, a spouse, or a parent? What will the newsupervisor be like? What will ,it be like to use thenew machinery being installed? Will a new job or anew t,ity bring new friends? Will retirement mean anendless string of empty days to fill? And if a spousedies- -what then?

Just as people must cope with change, they alsomust face the need to make decisions. What ca-reer to train for, what job to take, whether or not tomarry and whom to marry, where and how to live.what to do when problems arisefor all these ques-tions and many others, there could be dozens ofpossible answers. To answer each. a decision mustbe made

6

Making a decision is sometimes easy. It doesn'ttake much.thought, for example, for a person to de-cide against a career in child care if he or shedoesn't like children. Likewise, deciding where tolive can be a fairly simple matter for a person whodoesn't have a car and, consequently, must walk towork.

At other - times, however, decisions can be ex-tremely difficult. What fi a person gets two job offersat the same timehow does he or she decidewhich one to take. Each might have advantages anddisadvantages. Is there a right way to weigh all thefactors of each offer and decide which will be thebetter in the long run?

Finally, adults almost always need to cope withmultiple roles and responsibilities in their lives.At the very least. everyone who works has two livesto live, so to speaka personal life and a profes-sional life. Balancing the two roles, with their possi-bly conflicting demands, can be difficult.

What happens, for instance. when a supervisorneeds a particular worker to stay late to get someurgent work done. but the worker has importantplans of histier own for the evening? What shouldbe done when a company policy requires workers todo something that a worker personally considers tobe unethical. For example, what if policy requireshim or her to overbook reservations and he'shethinks that doing so is unfair to customers?

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Skills for Survival

The person who can cope with change, make de-citons, and balance the multiple roles of his or herlife stands a better chance of surviving as an inde-pendent, functioning person than ore who cannot.One means of coping with these aspects of adult lifeis to use survival skillsskills that can help a per-son to make the decisiqns that are a part of adultlife; to meet and accept change; and to balance the

_ diverse responsibilities of being an adult. Consider,or example, the following situations:

Andrea loves her job but hates her supervisor.She is doing exactly the kind of work she likes,in pleasant surroundings, with excellent payand every chance for advancement. Everythingis perfectexcept that the supervisor is impos-sible to get along with, No matter what Andreadoes, its never enough. never good enough,never fast enough. Andrea knows that if shecan just hang in there, she'll get a promotioninto a different unit. But she doesn't know howmuch longer she can survive this impossiblesuperv;sor. She's in a dilemma. What shouldshe do?Hans is in a bindhe can't seem to find time inthe day for both work and himself, not to men-tion family and friends. He is committed andconscientious, so he works long hours, oftenbringing work home. When it's finally time to re-lax in the evening, he finds he's too tired to en-joy himself or the company of other:. Friendsand relatives have begun to call to make surehe hasn't moved out of town. Hans truly enjoyshis work, but he wonders whether he can sur-vive this much longer. Is there any way out?

The way out of either situation is to use survivalskills. There are particular skills that can help an in-dividual function successfully in these situations.For example:

To help herself out of the dilemma of the impos-sible supervisor, Andrea might begin by clarify-ing her values concerning the situation: What isreall,,r most important to herstaying in the jobshe likes or getting away from the supervisorthat drives her crazy" Perhaps she needs tomake a decisioneither to stay with the job asit is or to find a new one.

7

Last, sr.e would need to set a goal to carry outher decision. Her goal could be to learn to getalong with the villainous supervisor. or it couldbe to find a new job within three months. In themeantime. whatever she does, she could usethe help of some stress management tech-niques to reduce the effect of this obviouslystressful situation.To deal with the problem of too little time. Hansmight consider using some time managementtechniques. Perhaps he doesn't manage histime well and cotild, in fact, work more quicklyand efficiently. Or, maybe he works extra hoursbecause he needs the money. If so, developingpersonal financial skills or becoming a more'knowledgeable consumer might help Hans toreduce his expenses.Hans could also examine his valuesIs workSO important that it deserves all this time/ Hansmight even examine his nutrition habits It hedoesn't eat properly, that may be why hedoesn't have the energy to enjoy himself aftefwork.

As vocational-technical students preparing for themultiple roles and responsibilities of working adults.your students need these and other survival skillsThey need to be able to cope with change, mak:,decisions, and otherwise deal with their persona'and professional roles. Tre following are areas inwhich your students need to have survival skills.

Home management (e, g., consumerism. finan-cial management, balkncing home work re.sponsibilities)Personal management (e.g., time manage,merit, stress management. personal hygienenutrition)Decision making, including values clarificationand goal settingInterpersonal skills (e.g.. assertiveness. use ofsupport systems)Use of employment and career informationAbility to transfer skills (e.g.. safety practicesuse of information resources)

Your Role

Why should you be concerned with your students'survival skills? As a vocational-technical instructor.your ultimate goal is to help students become em-ployable in their chosen occupations. However.preparing students for employability involves morethan ensuring that they have specific technicalknowledge and skills

Technical knowledge and skills are vital. ofcourse. But a truly capable. productive, and satis-fied worker is one who has the attitudes, skills. andpersonal qualities --the survival skillsthat enablehim or her to cope. on or off the job, with whateversituations arise. Helping your students to developsuch skills is part of your responsibility in preparingthe whole worker. not just developing the worker'sability to apply specific technical skills.

You probably already help your students in thisway to some extentfor example, helping them tounderstand the value of work and the importance ofpromptness on the job. Depending on your programarea. you may emphasize other kinds of survivalskills as well.

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Interpersonal skills are an important part of manyoccupational programsfor example. customerservice and courtesy in marketing and distributiveeducation. and chairside manner in dental assistanttraining Financial skillsbudgeting. purchasing.and so on are a standard pal of many other pro-grams In almost any specialty area. students andworkers locate relevant information using standardreference books or other means

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But such occupationally specific emphases arenot really sufficient, Additional survival skillsim-portant to workers regardless of their occupationalareaare also required. Fcr example. many jobsinclude responsibility for making frequent decisions.Most supervisors value workers who can set theirOwn goals and take action to achieve them. Goodsafety habits are always required and appreciatedby supervisors and co-workers alike.

Know led2e and skill in career planning can helpensure that students will be happy--and able to ad-vancein the occupational area of their choice.Managing time or stress effectively can allow work-ers to function under pressure or in unpleasantcircumstances, if necessary Appropriate nutritionnabits can contribute to health and productivity. In-terpersonal skills allow workers (whether or not theirwork involves contact with clients or customers) todevelop friendly and constructive relationships withothers. at home or on the job

A worker who has and uses skills such as theseis more likely to be able to maintain a healthy out-look and R. good balance in his her life roles. Such aperson usually can do a better job of devoting timeand attention to the job at hand.

Even though many of your students are now orsoon will be adults functioning in multiple roles, theymay not have all the survival skills they need. Somestudents may manage their time or their financespoorly. Others may lack understanding of their ownvalues. Still others may lack skill in making deci-sions or setting goals.

You can take actionas part of your normal in-structionto assist students in improving their sur-vival skills in the following ways:

Provide information that students will need.This might be information they could use intheir personal livr's or in the world of work.Teach specific survival skills that students canuse in situations they will encounterSet an example for your students. Show themby your own words and actions how survivalskills can help them in their daily lives

Provide InformationTo function in multiple adult roles. students need

to have information at their disposal. They mayneed information on elements of independent dailyliving (e.g,, hygiene. nutrition, personal finances.tenant rights, legal aid. and consumerism), Theymay also need information relevant to their work andcareers legal rights and responsibilities ofworkers) You can help your students, then, by pro-viding information that is Pertinent to their variousadult roles.

Any information you provide to your studentsshould be accurate and up to date. You may nothave all the information you need on hand. You mayknow little, for example, about stress management.Furthermore, you may not have the time or exper-tise to develop print and audiovisual materials toconvey this information to your students. You shouldtherefore consult reliable sources to obtain this in-formation, The best strategy would be to collect ma-terials from professionals or organizations with thenecessary information and expertise,

For example, the school nurse, campus healthservices, or your own physician might provide bro-chures or pamphlets or nutrition or hygiene, Mail)/trade associations have free materials on employ-ment and careers. Various service agencies andvolunteer organizations might provide materials aswell.

You might also consult other teachers (e.g . ahome economics instructor who has a clear, read-able information sheet on basic nutrition) to obtaincopies of materials they use with their students. Youmight start a file of articles clipped from magazinesand newspapers for students to refer to. Finally.your school or college library might have or mightorder materials appropriate for your students' use

In all probability. you will not be conducting for-mal, planned survival skills instruction Rather, youcan usually give your students information infor-mally, in response to specific situations as theyarise. You might do this by organizing a classroomresource center or by departing briefly from yourplanned lesson to provide related information Oc-casionally, a planned activity may be used to pro-vide-infurmation to individual students or to the en-tire class

9

The resource center. A resource center need notbe sophisticated or complex. It can simply be a lo-cation in your classroom or laboratory where youcan put materials for students to use. A table. bul-letin board, file cabinet. shelveswhatever equip-ment you have availablewill fill the need.

You may already maintain a resource center. es-pecially if your program is competency-based. If so,you can simply add materials concerning survivalskills to it. If not, you can and should set one up.Resource centers are useful for providing relatedmaterials on any topic you may be covering withyour students.

Once you have stocked your resource center withpertinent materials. you will find that it is a conve-nient way of providing information. You may notice.for example. that a particular student manages histime poorly in laboratory practice sessions. As youcirculate through the lab, you could point out to thestudent that he could work more efficiently by usingsome time management techniques. You could.then, refer him to materials in the resource centerthat provide information on these skills.

Or. you might be having a class discussion on ca-reers. when a student asks how she should goabout deciding which job offer to accept if she re-ceives two at the same time. You could tell herbriefly that there are some simple decision-makingsteps to go through and then refer her to materialson decision making in the resource center

11

The advantage of the resource center is that it al-lows you to provide information to students withoutusing a lot of time you had planned for other pur-poses. Students can get the materials and use themon their own time. They can always come to you ifthey have questions or would like further informa-tion

You should make it clear to your students that theresource center is there for their use. They shouldfeel free to browse through the materials storedthere and to take any that they find interesting orrelevant to their concerns. You might want to use acheck-out systemfor example, students couldsimply list their names, the materials they havetaken. and the dates when taken and returned.

The brief departure. Another useful means ofproviding information on survival skills is to departbriefly from your planned instruction when the needarises. You can use this technique to provide infor-mation to individual students or to your entire class.

You might. for instance. be working with a studentduring a laboratory practice session and observethat she does not know how to locate information inthe operating manual for the machine she is using.It would be simple and logical for you to take a mo-ment to show her how to use this type of manual toget the information she needs

O, this same student might not know the mean-ing of a word in the manual. Again. you could takethe opportunity to ensure that she knows how to useanother reference book----the dictionary. You couldhave her look up the word in a dictionary, showingher how to do so if necessary. In this way. your stu-dent will have gained some skill in dictionary usethat could be useful on many occasions.

Likewise. you might be presenting a unit on bud-geting to your entire class, when a student askswhether your budgeting procedures could be usedto set up a personal budget. At this point, you coulddepart briefly from your planned presentation, point-ing out how the students could plan their own per-sonal budgets using the same procedures. Youmight also refer interested students to relevant ma-terials in the resource center

Providing information to the entire class is appro-priate when the ink -matron is of use and of interestto all or many of your students. When only one stu-dent shows a need for the information. you can pro-vide it to that student alone. For example. informa-tion on nutrition might be appropriate for allstudents Explaining where to locate information ona specific kind of diet might be of interest only to apafficu!ar student

Planned activities. There may be occasionswhen you can plan specific activities to provide sur-vival skills information to one or more of your stu-dents. Whether you involve all your students or notdepends on their need for the information. Studentsshould participate in the activity if the information osof use and interest to them.

One such planned activity is a field trip. If manyof your students are interested in the career ladderconcept in their own specialty area. you mightschedule a field trip to a local business, Studentscould observe workers in different jobs and at differ-ent levels. They might interview a worker or super-visor to discover the possibilities of advancement inthat particular business. They might ask what qual-ities are required for a worker to be considered foradvancement.

You could also invite a guest speaker to addressyour students on a topic of common interest. If manyof your students are concerned about handling per-sonal finances. you could invite someone to speakon that topic. There are many outside experts whowould be willing to speak to your class about theirown area of expertise.

Finally. you could direct students in obtaining in-formation from outside sources. For example,one or more students who have particular career in-terests could write to trade associations to obtaininformation about them.

Students might also contact community or gov-ernment agencies for various kinds of informationlob centers. for career and employment information;county extension agents. for nutrition and homemanagement information: or consumer advocates,for tips on wise shopping. A student with exceoionalneeds might contact an agency serving those withspecial needs to determine what services are avail-able

10 12

Teach Specific Survival SkillsIn addition to providing students with useful infor-

mation, you can give them the opportunity to learnand practice specific survival skills. They can beginto master techniques to help them manage theirown personal lives. plan for the future, progress intheir careers, and relate successfully to others.

You can teach these survival skills in much thesame way that you provide information. You mighthave materials in your resource center that give stu-dents information, structured practice, and simula-tion activities to help them develop a specific skill.You could depart briefly from your planned instruc-tion to give students information or an opportunity topractice various skills, individually or in groups. Onoccasion, you might plan, an activity designed toteach survival skills, for o, IQ or lore students. De-ciding what method to use ,natter of judgment,just as in providing information.

Set an ExampleFinally, you can act as a role model by setting a

good example of survival skill use for your students.You can demonstrate appropriate coping behavior inmany of your actions from day to day. By being re-laxed and as open as possible with your students.you will make it easier for them to seein aclion-many of the skills you are teaching.

Specific Strategies

Serving as an example fits naturally with otherteaching strategies you may use. For example.when you are dealing with a stugiset individually,sharing problems that you fne and how you solvethem may have particular impact. This may providean excellent opportunity to make the value of a sup-port system explicit and real for a student. You canexplain how you share and discuss perplexing prob-lems with a particular friend, how activities help yourelax and diversify your interests. and what thingsgive you a sense of security.

In other circumstances, there may be a sponta-neous opportunity for you to share your techniquesfor dealing with stress. Or, you may find an oppor-tune time to demonstrate that you use the library orother sources of specialized information, such asthe county extension agent.

Organized activitiessuch as a field trip, a guestspeaker, or a simulation activity--may provide op-portunities for demonstrating survival skills to whichyou can refer later. For example. questions you askof a field trip guide, interaction with a guest speaker,and your participation in simulation activities may alldemonstrate survival skills. At a later time, you canuse these events as examples during class discus-sions.

Lets take a closer look at how you might carry outyour role in relation to some of the specific survivalskills we have discussed.

Home ManagementJust about everyone. sooner or later. will have a

"home- to manage. whether it is a house, an apart-ment, or just a room. An important part of homemanagement is being able to manage personal fi-nances --using bank accounts. setting up a budget,using credit wisely, shopping wisely, and so on

As consumers, your students will buy a variety ofproducts. from food and clothing to automobiles andappliances. You can help them learn how to shopfor the best buys by using samples related to thevocational area.

For example. a printing instructor is probably re-sponsible for ordering paper and ink. That instructorcould give students copies of the price lists from var-ious manufacturers of these products. Then stu-dents could compare the prices to find the bestvalue. The instructor could then mention that theyshould also compare the prices if the products theybuy.

This instructor might also bring to class samplesof the various products listed on the price sheetsPerhaps he or she could get a ream of bond paperfrom each manufacturer and ask students to readthe labels and examine the different papers. Theymight find that one manufacturer offered a very lowprice but that the product wasn't as good as the oth-ers. The instructor could help them relate this totheir private lives by pointing out the differences invarious brands of clothing or other items.

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1. Recognize that stress is presentSit downcoolly and calmly and realize that you are. suf-fering from stress. Sweaty palms, a racingpulse, rapid heartbeat, restlessness, anxiety,and plain old worry simply indicate that strevsis operating.

2. Recognize the cause* of stressThesemay vary widely from person to persart. Phys-ical factorsheat, intense light, tack of airmovement, noise, or ooneral discomfort----cancause stress in many people.

Interaction with other people can often causestress. Walking into the supervisort office maygive you butteries in the stomach Even ityour feelings are positive about another per-son, you may eiperierios stress during inter-action. For example, you may like- and respectyour teacher but stilt fa& apprehensive whentalking to him or tier becauilek*era very anx-ious to plets.se hlmiher. ;

Stress can also occur as a resPOnee to uncer-tainty and pressure. if you feei ?let, ou arefinder undue P ,.rararrli ',017-0111"ersto perform lee% '.'gram, you may experience streee; --that your future is uncertain (.%Iill you be able tofind a job atter; training?), yr*4weit feelstress. There can be as Mew causetehf stressas there are people to

Take action- to - OfetreeeeLPertipt .*treiscan be Changed or eliatinst00.,,weitosets riOtsoreduced, air teropirature rtiadtirtO4 comfort-able, pressure or uncertainty reduced. What-ever causes stress in your W thouldbe exarmed.

4. Use relaxation exercises to help reduce theeffects., of 4tress'A.;06w-atfolv'ete?tiss con-SiSIS. of the foitewinei steps: '

Sit on the edge of a hard chair, with yourlegs Icon to ten inches apart and your towerlegs perpendiOlar to the. floor.

. Sit tip very Straight, mitkiigytier whole bodyigitThen. cogsPleYstilr *tote ticgty like a

_ rg dolt, Let .yckir head drove., yeur; backway ft:4,4 :and yOur 1:4r#, rest on

your kneeLCoricentiute on one part of your bcidyyour

"left artri; fttit vtarrOiefr-t yourself that itfeels very heavy. :ii,Ceep repeating this to

;-yotiesetf until you ear!, testa the. heaviness inthat limb.Return to the upright sitting position. Closeyour eyes. Clench and flex all of the Musclesin your -heavy', lett arm. Thke a deep breath,

"open your eyes, exhale, and relax.Repeat this exercise Viral timeetri a rowAfter a few repetitions, repeat the processwith a different limbthe right arm, for ex-ample,. Do the entire exercise severel timesa day, whenever you feel that you are tenseand need to relax.

Values clarification. The purpose of involvingpeople in values clarification activities is, ultimately,to help them build their own value systems. The in-tent is not to impose any particular set of values, butrather to have people apply critical thinking to thebeliefs and behavior patterns they have alreadyformed and are still developing.

The first step in this process is to help studentsbecome aware of the beliefs and behaviors they',ague now and would be willing to support in a dis-cussion. Students can be encouraged to consideralternative ways of thinking and acting, to weighpros and cons, and to determine the consequencesof various alternative% They can also be asked toconsider whether the actions match their beliefsand. if they don't, how they can bring the two closertogether

You can give students practice in clarifying theirvalues by providing hypothetical situations for themto react to. There are many good references avail-able containing such situations and other valuesclarification activities. You might also develop suchmaterials yourself.

For example. you can present questions that re-quire students to make occupational choics that re-flect their values. such as. "Would you rather have ahigh-pressure job that pays well or a low-pressurejob that pays less well?' To answer this question,students need to think about which they valuemorepeace of mind or a large salary.

I PROCESSIONAL, DENTIST

DENTAL HYGIENIST

DENTAL AUXItrI ARY

DENTAL_ ASSISTANT

You might also help students to clarify their valuesifirsituations that arise in your classroom or lab. Forexample, a student might ask whether it would bebetter to find a job immediately after completingyour program or to go on for advanced training. Yourreply to such a question could be put in a way thatencourages the student to think about hisiher val-ues. Getting a job right away would provide imme-diate income, while further training would probablybrilig higher wages and opportunity for advance-ment in the long run. Which does this student valuemore?

Goal setting. Making good decisions usually re-quires the ability to set goals. Like decision making,goal setting is a process that involves several steps.Again. you can help students understand thesesteps, either by working with students yourself or byreferring them to materials it your resource center.You can also give them the opportunity to practicegml setting, using situations that arise in the courseof your instruction,

For example, if yours is a competency-based pro-gram. you might have students set their own goalsfor the levels of competency they will work toachieve within a given time period. Or you mightwork with them on setting their career goals andplanring how they will go about achieving them.Gaining practice in setting goals while in school willmake yot r students better able to set personal andprofessional goals after they leave your program.

Interpersonal SkillsTo a certain extent, interpersonal skills are very

necessary to survival. Except for the most isolatedhermit, everyone must at some time interact withothers to secure basic needs, We may need to askthe butcher for four pork chops. We may need toexplain to a police officer that our car has been sto-len. How we relate to others may determine whetherour needs are met. Mere survival is not enough formany people, however. Wei-developed interper-sonal skills can make day-to-day survival far morepleasant.

The interpersonal skills your students may need!;) develop include personal relations, assertive-ness, coping with insensitivity, and use of supportsystems.

Personal relations. Skill in personal relations isvital for getting along with co-workers, supervisors,customers or clients, and personal friends. Manyopportunities for helping students to develop suchskills are likely to arise in your program. Group proj-ects. class discussions, committee meetings, andjust the daily interaction in a busy lab all call for skillin personal relations. As you help to make these sit-uations run smoothly, you can also help studentsdevelop their own interpersonal skills.

14 16

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1 React, whenever possible, with behavior in-stead of words. Don't just tell others aroundyou what you would like to dodo it.

2. Talk directly to other people whose actionscause you difficulty or inconvenience. For ex-,ample. if another student leaves tools scat-tered all around your work area, dcrq steamquietly and pick them up yourself. instead, talkto the student who left them there. Tell the stu-dent that the tools are in your way, and askhim/her to pick them up and put them wherethey belong.

3. Talk about yourself realistically but positively.Don't say demeaning things about yourselfthat invite people to take advantage of you orto ignore your feelings when you expressthem.

i 4. Say no when appropriate and don't feel guiltyabout it. Don't let others pressure you intodoing things you don't want to do just becausethey want you to,

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1. Look for early signs of an insensitive situ-ationWords or actions on the part of a groupor individual may alert you to the possibility ofharassment, prejudicial behavior, or stereotyp-ical remarks. If you can spot early signs of in-sensitivity, you can b on the alert to guardagainst an emotional reaction on your part.

2. Be aware of your own emotional reactionsto what goes onRecognize your emo-tionsanger, hurt, resentmentas you ex-perience them so that you can choose a con-structive reaction.

3. Count to ten before reactingGiving your-self this small breathing space can help youavoid overly emotional responses to what ishappening.

4. Choose an appropriate, constructive reac-tionYou could just walk away, therebyavoiding the Issue. Or you could, with quietdignity, confront the people involved, tellingthem frankly that they being insensitive to-ward you and explaining how It makes youfeel.

I

Use of support systems. Maintaining self-confidence and a positive attitude and overcomingdifficulties take effort. Taking advantage of a supportsystem can help to soften and smooth the effects offrustrations and disappointments encountered indaily living. A support system consists of elementsin one's life that provide encouragement, feedback,or appreciation and that feed inner resources. Sup-port systems include people, organizations, re-sources, activities, and an individuals own personalfeelings and attitudes.

The people in a person's support system are usu-ally family, friends, and others, such as clergy, whofunction in a supportive role. Some are individualswho comfort and understand. Others challenge andstretch, helping the person to expand his or hersense of identity. They are people in whom the per-son confides and has trust.

The organizations in a person's support systemare employers, religious groups, clubs. and groupsformed specifically for mutual support with which theperson feels a sense of belonging, membership, oraffiliation. Organizations provide opportunities forinteraction and participation with other p4ople. It isthis interaction that often adds spice to life, providesa sense of purpose. and helps the person find, oth-ers with similar interests. A job may be a very im-portant part of a support system. when satisfactionand pride come from the job and related activities.

The resources in a person's support system arethings that give the person a feeling of security. Forsome. this may be a house: a car, a bank account.or a rich uncle. For others, it may be a motorizedwheelchair. a guide dog, or skill in lipreading. Forstill others. it may be a solid basis of skills andknowledge from which to operate. When your stu-dents successfully complete the vocational-technical program, the skills and knowledge theyhave gained will be a resource on which they candraw or build at any time.

Support system activities are the hobbies, mu-sic. reading. sports interests, and so on that providepleasure and escape. They are the things that di-versify one's thinking and provide insight. perspec-tive and balance in thought and action

16

A person's feelings and attitudes are also an im-portant part of his her support system. Confidenceand optimism with regard to oneself is a key ele-ment. Empathy for others, a sense of humor, arxiflexibility may be important elements. Religious faithor other sources of meaning and purpose in life arevital sources of support for some.

You can help students learn to uset outside re-sources to develop support systems. For example,you can provide information about such resourcesand the help they can provide. You can encouragestudents to consider getting support from others asa normal and necessary activity, not as a sign ofweakness. It is almost certain that each student hasa part of a support system already in place. You canassist students in identifying the existing elementsin their own support systems and the ways in whichthey draw on them for support.

For example, a young woman may realize, withyour help. that she has a caring teacher who chal-lenges her intellectually. A neighbor may be the per-son in her life in whom she can confide and discussproblems, hopes, and dreams. If she is pursuing aprogram nontraditional for her sex, she may cometo recognize that joining a support groupwhosemembers are students with similar interestscanbe very helpful.

Similarly, some students may be helped to realizethat a car is more than a pleasure vehicle for them.Its" monetary value, its importance in providingtransportation to a job. and the pleasure they getfrom maintaining it may make that car an essentialresource in their support systems.

And for some students, the pleasure they gainfrom school activitiessports, music, student gov-ernment. clubs--- may be seen in a new light, asgrowing parts of a support system.

If you help your students to become more con-scious of- -and developtheir support systems,they will have a ready source of praise. comfort, ad-vice, honest feedback, recognition, and other sus-taining forces. With a broad base of support, theymay be less affected by the good or ill that comesfrom any single aspect of life. Difficulties may arisebut the valleys or voids. whatever their source, canbe smoothed with a well-developed support system.

18

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Employment and Career InformationThe ultimate vocational goal of your students is

probably to obtain suitable employment. Before theycan do so. they need to be able to identify. under-stand. and use sources of career information Theyneed to be able to find and get a job they want andto keep that job Later on. they may need to be ableto change jobs or to advance in their careers.

Career information. You can help your studentsprepare for employment by discussing career infor-mation ,n class For example, you can talk about thekinds of jobs available in your occupational area and

17

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what is expected of workers Also you can makeavailable to them pertinent literature that describesdifferent occupations or how to apply for a Job Youcan post newspaper or magazine articles that (Ica;with working in your occupational area

If time permits. you can show films give slidetape presentations, or invite quest speakers fromthe local business industry community to talk aboutJob requirements. In addition, yo'i could schedulefield trips to area companies so that students cansee workers actually performing on the job Yourstudents may also benefit from activities in whichthey practice filling out job application forms writingresumes. and interviewing for jobs

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Be firm in refusing any advancesLet theharasser know, in no uncertain terms, how youfeel about such attention. Do not inflame thesituation by yelling at or threatening or Insult-ing the harasser. State your refusal as calmlyand clearly as possible.

2. Speak with co -workers ---- Others may havehad the same problem with the same person.Do not conceal what has occurredremem-ber that you are not the guilty person.

3 Report the problem to appropriate admin-istrative or supervisory personnel or toyour unionYou might make your report inperson and then follow it up with a memo, re-stating your concern as you reported it.

4. Keep your own record of what you have ex-periencedNote what the harasser did andsaid, the date, and the circumstances.

5. Look for outside hoip if necessaryYourstate human rights commission of the federalEqual Employment Opportunity Commissionmay be of assistance to you. If you need topursue the issue, you may want to contact anattorney

Ability to Tiansfer SkillsThere is one final skill that can help your students

to function suctdiAilly in their multiple life roles.The ability to transfer skills from one area of life toanother can be # very important survival skill. It canhelp students sal use all their resources tq cope withthe situationsi'people, and changes they encounterin independent daily living.

You could, first of all, point out to your studentsthe relationship between career skills and their per-sonal lives. They may not realize, for exiimple, thatthey can use the same techniques to iltinage theirtime or to manage stress, whether on the job or athome. Other skills (e.g., personal plannihg, interper-sonal relations, or personal finance) also applyequally well in either situation.

It would be quite simple for you to show studentshow specific technical skills taught in your own oc-cupational area can apply to their personal lives. Forexample, if you teach budgeting, you could explainhow your students can use the same oudgetingtechniques to set up personal budgets. And as youteach safety practices as part of your curriculum.you can show how those practices carry over toother areas of lifethe world of work, the home,recreation, driving, and so on.

Likewise, you could point out that personal skillsstudents already possess may well apply to theirprofessional roles. For example, if you have a dis-placed homemaker in your program, you could helpher see that she has numerous skills that will be oc-cupational assets. She may have skill and experi-ence in chauffeuring. cooking, scheduling, familybudgeting. cleaning and maintenance, home repair,first aid. child care, adolescent cour,seling, or lutor-ing any of the thousand and one things that home-makers traditionally do for the family and home

Knowing that they have their own repertoire ofinterrelated skills can help students in a variety ofways. It can help them manage stress and timemore effectively. It can improve a low sense of self-esteem. And the increased confidence that thisknowledge brings can help them to cope with thechanges that are an inevitable part of independentdaily livingchanges in roles and responsibilities.in the circumstances around them, or in their ownplans for the future.

19

Reference books. One specific transferable skillthat your students may already have issability to usereference books. You probably already teach yourstudents how to use occupationally related refer-ence materialsoperating manuals. troubleshoot-ing guides, parts lists, or dictionaries of occupationalterminology. Skill in using these materials can betransferred to students' personal lives, as well.

As the opportunity arises, you can demonstrate toyour students how they can use the same skills tolocate other kinds of information. For example. find-ing information listed in an alphabetical arrange-ment is basically the same whether the resource isan irdex, a dictionary, or a telephone book. Findinginfo, mation according to general categories or func-tions applies not only to the table of contents or acookbook but to a troubleshooting manual as well.Locating information on a schematic diagram ismuch like reading a road map.

Whatever reference skills students might use inyour own program. you should ensure that theyknow how to apply those skills to locate informationfor their own purposes.

21

optionalActivity

11

There are many popular books available on survival skills. Nbu may wish toread all or part of one or more of the following supplementary references,each of which deals with a specific survival skill:

Lakein, How to Get Control of Ibur Time and Ibur Life--Chapiers 1 and2 describe in general terms what time management is and how ft helpspeople gain control. The remaining chapters deal with specific strategiesfor managing time.Alberti and Emmons, Stand Up, Speak Out 71Ik BacklThis bookdeals with assertiveness. Section 1 defines assertiveness, helps you todetermine whether you are assertive, and demonstrates what assertive-ness can do for you. Section 2 presents a training program to developyour own assertiveness. Section 3 describes how you can help othersto become assertive.Woolfolk and Richardson, Stress, Sanity and SurvivalThis is a gen-eral treatment of stress and how to cope with it. Part 1 introduces stressand associated phenomenaphysical disorders, anger, and anxiety.Part 2 presents specific coping strategies for resolving conflicts, relax-ing, meditating, and so on.Simon of al., %Mies ClarificationThis book presents a very good treat-ment of values darlficationwhtd it is, what it can accomplish, and howto go about ft. Part 1 describes the values clarification approach and tellshow to use the remainder of the book. Part 2 presents specific strategiesto use in values clarification activities. Ntou may find it helpful to read Part1 for a basic foundation skid then look through Part 2 for specific strate-gies to use or adapt for t in your own classroom or lab.Ellis and Harper, A New Guide to Rational livingAlthough somewhattechnical in tone, this book examines how through self-evaluation, wecan discover irrational ideas that underNe our actions and our reactionsto situations and other people. Chapters 1 through 4 describe the au-thor's view of how feelings are created and how they work.

Activity

3

141

The following case studies describe how twee vocational teachers assistedstudents In improving their stivivei skills. Read each of the was studies andcritique in writing the performance of thet6tachers described. Specifically,you should explain (1) the strengths of the teachers approach, (2) the weak-nesses of the teacher's approach, and (3) how the teacher should have as-sisted students in improving their survival skills.

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CASE STUDIES

Cm Study 1:Mr. ftlls headed right for the resource center on

the way into his room. The previous nights he hadfound an excellent article in the newspaper onchoosing an apartment. He had also recently re-ceived a brochure on employee rights from the stateemployment service. As he was shelving these twodocuments in the resource center, he noticed thatthe videotape on safety had been returned. Hemade a mental note to tell Steve McGuire that hecould see the tape now

He tidied up the resource center a bit. he wantedeverything in order because a guest speaker wascoming to class that afternoon. His speaker, Ms. Le-land, was head of training for a large local depart:ment store. Her topic was to be the importance ofinterpersonal skills in retail sales, a topic of interest

21

to all the students in his marketing and distributiveeducation program. Mr. Wells had been mentallypreparing a few anecdotes on the subject from hisown personal experience.

Before the students arrived, Mr. Wells glanced athis lesson plan. The lesson was part of a unit onbudget planning. Later that morning, he was wrap-ping up his review of the lesson, when there was aquestion from Tony Ganobcik.

"Mr. Wells, I'm going to get my own apartment atthe end of this term. Can I plan my own personalbudget the same way you're showing us today?"

"Sometimes, yes, that's possible," said Mr. Wells."Good question, Tony. Now, any questions about to-morrow's assignment before our speaker arrives?"

23

Cu. Study 2:Eva Mae Brooks was conducting her home eco-

nomics class. She had just finished demonstratingto elude*, how to make a double seam. As shereviewed the techniques, she asked a question ofJane Hutchins.

"Jane, what does it tell you when you see doubleseems on clothes when you're shopping?'

Jane looked perplexed and answered hesitantly.It . . . uh . means that the drafts er . are900e

-That's right, so you should look for them whenyou shop. Mau will get better clothes if you de

Now the PA system was crackling and splutteringto life. A student's voice read an announcement.

*The guest speaker for this afternoon% assemblyhas been delayed. Therefore, the assembly will bepostponed from 1:00 to 2:00. Thank your

Ms. Brooks shot an annoyed look at the speakerabove the chalkboard. Shuffling tho papers on herdesk, she muttered to herself, IV O, that's one as-sembly they can have without mel I've got betterthings to do at 2:001" She looked up when she heardJane's voice.

"What else should I look out for when I shop forclothes, Ms. Brooks?

. . . go get the pamphlets on the top shelf ofthe resource center, would you, %We? That's theone -- 'Quality as lbw Shop. Pass them around toanyone who wants to see one, would your

2224

caw Study 3:tic Bs sire is a vocational teadw at a local com-

prehensive high school. One of her students, HaroldNyman, is an adult enrolled in the retraininggram. Harold stopped by Ms. Sellairetday after class to chat.

"Busy, Ms. Ballairer

'No, Harold, come on in," she replied. `What'supr

"My blood pressure, most of all. I feel realty ner-vous about the test tomorrow The reason I'm soscared is that Illtadbeen working extra hours allweek, so I haven't much of a chance to study. Ihate to let that sue, but my family has got to eat.And, you know the worst thing about It is that Ihaven't got anybody to talk to. No one else In theclass has to cope with these problems."

Ms. Bellaire pondered Harold's remarks for a min-"WO, it looks like you could use some help in a

couple of different areas. Maybe there are ways thatyou could manage your time a little better. And, itsounds to me like you could benefit from a support

systempeople you can talk to who have the samekinds of problems that you do."

Ms. Bellaire went to her resource center and gota book and a magazine article on time managementfor Harold to rend. She told hin: there was more ma-terial in the resource center when he finished those.Then, she talked to Harold for a while about using asupport system.

First, she asked if he had a close friend or relativeifith whom he felt comfortable talking. When Haroldanswered that he was very close to one cousin, sheslanted that he might get together with the cousinto talk about what was troubling him. In addition, shelooked in her file and gave Harold the name of alocal group of working parents he could contact.

She also pointed out to Harold that his own valuesand attitudeshis belief in his own success and de-terminationwere a part of hii support system. Asthe clock ticked away, Harold and Ms. Bellaire con-tinued their discussion of his problems and what hemight do about them.

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23 25

NOTES

24 26

Compare your written critiques of the teachers' performance with the modelcritiques given below Your responses need not exactly duplicate the modelresponses; however, you should have covered the same major points.

MODEL CRITIQUES

Case Study 1:Mr. Wells was apparently doing a good job of pro-

viding information on survival skills to his students.His two new resources appeared to be of potentialinterest to students, and the videotape on safetywas an excellent idea. At least one of his resources(the brochure on employee rights) was from a reli-able sourcethe state employment service couldbe expected to provide up-to-date information on1. o subject. His resource center seemed to be ful-filling its purpose.

Another stength was his use of a guest speaker.As head of training, Ms. Leland should have beenable to speak with authority on her topic. As a rep-

of an apparently successful company,her views would likely seem reliable to his students.

Mr. Wells's idea of sharing anecdotes concerninghis own experiences was probably also a good one.Students could hear, from someone they know andtrust. what kinds of things might happen in the worldof work and how to handle them.

Mr. Wells did show one weakness, however. Hefailed to teach a specific survival technique whenthe opportunity presented itself. When Tony askedhis question about planning a personal budget, thiswould have been the perfect time for Mr. Wells todepart briefly from his planned lesson to help stu-dents understand the transferability of this `voca-tional skill to students' personal lives. (If there wasn'ttime before the guest speaker arrived, he couldhave made known his intention to return to the sub-ject at the next class session.)

Mr. Wells should have used this leachable mo-menrto help students see that the skills they werelearning in the classroom also applied to other partsof their lives. This could have been of benefit to allhis students.

He should. first of all, have told students that theycould plan a personal budget using the method hewas teaching. He might have allowed students toplan a personal budget as a practice exercise. Hemight have referred Tony and other interested stu-dents to materials in his resource center. He might

even have shared with students his own personalbudget plan, thus reinforcing the transferability ofthat skill.

Case Study 2:Several things are in Ms. Brooks favor in judging

her performance. First, she used a question to greatadvantage to point out to students the transferabilityof the information she was giving them. She createdan opportunity to teach students that double seamsare a sign of quality, applicable in their lives as con-sumers.

She then continued the brief departure by provid-ing information to Jane and other students. In send-ing Jane to the resource center for pamphlets, shegave students the opportunity to learn additional in-formation on the topic. By doing so, she demon-strated ? concerned and responsive attitude towardthe needs of her students.

Her major weakness, however, is that she set avery poor example by reacting inappropriately whenthe assembly change was announced. Her reactionwould not help students to understand that changeis an inevitable part of life. What she demonstratedto her students was an extreme reaction to an insig-nificant changejust the kind of reaction she issupposed to be helping students to avoid.

Ms. Brooks should have set a better example ofsurvival skills for her students. She should have kepther feelings about the time change to herself. Shemight have taken the opportunity to display an ac-cepting attitude toward this change, helping her stu-dents to accommodate it.

All in all, however, Ms. Brooks has the potential toassist her students in developing their survival skills.She did a good job of providing pertinent informa-tion. She pointed out the transferability of occupa-tional knowledge to students' personal lives. Butshe must first improve her own survival skills beforeshe can demonstrate appropriate bebaviors to herstudents.

Case Study 3:Overall, Ms. Bellaire did very well as she began to

assist Harold in developing his survival skills. Sheresponded to the situation as it developed andtreated Harold's concerns as being important andworthy of, consideration.

Her greatest strength was in her treatment of sup-port systems. She helped Harold to identify a confi-dantsomeone he was dose to and with whom hecould talk. She recommended a peer group withwhich Harold could feel a sense of belonging anddiscover other resources. Finally, she apparently in-volved Harold in a long discussion on his own val-ues and attitudes, helping him to understand the im-portance of drawing on his own inner resources.

Ms. Bellaire also identified a possible means ofreducing the pressure Harold was feeling --timemanagement. She recognized Harold's problem oftoo little time and provided him with some informa-tion on managing his time better. There may beother things she could have done, but at least shemade a beginning.

One small item Ms. Bellaire missed, however,was the importance of activitieshobbies, inter-ests, sports, and so on. She couid have helped Har-

old understand how setting aside time for these ac-tivities could help him find pleasure and escape,possibly reducing the strain he was feeling.

Ms. Bellaire's major omission was that she failedto specifically identify stress, per se, as part of theproblem. Although some of her suggestions shouldalleviate some of the stress, she should have madean effort to help Harold deal directly with thisstress.

For example, she might have helped him to rec-ognize the causes of his stress. She could haveshown him an exercise to help him relax and reducethe effects of stress. She might have told him aboutsome of the ways in which she deals with the stressin her own life. She could have pointed out to Haroldthat just talking to someone about his problemscould help him to relax.

All in all, Ms. Bellaire helped Harold to use someof his resources and to develop the beginnings of anoverall program to deal with his problems. Hence, itis all. the more surprising that she failed to see allthe possible resources Harold had at his disposalincluding resources that might help him directly toreduce the stress he was feeling.

Level of Performance: Your written critiques of the teachers' performance should have covered the samemajor points as the model critiques. If you missed some points or have questions about any additionalpoints you made, review the material in the information sheet. Survival: A Basic Skill, pp. 6-19. or checkwith your resource person if necessary.

26 28

I 1. M M Amid II Pima maul a WO i WIIIL II in S M I AI I I 111%

erienceOVERVIEW

Using your own occupational content, develop (of' adapt) a lesson plan de-signed to teach time management skills.

You will be developing (or adapting) a lesson plan designed to teach timemanagement skills as related to your occupational content.

You will be using the Lesson Plan Checklist, p. 29, to evaluate your compe-tency in developing (or adapting) a lesson plan designed to teach time man-agement skills as related to your occupational content.

ActivityAssume that you have determined that a large number of students in yourclass are having difficulty managing their time effectively. Identify a unit orlesson, which is pert of the usual occupational curriculum that you are or willbe teaching, that would lend itself to the teaching of time management skills.Then, develop (or adapt) a lesson plan that covers time management skillsas related to your occupational content.

After you have developed (or adapted) your lesson plan, use the Lesson PlanChecklist, p. 29, to evaluate your work.

28

30

LESSON PLAN CHECKLIST

Directions: Place an X in the NO, PARTIAL, or FULL box to indicate thateach of the following performance components INas not accomplished, par-tially accomplished, or fully accomplished. If, because of special &cum-

. stances, a performance component was not applicable, place an X in theN/A box.

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1. The overall plan meets the criteria for a well- developed and completelesson plan

2. The lesson content lends itself to coverage of tkne management skills(i.e., there is a clear, natural relationship)

3. The plan includes methods such as the following for providing stu-dents with information about time management skiffs:a. providing them with up-to-date, accurate resource materials during

the lesson

b. referring them to additional materials located in a resource center

c. consulting reliable sources

4. The plan includes provisions for teaching the specific steps involvedin time management, including:a. defining the task

b. assessing your capacity to perform the task

c. setting priorities among tasks

d. setting up a schedule

5. The plan includes opportunities for students to practice time manage-ment skills in the classroom or lab (e.g., as pan of group projectwork)

6. The plan includes one or more of the following strategies for providinginstruction through teacher role-modeling:a. demonstrating appropriate management of your own time

b. sharing personal e..periences your successes and failures inmanaging your time

7. The activities in the plan are designed to help students understandhow time management skills can help them In lifeboth personallyand occupationally 41t

LEVEL OF PERFORMANCE

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CILevel of Performance: All items must receive FULL or N/A responses. If any item receives a NO orPARTIAL response, review the material in the information sheet, Survival: A Basic Skill, pp. 6-19, or checkwith your resource person if necessary.

NOTES

30 32

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32 34

TEACHER PERFORMANCE ASSESSMENT FORMAssist Students In Improving Their Survival Skiffs (M-6)

Directions: Indicate the level of the teadier's accomplishments by pladngan X in the appropriate box under the LEVEL OF PERFORMANCE heading.If, because of special circumstances, a performance component was not ap-plicable or impossible to execute, place an X in the N/A box. %noun* Pavan

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in providing information, the teacher:1. included information on the following survival skills:

a. home management Elb. personal management

c. decision making

d. interpersonal skills

e. use of employment and career information

f. ability to transfer skills

2. included information from a variety of reliable sources bothinside and outside the school

3. included information students could use in their personallives or in the world of work

4. ensured that all information was accurate and up to date

5. established a resource center containing materials appro-priate for student use

6. regularly checked newspapers, periodicals, etc., for sur-vival skills information to add to the resource center

7. departed briefly from planned lessons, as appropriate, toprovide information concerning survival skills

8. referred students to the resource center for informationbased on individual needs

9. planned activities, as appropriate, to provide students with 1-1information based on group needs

LEVEL OF PENVIVAANCE

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in teaching specifteourvival Ali* the teacher:10. used examples related to the occupational area

ter 4, 44*

El El11. taught specific steps to use in developing survival skills

such as the foNowing:a. time management gip El I:b. stress management 0 ac. decision making

d. goal settkig

e. assertiveness

f. coping with insensitivity

9. coping with sexual harassment

12. provided students with opportunities to apply the stepsthey were learning ri

13. assisted students in identifying and developing their ownsupport systems El

14. designed classroom and lab activities to help students de-velop skill in interpersonal relations EIFIDE1

15. designed activities to help students clarify their values

16. ensured that students understood both the rights and re-sponsibilities associated with employment Ci

17. included techniques appropriate to students' home, career,and personal management needs EJ

18. assisted students in transferring vocational skills to theirpersonal fives IT:I

19. used a variety of appropriate instructional techniques and Lmaterials

In setting an example for the students, the teacher:20. served as a role model by demonstrating appropriate use

of survival skills in the classroom and lab

21. shared personal experiences with students concerning his/her use of survival skills

cif

Level of Performance: All items must receivg N/A, GOOD, or EXCELLENT responses. If any item re-ceives a NONE, POOR, or FAIR response, the teacher and resource person should meet in order todetermine what additional activitirs the teacher needs to complete in order to reach competency in theweak area(s).

34 36

NOTES4,

35 37

S

NOTES

36 38

ABOUT USING THE NATIONAL CENTER'SPETE MODULESOrganbanionEach module is des fined to help you gain competencyin a perticular skill area considered important to teachingsuccess. A module is made up of a series of learning ex-perienees, some providing background information, someproviding practice experiences, sod others combiningthese two functions. Completing these experiences shouldenable you to achieve the terminal objective In the finallearning experience. The final experience in each modulealways requires you to demonstrate the skill in an actualteaching situation when you we an intern, a student teach-er, an inservice teacher. or occupational trainer.

ProceduresModules are designed to allow you to individualize yourteacher education program. You need to take only thosemodules covering skills that you do not already possess.Similarly, you need not complete any learning experiencewithin a module if you already have the skill needed tocomplete it. Therefore, before taking any module, youshould carefully review (1) the introduction, (2) the objec-tives listed on p. 4, (3) the overviews preceding each learn-ing experience, and (4) the final experience. After com-paring your present needs and competencies with the in-formation you have read in these sections, you should beready to make one of the following decisions:

That you do not have the competencies indicated andshould complete the entire moduleThat you are competent in one or more of the ena-bling objectives leading to the final learning ex-perience and. thus, can omit those learning experi-encesThat you are already competent in this area and arere* to complete the final learning experience inorder to "test out"-That the module is inappropriate to your needs at thistime

Mien you are ready to complete the final learning ex-perience and have access to an actual teaching situation,make the necessary arrangements with your resource per-son. If you do not complete the final experience successful-ly, meet with your resource person and arrange to (1)repeat the experience or (2) complete (or review) previoussections of the module or other related activities suggestedby your resource person before at,empting to repeat thefinal experience.Options for recycling are also available in each of the learn-ing experiences preceding the final experience. Any timeyou do not meet the minimum level of performance re-wired to meet an objective. you and your resource per-son may meet to select activities to help you reach com-petency. This could involve (1) completing part: of themodule previously skipped, (2) repeating activities, (3)reading supplementary resources or completing additionalactivities suggested by the resource person, (4) design-ing your own learning experience, or (5) completing someother activity suggested by you or your resource person.

TerminologyActual Teaching Situation: A situation in which you areactually working with and responsible for teaching second-ary or postsecondary vocational students or other occupa-tional trainees. An intern, a student teacher, an inserviceteacher, or other occupational trainer would be function-ing in an actual teaching situation. If you do not have ac-cess to an actual teaching situation when you are takingthe module, you can complete the module up to the finallearning experience. You would then complete the finallearning experience later (i.e.. when you have access toan actual teaching situation)Aherne*, Activity or Feedback: An item that may sub-stitute for required Items that, due to special circum-stances, you are unable to complete.Occupational Specialty: A specific area of preparationwithin a vocational service area (e.g., the service areaTrade and Industrial Education Includes occupationalspecialties such as automobile mechanics, welding, andelectricity).Optional Activity or Feedback: An item that is not re-quired but is designed to .supplement and enrich the re-quired items in a learning experience.Resource Person: The person in charge of your educa-tional program (e.g., the professor, instructor, adminis-trator, instructional supervisor, cooperating/supervising/classroom teacher, or training supervisor who is guidingyou in completing this module.Student: The person who is receiving occupational in-struction in a secondary, Postsecondary, or other trainingProgram.Vocational Service Area: A major vocational field: agn-cuttural education, business and office education, market-ing and distributive education, health occupations educa-tion, home economics education, industrial arts education.technical education, or trade and industrial education.You or the Teacher/Instructor: The person who is com-pleting the module.

Levels of Performance for Final AssessmentN/A: The criterion was not met because it was not ap-plicable to the situation.None: No attempt was made to meet the criterion,although it was relevant.Poor: The teacher is unable to perform this skill or hasonly very limited ability to perform it.Fair: The teacher is unable to perform this skill in an ac-ceptable manner but has some ability to perform it.(food: The teacher is able to perform this skill in an ef-fective manner.Exu,lient: The teacher is able to perform this skill in avery effective manner

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