Overview For Teachers
INTEGRITY: The ability to demonstrate moral, ethical, loyal, trustworthy, and honest behavior; to be accountable and dependable; play fair; maintain confidentiality; do the right thing even when no one is looking; the ability to produce quality work; work to fulfill the mission of the organization; the ability to define personal values versus what is valued.
PURPOSE: Upon completion of this module, the student will understand the importance of having integrity in the classroom as well as the workplace. In addition, the objectives listed below should be met.
Ability to define integrity and explain what it is
Ability to realize how integrity plays a part in future success
Ability to demonstrate integrity at home, at school, and at work
This module focuses on teaching students the importance of having integrity and how it plays a part in everyday life. Students will come to realize how integrity can affect their success in the future at school and at work. In addition, students will have an opportunity to gain an understanding of what integrity is by participating in various activities designed to stimulate thought and discussion.
TEACHERS: WHAT ARE YOU OBSERVING?
What does integrity look like in the classroom or in school in general? A great way to answer this and get things going is through engagement with the students. Ask your students these questions:
1. What does integrity look like in class?
2. How does your integrity affect other students? Example: Group projects, homework, collaboration in class, etc. 3. What does having integrity look like within your
RELEVANCY OF INTEGRITY
Employers have stated that an individual’s integrity is the foundation of their success or failure in the workplace, especially long-term success. The Georgia Department of Labor statistics show that soft skills, like the lack of integrity, are what costs people their jobs, not their technical skills.
Integrity Interview Questions
Time Allocation: 20 minutes
Materials/Resources: computers/ tablets/ smartphones with internet access ( students - optional), computer with internet access/ projector (teacher), paper, pens/ pencils , whiteboard, markers, sticky notes (1 per student) Anticipatory Set Idea:
WATCH THE VIDEO:
ANTICIPATORY SET IDEA:
Write the following words on the whiteboard:
As a class, come up with definitions for each of the words and write them on the whiteboard.
Show students the following YouTube video. Stop the video at 1:25 and ask students:
What they would do in this situation?
Does it matter what’s in the crate?
What if there were people inside the crate?
After students have thought about and answered the questions, continue playing the video .
When the video is over, have students share their thoughts.
Have each student get out a piece of paper and a pen or pencil. Instruct them that they are going to be thinking about and answering a few tough interview questions about integrity.
Write the following questions on the whiteboard:
o Tell me about a time when you experienced a loss for doing what was right. How did you react?
o Tell about a specific time when you had to handle a tough problem that challenged fairness or ethical issues.
o When was the last time you “broke the rules?” What was the situation and what did you do?
o What would you do if you suspected that a co -worker was stealing?
Give students a few minutes to write down their answers to these questions and then put them into paired groups.
Have them pair-share their answers and talk through the questions with their partner.
Lastly, have a short class discussion on these questions and ask a few students to share their answers with the class.
CHECK FOR UNDERSTANDING:
Technology Use: You could create a Kahoot ( Kahoot.com) which is an interactive game that students can log into from their computers or phones and it will give you instant feedback.
Non-Technology: “Take and Pass” – Students will get in groups and will have one piece of paper per group. Pose the statement to be answered: “ List one way that integrity affects your life” One student will start and will write their response on the piece of paper. When they finish, they will pass it to the person on their right and they will then write down their response. Students will continue to write down their responses and pass the piece of paper until time is up. When time is up, students will debrief and will then share their responses with the class.
ETHICAL SCENARIO--Optional (if not using, skip to "review and closing")
The Ethical Choice Scenarios have been developed to provide teachers with the ability to make the material applicable to real-life and relevant to the students. Within this guide, directions and prompts for the teacher will be in BLUE for ease of facilitation.
READ THE FOLLOWING SCENARIO OUT LOUD TO THE STUDENTS:
By now you understand that your reputation is very important, but you also know that you want to be successful in life . Being nominated for Student Government President is already a n honor, but actually getting that leadership position would increase your experience and boost your résumé . It would also help you gain some influence within the school and amongst your peers.
As you are leaving school for the day, the Assistant Principal asks you to help bring some things in from her car. As you carry boxes into the office with her and one of the receptionists, you see a folder on her desk labeled “ Questions for Student Government President Debate.” They both leave to get more boxes and you are alone in the office . You have an opportunity to open the folder and quickly look the questions. You are thinking about the advantage this could give you, knowing the questions ahead of time and being able to prepare for them. Out of the office window, you see the others walking back towards to the building with more boxes. Time to decide.
ASK THE FOLLOWING QUESTIONS: (display them to the class if necessary)
1. How many of you have already been faced with a scenario like this in real life?
2. What are the possible positive outcomes for looking at the questions? What are the possible positive outcomes for not looking?
3. What are the possible negative outcomes for looking at the questions? What are the possible negative outcomes for not looking?
4. What are some possible positive or negative consequences for your opponent?
5. What are some possible positive or negative consequences for your long-term reputation?
GUIDED DISCUSSION: ASK STUDENTS TO SHARE THEIR THOUGHTS ON THE SITUATION AND HOW THEY
ANSWERED THE QUESTIONS.
NOTE 1: To help facilitate discussion, share any personal experiences you may have encountered with this same sort of issue.
NOTE 2: Another option to foster further critical thinking is to then ask students, “ Would you want your opponent to do this? Would you think that was fair?”
NOTE 3: Another opt ion to foster further critical thinking is to then ask students , “ What values do you think are in tension here, why is it an ethical dilemma?”
CLOSING DISCUSSION: ASK THE STUDENTS, “ HOW DOES YOUR DECISION IMPACT AND REFLECT YOUR INTEGRITY?”
REVIEW AND CLOSING:
Give each student a sticky note and instruct them to write one word on that piece of paper that reminds them of Integrity . They will stick this on the whiteboard before they leave the classroom.
CORRELATION TO OBSERVATION TOOL: The Frequency Observation Tool (FOT) has a category where students will be observed and rated on their integrity. This lesson will give students the opportunity to look at integrity through the lens on an employee and how it plays an important role in the workplace.
DIFFERENTIATED INSTRUCTION IDEAS
-Visual: Visual learners will benefit from watching the video and having the important information written on the whiteboard..
-Auditory: Auditory learners will benefit from the activity by hearing the directions and also from the class discussion.
-Kinesthetic: Kinesthetic learners will benefit from writing down important information.
-ESL: To benefit ESL students, you could provide them with a word bank of values (and definitions) for them to choose from..
-At-risk: At -risk students will benefit from the constant interaction with the class to keep them engaged and focused.
-Advanced: Advanced learners could benefit by assisting students who rated their level of understanding on a low level.