Use vocabulary and role playing to help Learners in Adult Basic Education have better chances of positive interactions with Law Enforcement (police, cops, security, etc)
Part 1: Lesson Description
Lesson title
Use vocabulary and role playing to help Learners in Adult Basic Education have better chances of positive interactions with Law Enforcement (police, cops, security, etc)
Abstract
Interacting with law enforcement can be a very negative experience. This lesson provides vocabulary and body language exercises that may help students have more positive interactions with police. The ‘ponder’ activities are designed to give students tools to change how they are perceived.
Learner Audience / Primary users
Students in adult basic education classes
Educational Use
Curriculum/Instruction
Information Education
College & Career Readiness Standards Alignment
Level: Adult Education
Grade Level: Grade Level C
Subject: English Language Arts;
Equivalent Grade K12 Grade Level: 2-3
Standard Citation Alignment Tag & Description
Language Grade 4-5 Level C
CCR Anchor 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Speaking and Listening Grade 4-5 Level C
CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Reading Grade 4-5 Level C
CCR Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Language
English
Material type
· Instructional Material
· Lesson plan
· Simulation
Learning Goals
Improve vocabulary, develop skills in contributing to small groups, improve comfort with role-playing.
Big picture its about improving interactions with law enforcement. It's not a "cops are great or cops are terrible" thing, its just looking at how different words and signals might create different responses. Hopefully the students can ultimately refine the skills needed to create more positive interactions with law enforcement (when possible)
Keywords
Adult Education
CCRS
ELA
Designers for Learning
Non-Verbal Communication
Soft Skills
Life Skills
Time required for Lesson
30 minutes
Prior Knowledge
Know what law enforcement (cops, police) is. The vocabulary content may be adjusted to suit the level of the class.
Required Resources
Paper and Pens (to write descriptions). Some supplementary material requires internet access.
Lesson Author & Licence
Author: Edward Wilson
Licence: Do whatever you want with it - Creative Commons 4.0 International Licence
Part 2: Lesson
Learning Objectives
By the end of this lesson, learners will:
· Given a worksheet of vocabulary words (related to interacting with law enforcement), discuss those word meanings with peers to the extent that they can write the definitions on the worksheet.
· Brainstorm about alternate words to use around law enforcement when working with peers in a small group to the extent that students write a minimum of 2 alternative words for each of the words suggested.
· In small groups discuss and recognize how different word choices (and non-verbal signals) change the mood and context of the interaction, to the extent that students personally evaluate how positive or negative the choices are and compare their opinions with others. If time allows have students role-play scenario’s using different words.
Lesson Topics
· How non-verbal signals can help you or hurt you.
· How different words create different moods / experiences.
· How changing non-verbal signals and changing words can change situations and outcomes.
Context Summary
The lesson is a simple introduction to new vocabulary words. To keep the material relevant to the students, the context is interacting with law enforcement, which should likely engage students in animated discussions. To add to the real-life applicability of the lesson, some demonstrations of non-verbal signals are also integrated into the lesson to show students how they can send unintentional signals. This will hopefully give students the tools they need to send signals that will help them have positive outcomes.
Relevance to Practice
People with low literacy often belong to marginalized populations. These populations can have very negative perceptions of law enforcement. Certain words and non-verbal signals can trigger good (or bad) interactions with police. Bringing awareness to these words and signals can help students have better chances of positive outcomes with law enforcement.
Key terms and Concepts
· Signals
· Messages
· Non-verbal messages
· Image
· Perceived Image
Instructional Activities and Strategies
Warm-up
Time: 5 minutes
Ask – “has anyone in class ever had an experience with police?” Have students share short stories.
Ask – “has anyone in class ever had a positive experience with police?” Have students share short stories, share one of your own, or make up a possible situation (i.e. threatening to call 911 helped you get out of a situation).
Introduction
Time: 5 minutes
Part 1
Ask – “do you think there is a way to improve your chances of having a good experience with police?” Have students share ideas.
Ask – “do you think your life would be easier if you had more good experiences with police?” Have students share ideas.
Part 2
Say “In this lesson we will talk about:
· How non-verbal signals can help you or hurt you.
· How different words create different moods / experiences.
· How changing non-verbal signals and changing words can change situations.”
Part 3
Say “If you know what cops look for, you will have a better chance of having things go well.
Part 4
Ask “do you know ways to stay on their good side?”
Demonstration / Modelling
Time: 5 minutes
Compare and contrast 2 different role-playing scenarios – demonstrated by the instructor:
1st – non-verbal communication is disrespectful, words used are disrespectful (posture is aggressive, movements are quick and look like flight or fight. Slang words are used to describe the police, police are challenged).
2nd – non-verbal communication is respectful, words used are respectful (posture is upright but calm, movements are slow and deliberate. Clear and courteous words are used, police authority is not challenged).
Ask students which scenario is more likely to end up bad.
Give students a written list of new words / phrases.
LIST of words/ Concepts:
The list can be adjusted to suit the class, however, this is a list targeted to Level C, Grades levels 4-5
The words in italics are meant for the teacher only.
Respect
Aggressive
Calm
Intense
Peaceful
Sir
Ma’am
Short-answer (is preferred by police)
Long-answer ( is rarely an ideal response)
That’s true (short answer, is preferred by police)
Respectful
Ramble on (rarely a good response)
Curt (compare short, rude response with with short, polite response)
Courteous (compare short, polite response with with short, rude response)
I did not (short answer, is preferred by police)
Agreement
On the same page (what does this mean, how to get there?)
Guided practice
Time:5 minutes
Have students discuss and define the words on the list.
Ask students “which words describe actions you do? Which words are things you might say?"
Evaluation
Time: 5 minutes
Ask students to choose a word on the list and come up with an alternative word. Have them pick the better word, and explain why it is better.
If there is time, ask students to come up with their own alternative words or non-verbal signals.
Application
Time:5 minutes
Ask students to role-play how they would say the words and use non-verbal signals the next time they interact with police.
Optional - Consider a discussion around how time of day (or time of night) may change the interaction, and what to do about that.
Optional - Consider having the individual with the most negative perception of enforcement attempt to enforce an agreed upon rule on someone else. Or consider having any student enforce an agreed upon rule on someone else, and have the class suggest better ways of enforcing the rule.
Part 3: Supplementary Resources
Supplementary Resources
For students & teachers: links about improving non-verbal communication (body language). These can be used to supplement the lesson, or to create related lessons.
Understanding Non-Verbal Communication (career oriented, with video)
Improving Your Nonverbal Skills and Reading Body Language
For Teachers / Staff: 2 links about communication strategies to reduce violence in an institutional setting. These can be used to supplement the lesson, or to create related lessons.
Creating Sanctuary: reducing violence in a maximum security forensic psychiatric hospital unit.
Nonviolent Communication and Mindfulness Training in Prison
A list of vocabulary words appropriate to the level of the class. This can be adjusted to suit the class, however, this is a list targeted to Level C, Grades levels 4-5
LIST of words/ Concepts:
Respect
Aggressive
Calm
Intense
Peaceful
Sir
Ma’am
Short-answer (is preferred by police)
Long-answer ( is rarely an ideal response)
That’s true (short answer, is preferred by police)
Respectful
Ramble on (rarely a good response)
Curt (compare short, rude response with with short, polite response)
Courteous (compare short, polite response with with short, rude response)
I did not (short answer, is preferred by police)
Agreement
On the same page (what does this mean, how to get there?)
References
None
Attribution Statements
This work “Use vocabulary and body language to have better chances of positive interactions with Law Enforcement (police, cops, security, etc)“ is licenced under Creative Commons Licence 4 by Edward Wilson. Please use it in any way that may be useful to students.