Being on time
Being on time
Embedded Files
Teacher instructions: Using the length of the room or a defined space outside, allocate one end of the space “strongly agree” and the other end of the space “strongly disagree”. Read out the range of statements below and ask students to pick a spot on the continuum that they feel they fit in regards to the statement. Encourage discussion about these statements to unpack students’ viewpoints, especially from different ends of the spectrum.
Purpose of activity: To encourage students to consider the barriers and enablers to being on time to school, classes and other commitments.
Spectrum of Difference:
I am always on time to school.
I am on time to every classes.
I am late to class after lunch.
I find it annoying when my friends are late to meet me.
My future employer would not be happy if I was late for work.
When I’m late to class, it only affects me.
I expect people to be on time to meet me.
Barriers and Enablers
On the whiteboard or large piece of paper, make a class list of barriers and enablers for being on time. Discuss what you can do differently to ensure that you are on time.
Page updated
Report abuse