Identifying Workplace Hazards and Related Health Effects: A Comprehensive Guide, Study notes of Communication

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TOPIC 2: Identifying Workplace Hazards Topic Objectives Strategic Objectives/Communication Objectives: • To begin recognizing and recording hazardous working conditions Language Objectives/Vocabulary on Content: • To review the vocabulary covered in Topic 1 •To understand common job hazards • To learn nouns that describe hazards such as dust, chemical and noise Language Objectives/Grammar: • To practice using prepositions •To practice asking and answering "Wh" questions • To practice using intensifiers Topic Activities Vocabulary Review • Learners review terms they learned in Topic 1 such as hazard, hazardous, safe and unsafe Naming Hazards • Learners practice recognizing and naming hazards in workplace settings • Learners practice documenting workplace hazards Grammar Practice • Learners describe the intensity and location of workplace hazards • Learners ask and answer "Wh" questions This material was produced under grant SH20830SHO from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. 17 Taking Action in the Workplace • NYCOSH & Make the Road New York • 2011 Ke~ Vocabular~ LWords to Review •Work • Noise • Ventilation •Job • Lifting •Burn • Hazard • Poison • Leaking • Hazardous • Danger •Odor •Safe • Fire • Strain • Unsafe • Dirty • Heavy • Risk • Noisy •Too/Very •Dust •Crowded • Next to •Chemicals • Air pollution • Between If a significant amount of time has passed since Topic 1 was taught, a review exercise can be a good way to ease into Topic 2. ELL Level: Materials: Time: Step 1: Step 2: Step 3: Hazard Mime Mid-level Beginners to Intermediate Items to simulate hazards such as: talcum powder and spray bottle with water (optional) 30 minutes T reviews concept of hazard from the first lesson. T can illustrate some types of hazards using props, such as shaking talcum powder or flour onto a surface to represent dust, squirting water from a spray bottle to represent chemical mist. T can also mime one or two hazards such as noise (hands on ears), temperature extremes (shiver or wipe brow), heavy lifting, etc. Tasks Ls to name and mime other hazards on their jobs. List the hazards on the board for Ls to copy. (Common hazards that may come up include repetitive work, chemicals, heavy lifting, extreme temperatures, overwork and unsafe equipment.) Note: If Ls completed the Looking at Hazards activity in Topic 1, T can give the Ls a copy of the hazard list they created instead of generating a new list, and then ask Ls to mime each. This material was produced under grant SH20830SHO from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. 18 Taking Action in the Workplace • NYCOSH & Make the Road New York • 2011 Notes to TeCTcJ1eY: Some employers may become agitated when workers openly try to document problems on the job. If Ls want to use this checklist at their workplaces, suggest that they first talk with someone at NYCOSH or at your community organization about this action. Documenting problems is important, but ensuring that the worker is protected from retaliation is also important. No L should attempt to take on workplace problems alone. It's very risky. Follow-Up Activity Ls can use the inspection checklist to assess their own workplaces. This can be done in class. Ls can try to fill out the chart by themselves, using their memories. Or, they can work in pairs interviewing each other. (Each person in their pair asks the questions of their partner. The partner reads along and checks items as applicable to their own workplace.) T can generate a whole class discussion with oral questions such as: 1) How many problems did you check off on your list? 2) Have other workers at your workplace noticed these problems? 3) Would you talk with your boss about these problems? Why or why not? END OF TOPIC 2 This material was produced under grant SH20830SHO from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. 21 Taking Action in the Workplace • NYCOSH & Make the Road New York • 2011 ic s: Documenting Health Effects of Hazards Topic Objectives Strategic Objectives/Communication Objectives: • To introduce and practice words related to parts of the body • To identify common work-related injuries among learners Language Objectives/Vocabulary on Content: • To familiarize Ls with vocabulary & expressions about symptoms: numb, sore, tingling, swollen, ache, etc. Language Objectives/Grammar: • To practice using Yes/No questions • To practice asking and answering "Wh" questions Topic Activities Body Mapping • Learners practice documenting the impact of workplace hazards on their health • Learners begin observing patterns of injuries and illness among types of workers Vocabulary Review • Learners review names of body parts Key Vocabulary I Words to Review •Numb •Sore •Tingling •Swollen •Ache This material was produced under grant SH20830SHO from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. 43 Taking Action in the Workplace • NYCOSH & Make the Road New York • 2011 Step 4: T draws up on the board a chart with three columns labeled: NECK, SHOULDER, ARM & HAND PAIN; BACK PAIN; LEGS, FEET PAIN. Then Tasks each person in the class, one at a time, to come up to the volunteers and place their stickers on the body parts of the volunteer corresponding to places on their own bodies where they may feel pain. • Then each person writes their job title in the appropriate column(s). • It is likely that more than one worker will experience pain in the same general areas of the body. Ls should continue to place stickers, even if they are in the same area of the body that someone else has already identified and placed on the volunteer. • If more than one person has the same job title and experiences pain in the same place, then T can help them make a tally with strokes (as in the example below). NECK, SHOULDER, ARM, HAND PAIN Construction worker Sewer in garment factory BACK PAIN Construction worker Landscaper LEGS, FEET PAIN Security guard Delivery person Then T and class look at the chart and talk about common injuries among the industries If the class is composed of workers who do similar work, • T can keep asking other members of the class to come up and place stickers in the appropriate place, naming the body parts. It is likely that more than one worker will experience pain in the same general areas of the body. Ls should continue to place stickers, even if they are in the same area of the body that someone else has already identified and placed on the volunteer. This material was produced under grant SH20830SHO from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. 46 Taking Action in the Workplace • NYCOSH & Make the Road New York • 2011 Drawing Body Maps ELL Level: Any level of Beginner to Intermediate Materials: Large pieces of butcher paper - 2 sheets each for each student, Colored Dot Stickers or markers Time: 60 min. Step 1: T reviews the parts of the body by pointing to parts on T's body and asking Ls to name them. Step 2: T then asks where they have pain or stress or other health problems that they think are caused by their work. A couple of volunteers name the body parts where they experience symptoms, pointing them out on the diagram. Step 3: T breaks the class into groups. (If there are enough learners who work in similar jobs or in the same industry, they can be grouped together.) Each group receives butcher paper. T tell Ls to outline a human figure, front on one sheet and back on a second sheet. Ls take turns naming where on their body they feel symptoms and placing colored dot stickers on the corresponding body parts on the diagram. It is likely that more than one worker will experience pain in the same general body area. Ls should continue to place stickers, even if they are in the same area of the body that someone else has already identified and placed on the diagram. The idea is to show patterns of health effects for the group. Step 4: When Ls have finished, the class should then discuss: • What they notice about where the stickers are placed (i.e., patterns of symptoms). • Why they think people are experiencing pain in these places. Observations of patterns might include: • Domestic workers, construction workers and home health aides have back pain • Factory workers doing assembly and grocery checkout clerks have hand, arm, shoulder problems. This material was produced under grant SH20830SHO from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. 47 Taking Action in the Workplace • NYCOSH & Make the Road New York • 2011 Homework: Ache and Pain Interview Ls can interview family members to find out whether they are experiencing any pain in relation to their work. (Less advanced Ls can ask the questions in their native language.) This activity might be especially useful for Ls in the class who are not working, to help engage them in the curriculum. To prepare, T can help the class generate questions to ask in the interview. To practice the vocabulary on body parts the class can do an adaptation of "Ouch! That Hurts," from Jazz Chants. Teachers can consult any Jazz Chants book for more directions. Jazz Chants ELL Level: Mid-level Beginners to Intermediate Materials: Handout 10 - Ouchi That Hurts Time: 20 minutes Step 1: T demonstrates by rhythmically reading the chant aloud while clapping. Step 2: Ls read the chant in unison while clapping. Step 3: T divides the class into two groups and asks them to recite the chant again, alternating stanzas between the groups. Step 4: Ls should be encouraged to contribute a line spontaneously to the chant. The class, acting as a chorus, repeats a refrain. END OF TOPIC 5 This material was produced under grant SH20830SHO from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. 48 Taking Action in the Workplace • NYCOSH & Make the Road New York • 2011 opic 7: Know Your Rights - Workers' Compensation Topic Objectives Strategic Objectives/Communication Objectives: • To make Ls aware that they have a legal right to workers' compensation if they are injured on the job • To provide basic information about the workers' compensation system • To give Ls practice filling out authentic forms Language Objectives/Vocabulary on Content: • To familiarize Ls with terms such as compensation, insurance, medical bills, forms, lawyer, fill out and emergency room • To review vocabulary on body parts introduced in earlier Topics Language Objectives/Grammar: • To practice regular and irregular past tense verbs Topic Activities What is Workers' Compensation? • Learners explore what happens to a worker when he or she is hurt on the job • Learners are introduced to the workers' compensation system Grammar Practice • Learners practice identifying past tense verbs and creating past tense sentences • Learners practice creating Yes/No questions Key Vocabulary I Words to Review • Workers compensation • Fault • Insurance This material was produced under grant SH20830SHO from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. 58 Taking Action in the Workplace • NYCOSH & Make the Road New York • 2011 Note to Tecic.V1ers: Injured workers typically do not have the right to sue their employer if they become injured. Instead, they can apply for workers' compensation. Workers' compensation is a no-fault system of insurance. It is supposed to provide medical care for the work-related injury or illness, partial payment of lost wages if the worker loses at least eight days of work, some other cash benefits, and job rehabilitation. Every state has a workers' compensation bureau, which is part of the state Department of Labor. In New York, the New York State Workers' Compensation Board is this agency. Every employer is required to purchase workers' compensation insurance for all of their employees. Most workers are covered from their first day on the job. One exception is domestic workers, who are only covered if they work for the same employer for at least 40 hours/week. Workers are covered by workers' compensation regardless of their immigration status. The Workers' Compensation Board has stated that everyone, including undocumented immigrants, is entitled to workers' compensation if injured on job. All workers, however should be advised not to answer questions about their immigration status, because this can put them at greater risk. Although it is designed to be a no-fault insurance system, the process of applying for and receiving compensation is often quite adversarial between injured employees and their employers. It is also a lengthy, legalistic process. Workers must fill out a form to apply; a treating physician must also fill out a workers' compensation form; the employer also sends in a form. A series of hearings in court often follows, and cases are decided by judges. Emergency room doctors should, but may not, be familiar with the worker's compensation form for injuries. The New York State the Health Department has funded a network of occupational health clinics which diagnose and treat work-related injuries and illnesses. Doctors working at those clinics are experienced in dealing with the workers' compensation system. See Resource Section for details. In theory, injured workers can apply for compensation on their own, but it is the equivalent of applying for a green card--it is extremely difficult without the help of a lawyer. Workers do not have to pay for compensation lawyers. The lawyers receive a percentage of the settlement, which is determined by the judge. For more information about workers' compensation, contact NYCOSH at (212) 627-3900 or go to the NYCOSH website at www.NYCOSH.org or see the Resource Section at the end of this manual. This material was produced under grant SH20830SHO from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.. Taking Action in the Workplace • NYCOSH & Make the Road New York • 2011 Francisco's Accident ELL Level: Mid-Level Beginner to Intermediate Materials: Handout 13 A-J ­ Francisco's Storv Boards, Handout 14 ­ Francisco's Accident Time: 60 minutes Step 1: T shows the class story boards of "Francisco's Accident" (Handout 13 A-J ­ Francisco's Accident Storv Boards) and asks Ls to look at pictures just to the point where Francisco is put in an ambulance. Tasks Ls what they think is happening in the story. Class discussion. Then Tasks Ls to predict how the story will end. More class discussion. Step 2: Treads the whole story (Handout 13 ­ Francisco's Accident) aloud slowly, saying the number of each picture before reading the corresponding text. Ls listen to the story and follow along. At the end, Tasks Ls if their prediction about the ending was accurate. Step 3: Step 4: Step 5: Step 6: T passes out copies of Handout 14 ­ Francisco's Accident. T puts unfamiliar vocabulary on the board and explains it: e.g., compensation, insurance, medical bills, forms, attorney, lawyer, fill out. Treads the story again. The class follows along silently. Ls call out additional vocabulary words that they don't understand as they follow along. T puts these on the board and explains them. To check comprehension, T could: a) recite lines from the story containing the vocabulary words on the board and ask Ls to say the numbers of the corresponding pictures. b) point to various details in the pictures, asking about them, e.g., asking them to name body parts or objects. c) ask Ls to retell the story in their own words. Tasks the class if they or anyone they know has been hurt on the job, and if so, what happened. The T breaks the class into small groups to discuss the story and reactions to any experiences which may have been shared by the Ls. After the small groups report back, higher level Ls should try to discuss why the accident happened and whose fault it was, as a review of Topic 5. For less fluent Ls, T can ask Y/N questions of the class about the cause of the accident. This material was produced under grant SH20830SHO from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. 60 Taking Action in the Workplace • NYCOSH & Make the Road New York • 2011 ar Practice ELL Level: Materials: Time: Step 1: Step 2: Past Tense Advanced Beginner to Intermediate Handout 13 A to J - Francisco's Accident Storv Boards, Handout 14 ­ Francisco's Accident 40 minutes Practice using the past tense. T can ask Ls to underline all verbs in the past tense in the story, saying something like, "There are more than 25 verbs in the past tense in this story. Can you find them?" T can give additional practice via exercises on the past tense from textbooks. Ls can also try to write sentences in the present tense and their past tense equivalent for homework. This material was produced under grant SH20830SHO from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. 63 Taking Action in the Workplace • NYCOSH & Make the Road New York • 2011 ELL level: Materials: Time: Step 1: Past Tense Advanced Beginner to Intermediate Handout 13 A to J - Francisco's Accident Story Boards, Handout 14 ­ Francisco's Accident 20 - 30 minutes Virtually all of the questions in sections E-H can be rephrased in the simple past tense. T can rephrase them orally and write them on the board. Ls can copy them. Yes/No Questions Mid-level Beginner to Intermediate Handout 13 A to J - Francisco's Accident Story Boards, Handout 14 ­ Francisco's Accident 20 - 30 minutes T can scramble the word order of the questions developed in Option 2 above. Working in pairs, Ls rewrite them in the correct order T can ask Ls to practice creating a few Y/N questions and answering them. ELL Level: Materials: Time: Step 1: Homework: END OF TOPIC 7 This material was produced under grant SH20830SHO from the Occupational Safety and Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. 64