Dealing with Racism in the Workplace
Dealing with Racism in the Workplace
People from different cultures may experience racism in the workplace. It is important for all workers to prepare for those situations and handle them appropriately. In this task the learner will answer questions that will help them reflect on racist behaviour.
- Pen/pencil (or computer of typing)
![application/msword](/modules/file/icons/x-office-document.png)
![application/pdf](/modules/file/icons/application-pdf.png)
B1. Interact with others
Competency B: Communicate Ideas and Information
Task Group B1: Interact with others
Level: 2
At this level, learners: Initiate and maintain interactions with one or more persons to discuss, explain, or exchange information and opinions
Performance Descriptors
The learner:
- Shows an awareness of factors that affect interactions, such as differences in opinions and ideas, and social, linguistic, and cultural differences
- Demonstrates some ability to use tone appropriately
- Uses strategies to maintain communication, such as encouraging responses from others and asking questions
- Speaks or signs clearly in a focused and organized way
- Rephrases to confirm or increase understanding
- Uses and interprets non-verbal cues (e.g. body language, facial expressions, gestures)
Task Descriptors
- Scope of task is clearly defined
- Involves one or more persons
- Can vary in length
- Addresses a familiar or unfamiliar audience
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- Has a clear, well-defined purpose
- Is informal
Interaction Types:
- Share ideas and information
- Exchange opinions
- Explain and discuss ideas
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B1.2
B2. Write continuous text
Competency B: Communicate Ideas and Information
Task Group B2: Write continuous text
Level:2
At this level, learners: Write texts to explain and describe information and ideas
Performance Descriptors
The learner:
- Writes texts to explain or describe
- Conveys intended meaning on familiar topics for a limited range of purposes and audiences
- Begins to sequence writing with some attention to organizing principles (e.g. time, importance)
- Connects ideas using paragraph structure
- Uses a limited range of vocabulary and punctuation appropriate to the task
- Begins to select words and tone appropriate to the task
- Begins to organize writing to communicate effectively
Task Descriptors
- Scope of task is clearly defined
- Content of writing is routine
- Addresses a familiar or unfamiliar audience
- Requires a degree of formality, such as appropriate tone
- Is one paragraph or longer
- Requires organization to support the message (e.g. sentence order, paragraphs)
- May include unfamiliar elements (e.g. vocabulary, context, topic)
Text types:
instructional, descriptive, narrative, and informational texts
Examples:
- Emails
- Brief letters
- Notices
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B2.2