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Planning for Safety in Classrooms, Laboratories, and Training Stations in Career and Technical Education
Performance Objective
Given an actual or simulated setting, you will be able to conduct a safety analysis and prepare a safety plan for the setting that scores 70% on the rubric.
Enabling Objectives
Identify safetyconcernsinschools as a whole,in general classrooms,incareerand technicallaboratories,In business and marketing education classrooms/laboratories,andinonjob-training sites.Explain safety inspection and planning procedures.
Factors That Cause Safety Incidents
Unsafe Acts and Conditions80% of incidents caused by unsafe acts20% are caused by unsafe conditionsPersonal factorsPersonal habitsInexperienceLack of knowledge or skillImproper attitude (not willing)Physical deficiency (not able)
Four Settings
The School CommunityYour ClassroomYour LaboratoryTraining Stations
The School Community
Primary responsibility is Principal’sEnforce school rulesLoyalty to the systemProactively anticipate/prevent problemsPrincipal stands In Loco Parentis but requires your assistance
Your Classroom and Laboratory
Primary responsibility is yoursProactively anticipate/prevent problemsSpecial hazards require increased vigilance with “Special Responsibility)Special PreparationSpecial PositionSpecial ResponsibilityYou stand In Loco Parentis“Reasonably Prudent Teacher” Rule
Training Stations
Your student is a “Trainee”Student firstWorker secondEmployer responsible for on-site supervision,BUT…You are responsible for selecting and approving safe and appropriate training stationNever allow students to select training station without your approval!!
Special Responsibility
AssessAnalyzeProcess HazardsFacility HazardsEquipment HazardsProduct HazardsPersonnel HazardsEliminate Immediate ProblemsPlan Solutions to Long-Term ProblemsImplementMonitor
What are the general categories of hazards?What groups of hazardous and dangerous materials must be handled routinely?What dangerous equipment is used?What dangerous activities are required?What categories/areas/settings should be examined?Are any special considerations needed?
Use answers from assessment as guideConduct detailed, purposeful studyExamine each area/setting separatelyAsk another teacher to analyze independentlySpend time
Identify Hazards
Hazardous MaterialsDangerous MaterialsImproper StorageImproperly Maintained ToolsImproperly Installed Power EquipmentSpecial Facilities/Equipment in Place/WorkingNoiseDust & FumesFaulty Processes and Routines
Hazardous Materials
Dangerous Materials
Sharp edgesPointed objectsRough surfacesHeavy objectsSlippery objectsSticky materials
Improper Storage
Hazardous materials securedFlammables outside the main buildingCombustibles away from heat sourcesRags/paper refuse not in pilesOthers locked awayWalking and working areas clearProtruding and sharp objectsShelving used instead of piles
Tool Maintenance
Sharp (knives, shears, saws, etc.)CleanNot CrackedNo frayed edges or linesLubricated properlyStored properlyInspected and repaired or discarded routinely
Power Equipment Installation
Anchored as neededSafety equipment/guards in place/workingTurning or cutting edges away from common work areaEjected materials cannot fly into common work areaEmergency power cut-off availableMaterials Flow Logical, Safe, Efficient
Special Equipment & Facilities
Dust & fumes ventedFilters as requiredHot materials away from common work areasEye wash/flame dousing equipmentFire extinguishersLocated wiselyFunctioning
Noise, Dust, Fumes
Excessive noise levels causeHearing lossExcessive dust and fumes causeHealth damage, short-term and long-termAll result in:DiscomfortConfusionLoss of teacher controlPoor quality work and productsOther kinds of injuries
Processes & Routines
Materials flow and handlingFloors and benches/tables kept clean and clearSlippery materials cleaned up immediatelyRequired safety equipment and clothing on hand, properly maintained, USED!!Hazardous and dangerous materials handled to minimize hazardsRoutines/rules in place/understood/ENFORCED!!
After every use, at end of every period:Materials put awayHand tools storedProjects storedWork areas, benches, floors cleanedWhy?Appearance of facilityTeach pride in workmanshipStudent safetyTeacher liabilityCost effectiveness/efficiency
Teach Safety
General classroom rulesSpecial laboratory rulesSpecific equipment operations and safetyConsult operator’s manualevery piece of equipment usedbefore it is usedOne-time safety instruction inadequateGeneral rules reviewed periodicallySpecific equipment operation and safety reviewed periodically
Plan for Safety
Assessment firstAnalysis secondFix what you can immediatelyRecord and Report deficienciesPrioritizeHazardCost limitationsSchedule repairs/modifications in priority orderDocument the plan and submit it to principal and director
Test for Safety
Require EVERY student to PASSgeneral lab safety exam BEFORE going into labhand tools safety exam BEFORE allowing usepower equipment safety exam BEFORE allowing useSafety exam on power equipment MUST include student demo of safe operationPassing may be 100% on safety examMaintain complete record of safety exam and results in hard copy.
Final Words
You are the technical expert in your occupational areaYou are the teacher in your school, classroom, laboratory, and training stations where your co-op students workYou stand In Loco ParentisYou have a special responsibility
Your Responsibility
Anticipate problems and prevent themAssessAnalyzeEliminate immediate problemsDevelop solutions to long-term problemsImplement a safety planMonitorSet rules to minimize hazardsEnforce rulesTeach and Test Safety





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