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Task%2:%Managing%Learning%
%
CLO$3:$Choose,$justify$and$reflect$on$the$selection$of$appropriate$routines$and$explain$practical$
aspects$of$their$implementation.$

•! Reflect$on$how$routines$can$impact$classroom$environment$(pacing,$preventive$CRM,$
student$engagement)$
•! Choose$and$justify$the$selection$of$appropriate$routines$(entering/leaving$the$class,$
transitions,$submitting$work,$resource$distribution)$in$a$range$of$contexts$(ages,$gender,$
class$size,$school$context,$class$dynamics,$parental$support)$
•! Explain$practical$aspects$of$implementation$(clear$instructions$consistency)$
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TASK%DESCRIPTION%
The$task$is$made$up$of$two$activities:$
Activity$1:$Observing$Classroom$Routines$and$Procedures$
Activity$2:$Planning$for/Developing$Routines$and$Procedures%

Activity%One:%Observing%Classroom%Routines%and%Procedures
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$ Name/Description/ Give/the/ When/and/where/the/ Aim/of/the/routine// How/did/do/the/students/learn/about/this/
of/the/routine.// instructions/ routine/is/used?// routine?/
$ /
that/the/
/ How/is/the/routine/reinforced?/
$ routine/uses/ (what$student$
(e.g.$at$the$end$of$the$ behaviour$it$hopes$to$ /
school$day$etc.;$or$to$ achieve)$
guide$presentations$ (e.g.$mentoring;$classroom$signs;$reminders$by$
after$group$work)$ the$teacher;$use$of$peer$interaction$by$the$
teacher$to$promote$such$behaviour$etc.)$

1$ Morning/Coming$ Teacher$tells$ After$the$morning$ For$students$to$know$ Reminders$by$the$teacher$for$the$students$to$

into$class$ the$students$ assembly,$when$ that$class$time$ leave$organize$their$stud$quickly$and$go$to$
to$put$their$ everyone$goes$back$to$ started$and$they$ the$mat$for$the$class$to$start.$$$
$
bags$to$the$ their$class.$ have$to$focus.$
wall$and$
$
water$
bottles$on$ $
the$table$
and$then$
come$sit$on$
the$mat.$

2$ Taking$attendance$ Teacher$calls$ Morning$in$class,$after$ For$the$teacher$to$ Students$learn$to$stay$quite$and$listen$to$

everyday$morning$$ out$ the$assembly.$ know$who$is$absent$ their$name$when$it$is$being$called$out.$
student’s$ and$who$is$not.
$ $ $
name$and$
they$reply$ $ $
with$“God$
morning”.$$
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3$ Break$time$ Teacher$tells$ After$the$3rd$period,$ Students$learn$to$ Reminders$by$the$teacher;$to$go$to$the$
the$students$ when$it$is$break$time.$ listen$to$instructions$ washroom$and$come$back$to$class$for$break$
$
to$line$up$ and$follow$up$ time$
$
and$go$to$
the$ $
washrooms,$
when$
students$
come$back,$
they$eat$
their$food$
while$
watching$a$
cartoon$
displayed$by$
the$teacher,$
then$go$to$
the$field$to$
play.$

4$ Islamic/PSHE$class$ When$it$is$ Islamic/PSHE$W$Sunday:$ For$students$to$learn$ It$is$reinforced$by$when$students$listen$to$the$

Islamic$class,$ 3rd$period$$$Monday:$ how$to$be$ bell$ring$and$teacher$tells$them$what$class$it$
Arabic/Social$ nd
non$Arab$ 2 $period$ independent$and$ is,$they$straightaway$know$what$to$do.$
studies$class$
Muslims$ know$that$it$is$time$
Arabic$–$5$days$a$week$
$ head$to$a$ for$class.$
different$ Social$studies$–$
Islamic$class,$ Sunday:$2nd$period$
Muslims$
$
Arab$
students$ $
head$to$a$
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different$ $
Islamic$
teacher$
class,$and$
non$
Muslims/non$
Arab$head$to$
PSHE$class.$$
When$it$is$
Arabic$class,$
arab$
students$
head$to$a$
different$
Arabic$
teacher$
class,$and$
non$arabs$
stay$in$a$
class$where$
the$Arabic$
teacher$
comes$in.$
When$it$is$
social$
studies$class,$
the$same$
thing$
happens$in$
Arabic$class,$
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happens$in$
social$
studies$class$

5$ Home$time$ Teachers$ At$the$end$of$the$ For$students$to$be$ Teacher’s$reminder$by$telling$the$students$

tells$the$ school$day.$ organized,$and$stay$ which$bus$they$are$in.$
$
students$to$ quite$until$they$
$
pack$their$ reach$to$their$buss.$
bags$and$ $
lunchbox$
and$take$
their$water$
bottles,$then$
make$them$
sit$on$their$
chairs,$after$
that$calls$the$
group$colors$
and$each$
group$color$
with$its$bus$
number,$
then,$make$
them$line$up$
and$takes$
them$to$
their$busses.$
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Activity'Two:'Planning'for/Developing'Routines'and'Procedures'
Plan$the$routines$for$one$of$your$classes.$The$activity$expects$that$you$will$teach$the$class.$It$
may$be$a$class$that$you$teach$for$an$observation$by$your$MST/MCT$or$just$a$practice$class$that$
you$teach$with$the$permission$of$your$MST.$The$lesson$can$be$incorporated$as$one$of$your$
formal$observations$if$your$MST/MCT$decides.$In$order$to$complete$the$activity$you$are$
required$(whether$the$lesson$is$one$of$your$formal$observations$or$not)$to$fill$in$and$submit$the$
planning$sheet$below.$
Before$you$begin$to$complete$the$table$talk$a$little$bit$about$the$class/lesson$in$which$this$plan$
for$routines$is$to$be$used.$$Include:$

•!Lesson$objectives$
•!Main$activities$in$the$lesson$
•!Grouping$of$students$during$each$main$activity$
•!Behaviour$expected$during$each$activity$(e.g.$sharing$resources;$changing$stations;$
presenting)$
•! Where$are$the$transitions$in$the$lesson?$What$are$they:$(e.g.$moving$from$plenary$to$
group$work$between$main$activity$one$and$main$activity$two)$
$
Class/Year$ Routine$$ Routine$$ $ Routine$$

Learning'Objectives:'For' The$main$ $ The$unevenness$of$the$columns$ $

the'class'1C'to'learn'about' activity$in$ is$deliberate$so$that$Ss$don’t$
doubles'and'near'doubles' the$ think$that$x$number$of$columns$
(Numeracy).' classroom$ means$that$we$are$looking$for$x$
routines.$Rather,$that$they$
is$for$the$
Learning'Objective'of'the' present$routines$sufficient$to$
students$to$
routine:'To'make'the' the$class$activity.$
solve$a$
students'learn'how'to'be'
worksheet$
organized'in'the'class.''
of$doubles$
Rules'on'the'mat'is'a'must' and$near$
such'as:'Hands'are'still,' doubles.$
legs'are'crossed,'ears'are'
The$
listening,'and'mouth'is'
students$
zipped.'Also,'the'traffic'
are$divided$
light'behavior'is'included.'
into$4$
$ groups$
depending$
on$their$
abilities.$
Where$I$
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made$
different$
worksheets$
for$
different$
abilities.$

Anecdotal$Evidence$ $ $ $ $
(e.g.$pictures$of$your$class$
during$the$routine;$posters$
of$rules$etc.)$$
$Place$in$today’s$class$ $ $ $ $
(when$will$you$perform$the$
routine)$
6th'period'
Importance$to$the$smooth$ $ $ $ $
functioning$of$today’s$class$
Make'the'students'get'
interacted'during'the'class'
by'asking'questions'and'
cheering'them'up.'
$
How$well$did$this$routine$ It$went$ $ $ $
work$in$today’s$class$$ well$since$
the$routine$
$
is$making$
the$
students$
sit$on$the$
mat$to$
introduce$
them$to$
the$lesson$
using$
flashcards$
and$the$
white$
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board.$
Then$
making$
them$go$to$
their$
groups.$

If$you$had$to$teach$this$ I$would$ $ $ $
class$over,$how$would$you$ adjust$the$
adjust$this$routine$and$why$ routine$by$
making$the$
students$
get$used$to$
it.$

'
$