EPC 2903 Teaching Practice Booklet

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)

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
You are to complete BOTH Activity 1 AND Activity 2.
EPC 2903 Teaching Practice Booklet

Activity One: Observing Classroom Routines and Procedures

Though there are many routines and procedures all over the school such as returning from assembly
or walking in the hallways, this task focuses on what happens inside of your classroom only.
During the first week of your teaching practice observe your MST and her/his classroom. Make a note
of five (5) routines that you see her/him use every day inside of the classroom. Fill in the table below
to describe EACH routine; when and where it is used; and what is the aim of the routine or the
student behavior that it hopes to achieve.
 EPC 2903 Teaching Practice Booklet

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

1 The teacher At the beginning of This aim of the routine is After greeting the students the teacher
greets the the period. to get the students to set starts asking questions. And the students
Greeting (free students and on and pay attention to the love when the teacher asks them questions
time talk) Sunday she asks When everyone is lesson.it gives the
them what they about them and show that she is
setting and they students a free time to
did during interesting to hear from them.
leave everything talk and say or ask what
weekend/ on
other days of the and listen to the they want. It also
week she asks teacher. strengthens the
about what they relationship between the
did the last teacher and the students.
period. Also it manages the
behavior and time.

2 The students When the students Teaching the students Informing the students that they can’t go
have cards need the restroom. how to ask politely. outside the class without the card. and if
Creating a System
that they must they forget the teacher reminds them to
for Restroom Use Organizing the
take to go to take the card.
and clinic. (cards students.
the restroom The cards are
permissions)
and this hanging near the The students take the
routine allows door card and go without
one student at interrupting the lesson.
time goes to
the restroom.
 EPC 2903 Teaching Practice Booklet

3 Students get Managing the students The teacher reminds the students of the
start whether behavior class rules and reminds them of the chart.
Reward chart Throughout the day
of their good
and inside the class. encouraging the
behavior or
students to be more
their amazing
active and well behave
work in home
in the class
works or class
activities

4 Having When the teacher Preventing losing any The teacher says it’s homework collecting
students pass asks the students papers and preventing time and students immediately do this
Collecting
their for the home work class mess routine and I noticed that the students
homework or
homework to or when they finish themselves remained each other.
papers.
the front of the activity and
each row and sometimes it is at
then teacher the end of the
collects it. class.

5 The teacher Let the students know The teacher introduced the routine as a
says 1-2-3 look that the time is up and game which made it more fun to memories
Transition(1-2-3 Between the
at me while they need to listen to and remember.
look at me) activities or when
clapping and the teacher and move
the teacher wants
when the to another activity.
the students listen
students hear
to her. It helps to manage
her they drop
learning.
everything in
their hands
and repeat
after the
teacher.
 EPC 2903 Teaching Practice Booklet

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 1 Routine 2 Routine 3

Learning Clapping strategy timer Self-assessing (checklist)

Objective of the
It is a transition and behavior It can be used for This procedure is about
routine/procedur
management routine. Where the transition and even for self-assessing where the
e
teacher claps and the students time managing. It is a students assets their
(what it hopes to clap after her. routine where the teacher work after an activity
achieve) put timer for the students and with a specific
so they know that they criteria.
-it manages the class behavior have specific time.

-it manages the time for each

-It helps the students to be
activity. more independent.
- It helps to manage the
- it’s grasp the students attention time. -It let the students to get a
-let the students know better understanding
about their level and
that the time id finished
abilities.
and we will move to
another activity. -Let the students know
their strengths and
weaknesses.
 EPC 2903 Teaching Practice Booklet

Anecdotal
Evidence
(e.g. pictures of
your class during
the routine;
posters of rules
etc.)

Place in today’s Between activities or when the During the activities At the end of the
class (when will teacher needs to say something. activities
you perform the
routine)

Importance to It is smooth, simple and fun It can work smoothly and It required to provide
the smooth routine. I use it on my laptop or time after the activity
functioning of the projector.
The students need to
today’s class
understand the criteria
probably

How well did this It works really well and its makes It is really helpful It is essential for the
routine work in the students pay attention and especially for group students to be
today’s class when only half of the class working (activities). independent and if the
listened and did this strategy the Because it makes the students understood the
other half will do because of their students more excited to criteria they will
friends. finish first. understand the activity.

If you had to I would add to it rhyming words I will announce at the I will present the routine
teach this class while clapping. begging that there is no in many fun ways.
over, how would chance after the timer.
you adjust this
routine and why
 EPC 2903 Teaching Practice Booklet

After the Task - Reflection

Choose 3 best practices you observed during your time in school. Reflect on these and consider why you could
implement these in a UAE primary classroom in the future. Explain how these practices will affect student
learning in a primary class.

I liked the reward chart, cards preemptions and the greeting and free time routine. Reward
charts are effective for the classroom behavior and it is a good way to motivate students in a
positive way and they can be adjusted and used in many fun ways especially for younger
students. I loved the idea of the cards preemptions this routine doesn’t only teach the
students how to be organized it also teaches them manners like asking politely and giving
their friends a chance however it is a good way to arrange the students outside the class.
Moreover, I think using the free time talk at the begging of the class is a nice way to build a
better relationship and know the students well. I hope one day I could apply these routines
and strategies.