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.

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/Des Give the instructions that When and where the Aim of the How did/do the students learn about
cription of the routine uses routine is used? routine this routine?
the (e.g. at the end of the How is the routine reinforced?
routine. school day etc.; or to (what student
guide presentations after behaviour it (e.g. mentoring; classroom signs; reminders
group work) hopes to achieve) by the teacher; use of peer interaction by the
teacher to promote such behaviour etc.)
1 Schedule The teacher tells the In the morning (every They know The teacher tells the students about the
in the students about what the day) what to do for schedule to let them know what they
morning subjects they will take. the rest of the have for the day. So, the students will
day not get lost they will be on the right
track.
2 Eyes She says aloud this If they are losing the They complete The students learned that they should
looking at sentence to make the concentrations of their what they have have finished their works. And to behave
me students attention to her. works during lesson started. And nicely to anyone that talking with them.
And they answer her: eyes time or if she wants to the students
looking at you. talk to them about listen to the
something important teacher.
like: about their exams
or if they have trip
what they need to
bring with them.
EPC 2903 Teaching Practice Booklet

3 Mind 2 min of relaxing the After the break time students get They learn from this routine is that they
fulness student’s mind. calm to start need to calm down after break time to
the lesson fucose in the lesson. And playing time is
calmly. done.

4 Put a She acts this sentence and If she need from them They should be They learned that the need to stop being
bubble in the act after her. to be quiet. quiet while noisy and the should listen to the
your they are teacher and follow here.
mouth walking in the
corridor.
5 Line up by The teacher tells the After the break time. To take every Students learned that they need to be
the end of students to line up in a single class organized while walking in the school.
the break special place and wait for together and in
time the teacher to come and proper way.
take them to the classroom
to start the lesson.
 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 Routine Routine

Learning Objective of the Eyes looking at me. Put a bubble in your Line up by the end of
routine/procedure “teacher says these mouth. the break time.
(what it hopes to words to take the This sentence shows Line up to walk
achieve) student attention”. the students that properly from playing
they need to be area to the classroom.
quiet.

Anecdotal Evidence Can’t be as a poster or The teacher acts this

(e.g. pictures of your image. But the teacher sentence in front of
class during the routine; can act it to here/his the students and
posters of rules etc.) students. they know what to
do.

Place in today’s class During the lesson or if I During lesson time, Walking into the
(when will you perform want to tell them my during the assembly. corridor, from playing
the routine) instruction area to the classroom
and from the
classroom to the GYM.
Importance to the This routine helps the This routine shows This routine shows the
smooth functioning of teacher to catch the the students how students how they
today’s class student attention and they should be need to be like while
to let the be on the quite. walking in the school
right track. facilities.
 EPC 2903 Teaching Practice Booklet

How well did this routine Teach the students Act the routine with Model the routine to
work in today’s class what they should say the students and shows the students
when they listen this drilling it to makes how they need to do it.
sentence and by them gets use to it.
drilling the sentence
which is helps to make
the students get used
to it.
If you had to teach this I would like to teach it As a teacher should I would like to put a
class over, how would in different ways. use different words. tag for the leader of
you adjust this routine Because, as a teacher For example: ZIP the line and every day
and why we should do the your mouth or what will change the student
differentiation is the sound of who will take the tag.
between the students quiet? And the Because, as I observed
as they have different student will stop the students they are
learning styles. Such talking. And why I allows fight on who
as: acting it for visual, should change the will be the leader of
kinesthetic students or word that need to the line. So, the best
present a video for the say it for the thing that I think about
visual and auditory students? it is to give the leader
students. I prefer to say ZIP of the line a tag.
For example: your mouth as I see Example:
but every teacher
has their thoughts.

https://clipartxtras.com/
download/562e8206ff09
4f129b5cae0b4615ba41
9c51899d.html
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.

As I observed during the practicum I can guaranty the teachers that the three routines that I will
mentioned here that they can implement these in a UAE primary classroom. Here is first one
which is: Line up by the end of the break time. And why I choose this is that this routine
makes the students be more organized while they are walking from the playing area to the
classroom as I observed and I think that it’s very important to teach my students how to be
organizable people.
The second routine is that: Eyes looking at me. As I observed in the classroom these simple
words make all the students attention to the teacher. In addition, I used it with the students
and I felt that this is very effective on the students and makes everything return to the right
track. In the future I’ll use this effective routine with my students.
The last routine that I teach my students is: are you listening? This routine as I saw how
effective is. It’s takes the students attention and it helps the teacher to control the classroom
environment. As a future teacher I’ll put this routine in my classroom management list and I
would like to apply it with my future students.