EPC 2903 Teaching Practice Booklet

Observation Task 4

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

1 Clean up clean When they They learn after each activity

up every body finish from the to put the materials back
Clean up
clean up activities

2 Line up line I f they want to They learn how to be

and sing the go out to the organize and how to stand up
Line up
song of line up playground or from the shorter to the taller.
when they want
to change the
group

3 Sing head and Before they start They learn the name of each
shoulders song the lesson part of the body
Morning exercises
and they do
the
movements
EPC 2903 Teaching Practice Booklet

4 Line up for the bus Bus student At the end of They learn how to make a
line up the day, after line according to the buss
the last period

After the Task - Reflection

Reflect on the routine of the classroom and how it is was effective with the students? Explain how this routine will affect student learning in
a KG class.

Classroom routine is important for effective classroom management, it help to mange your time and keep the student calm, also the
affective classroom who use the transition routine in the class when the student move from one activity to another, we can make some
challenge while we using this routine to make the student don't feel boring for example, for each group we choose one student to be
the leader of this week and when they transition the leader will stand first one on the line, also helps to organize the classroom.
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 KG1 F Routine Routine Routine

Learning Objective of the Sing Morning The unevenness of the columns is deliberate Attends
routine/procedure days of exercises. so that Ss dont think that x number of
the columns means that we are looking for x
(what it hopes to achieve) routines. Rather, that they present routines
week
sufficient to the class activity.
song. Student
Student will know how is absent
will be
Student and how attend.
able to
will be
move a
able to
part of
know
their
the
body.
days.
EPC 2903 Teaching Practice Booklet

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

Place in todays class (when will you Before In the

perform the routine) start the morning.
lesson.

Importance to the smooth functioning of

todays class

How well did this routine work in todays The Some

class students students
knows they did it
the days properly.
of the
week.
EPC 2903 Teaching Practice Booklet

If you had to teach this class over, how

would you adjust this routine and why

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 KG classroom
in the future. Explain how these practices will affect student learning in a KG class.

The best practices that I observed during I was in the TP, the morning exercises because this help them to improve their skills, the second best practice is daily
routine which helps and effect on classroom management, and the third best practice is the transition because it helps the student to be organize.
EPC 2903 Teaching Practice Booklet

Informational Tasks

1- Look more closely at the instructions that the teacher gives while introducing the
learning centers:
If possible, video/pictures or audio record the teacher while she gives instructions.
Write the sentences of the instructions that the teacher gives.
In circle area sit quietly, cross your legs, listen to me to me and when I ask question
raise your hand if you want to answer.
Write your own instructions for one of your own lesson plans.
Sit properly and cross your legs, and if you need to answer raise your hand.
2- Describe the purpose of diagnostic assessment.
A) Identify the diagnostic tests the teacher uses in your TP placement. These might be check lists, written
observations. Photograph blank diagnostics, scan, print and or upload to your e-portfolio. The teacher has
a chick list and she observed the student assist them.

B) Look over the diagnostics again and identify which diagnostics are norm referenced,
criterion referenced, comparison of students ability, comparison of student progress.

From the chick list the teacher see the children abilities and if the child improve or not..

3- Classroom Management

1. Describe two times when your classroom management was successful. Describe the
situation, learning objective and what the students were doing. Why was your
management successful?
2. The first time that my classroom management was successful when the children do the
activities because before they go to the centers I explained the activities for them so that
helped me to save the time and the second time when I start my lesson with the rules that
so affect and manage the classroom.
3. Describe something you would like to improve about your classroom management (using
routines, giving instructions, dealing with disruptive behavior, managing groups,) Give
suggestions (or talk to your MST or MCT) to improve your classroom management.
I want to improve the transition way from the centers to the carpet in my classroom.