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/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 (what student How is the routine reinforced?
routine (e.g. at the end of the behavior it hopes to
uses school day etc.; or to achieve) (e.g. mentoring; classroom signs; reminders by the
guide presentations after teacher; use of peer interaction by the teacher to
group work) promote such behavior etc.)
1 Raising hand (to Model for When she wants the To be organize while Reminders by repeat it every time when the
raise their hand) students students to answer the answering the students want to answer
and say questions questions and raise
“hands” their hands

2 Be quite (to attack Model for When the students Let them to be quite Remember the students by do it every time
their attention) students make noisy to have quite when students make noisy
while she environment in the
say “look at class
me, where
is your
noise”
3 Activity time (to Do circle In the activity time Be ready for the Remember the students by do the every time
show the students shape with activity and focus when it is activity time
it’s activity time two hands with teacher
and focus with and say “
her) activity
time” also,
students do
and say
with her
4 Clap their hands Teacher When the class finish Be motivate Repeat the routine every time so, students
(when the class clap her because they finish will remember by repeat the routine
finish) hands and the class and they
students do finish lesson
too.
 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 Teacher throw the ball teacher show students Teacher let the students
routine/procedure then, any one will catch it picture that explain it is to raise their hands and
(what it hopes to achieve) will say the day then, activity time by raise it model for them by said
teacher will throw it again with stick and said in the “ hands free”
and ask about the date. same time
Students will start the To know it is activity time
class excitedly
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)
Importance to the smooth
functioning of today’s class
How well did this routine
work in today’s class
If you had to teach this class
over, how would you adjust
this routine and why
In the beginning of the
class
Motivate and engage the
students
Let the students to begin
the lesson without any
lazy feeling
Use different balls to be
something new for
students rather than
same ball every day.
Before the activity time
To attack the students
attention and to know it is
activity time
Engage the students to
start the activity and be
ready
Use bigger picture to make
sure that all students can
see
After they finish the
activity
To let the students to
leave every think and to
know the time is up for
activity.
Organize the activity
time
Open song while did
this routine to be more
funny
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.

Firstly, inter the class excitedly and welcome the students with smiley face and that affect the students
to love the subject and want to learn it so, is an important part in the class. Secondly, use the reward
chart so, that encourage and support the students to be active with teacher during the class also,
improve the students by try to answer the questions even they don’t know. Thirdly, give the instructions
in a fun way such as, be quite by let them to see the teacher face then, point on their nose so, that
organize the class and support the students to be quite without any bad feelings.