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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
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 routine How did/do the students learn about this
of the routine. instructions that where the routine?
the routine uses routine is used?
How is the routine reinforced?
(what student
behavior it hopes to
(e.g. at the end of achieve)
(e.g. mentoring; classroom signs; reminders by the
the school day
teacher; use of peer interaction by the teacher to
etc.; or to guide
promote such behaviour etc.)
presentations
after group work)
1 Morning assembly The students This routine Is to teach the From the teacher she tells them the
move from the starts in the students to be instructions and the students follow it.
class to school’s morning in the organized and
yard to attend the school yard discipline
assembly
2 You can do better When a student It happens Is to motivate the The teacher give the instructions them the
gives a correct almost all the students to be more students learn it
answer the rest of time while and active in the class
the class will clap during the class
their hands and
they will say good
job you can do
better
3 Break time The teacher says To learn the students The teacher gives them the instruction and
it’s a break time how to be organized they follow it
then the students
put their books
EPC 2903 Teaching Practice Booklet
4 Cleaning the The students puts to learn how to be The teacher tells the students the rules and
classroom everything in right responsible the students follow the instructions after that
In the end of the
place in the end of
day (before
the day
going to home),
in the class
5 When they get to The students learn All the teachers comes out side and they give
bus the have to be to be organized and the students the instructions
Leaving time In the leaving
in a line without discipline
time
pushing each
other and they In the yard
walk next to the
wall
EPC 2903 Teaching Practice Booklet
Lesson objectives
Main activities in the lesson
Grouping of students during each main activity
Behavior 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)
Anecdotal Evidence
EPC 2903 Teaching Practice Booklet
The best practice I’ve observed was when the teacher checking the students book she ask the
students choose some stories and read together or alone the schools should use this practice to
make the students develop their reading skills. The second practice was the teacher make little
teacher time in the end of each lesson I really liked this because the students become more
confident and motivate them to be more active in the class. The last practice is before each
lesson the teacher reads the objectives with students and make the students read them I liked
EPC 2903 Teaching Practice Booklet
this because this helps the students to organize their thoughts before the lesson and knowing
what they’re going to do