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.

Name/Description Give the

When and where the
of the routine.
instructions routine is used?
that the
routine uses (e.g. at the end of the
school day etc.; or to
guide presentations
after group work)

Aim of the routine

Registering

The teacher In the morning, for the

call the
first class,
students
name and
see if they
are all in the
class or not.

To take the
attendance.

From reminding them every time

hear their names to do the do the

Clean and tidy

their tables

The teacher
tell the
students to
tidy their
tables.

To make the class

nice and clean, so if
someone inter the
class they will have a
good idea about the
students.

Reminding them every time to m

clean and tidy.

3
Read a book

4
Pencils up

5
Card pass

After they do an
activity and they make
a mess.

How did/do the students learn a

routine?
EPC 2903
How
is the routine reinforced?

(what student
Practice Booklet
behaviour it hopesTeaching
to
achieve)
(e.g. mentoring; classroom signs;
the teacher; use of peer interactio
teacher to promote such behaviou

Teacher tells After the last activity of

the students the last minutes of the
if they finish class period.
their work,
go and read
a book.

To improve their
After reminding them every time
readings skills, and to use to it and now, when they finis
make them busy until they automatically go and grab a
all their friends are
done.

Teacher tell
the students
to raise their
hands with
their
pencils.

When the teacher want

to end an activity and
make the students stop
writing.

Every time the

teacher want to make
the students to stop
working and doing
the activity she will
tells them to raise
their pencils.

If any
students
wants to go

When the students ask If any child lost their When the students are asking the
to go to the restroom or way, the pass card has they can go somewhere, the teach
if they want to go
the teacher name and to take a pass card, and sometime

Reminding them to raise their han

pencil, and also the teacher will r
for the students to follow.

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)

EPC 2903
Teaching Practice Booklet
LESSON PLAN FORM
Date

November 15, 2016

Student
teacher

Noora Mohammed

Time

11:30am to 12:20pm

School

RAK Academy

MST

Mlane Mostert

Class

Grade 3B

Unit/Lesson/Bo
ok/Page

Wanted the perfect pet

No of students 24

Context of the lesson

Its going to be a continuous lesson about describing the animal.
Teaching goal
The overall aim of the lesson is to see if students are able to describe and discuss their animals.
Learning objectives
-

Students will be able to:

Use adjectives to describe their pet.

Use a thesaurus in order to find more interesting vocabulary while they are describing their pet.
Discuss and describe their pet for their partners.

Assumptions about prior learning

Most of the children will be able to use the thesaureus to find more interesting vocabulary to describe their pet, but I
think some children will struggle while they are searching for the words.
Anticipated problems and possible solutions
To help children who can not find words with a word bank.
Personal focus for this lesson
I will try to make my voice louder.
Target language
Descrbing words, huge, tiny, frightening...

Teacher language
Good morning student, how are you? Listen carefully.
Who can help me to describe the pet for me? Raise your
hand if you want to answer. Use the thesaureus. I will wait
till you are ready.

Main tasks or activities

Resources and teaching aids

1- Read the story.

Computer - whiteboard - Marker - Word banks pictures 2- Children use thesaurus to use interesting words to
The book - Their clay pet animals
describe their pet.
3- Each two students discuss and describe their pet to each
another.
Consider these grouping strategies:
Whole class
Partner work

Consider where the children are working:

At their tables
On the carpet

EPC 2903
Teaching Practice Booklet
Activity

Time

Routine

1
mins

Engagement

3
mines

Interacti

Teacher Activity

Student Activity

Purpose/Objective of

MCT

on

(activity + exact
instructions you
intend to give. Include
any questions that you
plan to ask)

(what they do +
language you expect
them to use)

Activity

Comm

T-SS

Registering

Be quiet to hear their

names.

Teacher engages
students by asking
them questions:

Students answer the

questions.

ents

To see who is in the

class and take
attendance.

To see how much dose

the students remeber

1- Do you remember
what was the story
about?
2- What did you have
to do yesterday?
3- Can you tell me
thing about the pet
you made?
Transition

Building
Knowledge

T-SS
5
mines

Teacher tells the

students to sit on the
carpet and give their
attention so that they
can hear her well
while she reads the
story for them.

Students listen to the

teacher and sit on the
carpet to hear the
story.

T-SS
10
mines

Teacher will read the Students answers the

story and she will ask teacher question.
questions :
During the story:
What do you think
will happen next?

So the students can be

able to hear the story
clearly.

To test their if they were

concentrating while the
teacher is telling the
story.

After the story:

Did you like the
story?, Which part of
the story that you
liked the most?

Routine

1
mins

Students listen
Teacher tel the
to the teacher.
student to take
the pass card if

So if any teacher
saw the students
she will see the

EPC 2903
Teaching Practice Booklet

Transition

Routine

Transformation

Transition

hw wants to go
somewhere.

pass card, and

know wher will
he go to.

T-SS
4
mines

Teacher ask the

Students do as the
students to go to their teacher ask them for.
seats and then make
each group one by
one to stand and take
their pet that they
create with the
whiteboard and a
marker and go back
to their seats again.

To get ready for the

next activity.

1
mins

Teacher ask the Students do as To get ready for the

students to
the teacher ask next activity.
raise their
them for.
penciles.

T-SS
10
mines

Teacher model the

Students listen to the
activity for the
teacher instructions
students and ask
and try to work hard.
them to help her to
describe the snake, so
they can do the same
and write on their
boards the
description of their
pet while using
thesaurus and the
word bank.

T-SS
9
mines

Teacher checks the

students work, and
make each two
students talk and
describe their pet to
each other, and bring
some students in
front of the class to
describe their pet.
Clean and tidy the
tables.

Students describe
their pet to their
partners.

To see who can use

thesaurus to describe
their pet.

To check if they are

able to describe their
pet.

EPC 2903
Teaching Practice Booklet

Routine

1
mins

Clean their tables.

T-SS
Reflection

Routine

1
mines

1
mins

Teacher asks the

students if they liked
the story or not, and
what parts of the
story they like or did
not like.

Teacher tells
the students to
go and read a
book until the
bell range.

To make the classroom

clean and tidy.

Answer the teachers

question.

To see their feedback

about the lesson.

Go and pick a
book to read.

So they can
improve their
reading skills.

EPC 2903
Teaching Practice Booklet

Reflection

Classroom routines are to maintain and manage the students behavior, and to
make them be less noises in the classroom, and the routines are specific or
regally things that students do in the classroom as the teacher asked from
them, and these routines are agreed and it has been discussed between the
students and the teachers.
Doing these routines as a daily routine for the day, is a good thing for the
teacher, so she can be satisfied about her classroom, and it's also can benefit
the students, so they can use to the routine and do them naturally after doing
it every time, so it could be a routine and then be a habit of following the
routines daily.
The routines that I have seen and observed from my MST lessons, and they l
were about five strategies, and they are Registering, clean and tidy your
tables, read a book, pencils up, and the last one is pass card. These five
routines are the most five common strategies that my MST use during all of her
classes.