You are on page 1of 2



Student: Shane Murphy

Class Observed: 3rd, 4th, 5th and 6th Class

Date: 11/11/16

Topic: Importance of Rules and Routines in the


In my second week on
school placement in the
local primary schools,
rules and routines were
I took close note of the
classes usual daily
routine and in particular
to the teacher who
explained to us what the
class did every Friday.
As the school day
commenced at 9:20 all of
the classes came
together in one room for
the morning prayer. This
made me feel that the
school is well organised
and that the classes are
comfortable in a daily
As the day progressed an
engineer student came in
to do some science with
the children. They
learned about
skyscrapers and very tall
buildings. They were
given Lego and asked to
make their own scale
model of a skyscraper in
groups. I was included in
this as I was told by the
teacher to go around and


This week of school placement I was observing the
older classes. I got the feel of what it was like to be
involved as a teacher for the very first time and I
really enjoyed it. In the morning the class had their
morning prayer and I was asked to stand beside the
other two teachers and say the prayers with them. I
got a lot of fulfilment out of doing this and also I
realised that without the teacher even calling the
students they all gathered together ready for their
prayers. I then realised that these students are
extremely organised and their daily routine is
embedded in their minds as they showed it very well
here. It is easier to scrutinise for weaknesses in
others rather than focus on effort, energy,
application, thought, or the small contributions an
individual makes to the groups welfare (Rogers,
2007, p. 71)
I listened closely and paid good attention when the
teacher was talking to me. She was explaining the
daily routine on a Friday and I made sure I was aware
of everything the children were doing throughout the
day. An engineer student came in to do some science
with the class. This involved the class making small
scale models of skyscrapers. I was asked to go
around and look at each model and talk with the
students about their ideas and how they think it
turned out. This made me feel very professional and
also very happy as it was my first real taste of being
a teacher and properly talking with the students.
Many students, demotivated by an ill-fitting course,
focus solely on the need to complete assessment
tasks, and resort to surface and strategic learning
(Pickford, 2008, p. 127)
After the 11 o clock break some students did maths
while others did spelling with the teacher. I was
asked by the teacher to help any student who was
having difficulty with the maths and also correct

talk to each group about
their design. This was my
first taste of being a
teacher and I really
enjoyed it.

some maths problems that they were doing. I was

told by the teacher to act as if this was my own class
and I felt very comfortable in doing so. I really
enjoyed interacting with the students not just socially
but academically also. This was my first real insight
and taste of being a professional teacher and I
enjoyed it immensely. I am really looking forward to
my next day on school placement.

Pickford, P. R. a. R., 2008. Making Teaching Work. 1st ed. London: Sage
Publications Ltd.
Rogers, B., 2007. Behaviour Management. 1st ed. London: SAGE Publications Ltd.