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Task 2

 

Name/Descriptio n of the routine.

Give the instructions that the routine uses

When and where the routine is used?

Aim of the routine

How did/do the students learn about this routine? How is the routine reinforced?

(what student behaviour it hopes to achieve)

   

(e.g. at the end of the school day etc.; or to guide presentations after group work)

(e.g. mentoring; classroom signs; reminders by the teacher; use of peer interaction by the teacher to promote such behaviour etc.)

1

Line up

Line up

At the end of the school day. From the class to the bus.

This routine keep the students organize and keeps them safe.

 

Be quiet

Every day the teacher remind the students about the roles and instruction.

2

Moving to the next class

Take your file Be quite Line up Don’t run

Moving from the class to another class.

This routine keep the students organize.

Every day the teacher ask them about the roles and how we moving to another class. If the students respect the role they will get more point and smile face.

3

Register

The teacher tell the students I will take the register. The students say good morning MS when the lesson to their names.

At the morning. In the classroom.

To know who is in the class and who is absent.

Every day the teacher take the register.

4

During the break

Wash your hands Take your lunch box Don't talk while you eating

At the break time. In the classroom.

This routine keep the students organize.

Every day at the break time the teacher remind the students about the roles.

Class/Year

Routine

 

Learning Objective of the routine/procedure (what it hopes to achieve)

Every day before each lesson I

The unevenness of the

 

ask the students to guess what

columns is deliberate so

 

I

will teach them.

that Ss don’t think that x

 

do this activity to encourage them.

I

number of columns means

 

that we are looking for x

 
 

routines. Rather, that they present routines sufficient

 

I

use with them some signals

every day such as quiet, line up and clean up.

to the class activity.

 
 

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

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

Importance to the smooth functioning of today’s class

The signals keep the class organize. The guess game encourage the students.

 

How well did this routine work in today’s class

If the teacher do it every day and reward the students if they do it. The routine will be perfect.

 

If you had to teach this class over, how would you adjust this routine and why

Every day before I teach them

 

I

will show them the signals

and ask them what this signal

 
 

mean.

Task 2