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.
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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
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under the table ad In the break

took out their time, in the
food to eat quietly classroom

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

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
 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)

Class/Year Routine Routine Routine

Learning Objective of the Is the The unevenness of the

routine/procedure students columns is deliberate so that Ss
learn to be don’t think that x number of
(what it hopes to achieve) columns means that we are
organized
looking for x routines. Rather,
and quiet
that they present routines
during the
sufficient to the class activity.
activities
by using
the bell in
class and
teach the
students
the
instructions
and they
should
follow it

Anecdotal Evidence
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(e.g. pictures of your class

during the routine; posters
of rules etc.)

Place in today’s class (when In the third

will you perform the period
routine)

Importance to the smooth Is make the

functioning of today’s class students
discipline
and quiet

How well did this routine It went well

work in today’s class because
the
students
were enjoy
listening to
bells sound

If you had to teach this class I might use

over, how would you adjust the bell for
this routine and why every
routine to
make the
students
get use to
it

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.

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