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.
 EPC 2903 Teaching Practice Booklet

Name/Description Give the When and Aim of the How did/do the
of the routine. instructions that where the routine students learn
the routine uses routine is about this routine?
used? (what student How is the routine
behaviour it reinforced?
(e.g. at the end hopes to
of the school achieve) (e.g. mentoring;
day etc.; or to classroom signs;
guide reminders by the
presentations teacher; use of peer
after group interaction by the
work) teacher to promote
such behaviour etc.)
1 Tidying up The teacher notifies The timer is It aims to get Teacher displays
the students that used at the the class and the timer from a
she will be using a end of the tables clean website on the
timer. activity or in the screen so that
when quickest way everyone can see
transitioning possible and she tells them
from one without what is expected of
subject to the wasting them.
next. time.

2 Leaving the Teacher tells the After each This way, the Teacher uses verbal
classroom students who have student has teacher is instructions to
finished by called completely able to see notify the students.
out their names to tidied up who has
take their water and/or done their
bottles and that finished their job in tidying
they are able to work and class up and has
leave the class. is finished. completed
their work
before they
exit the
class.
3 Brain break Teacher lets the In the middle It aims to get The teacher uses a
students know in of the lesson. the students video to show
advance that after energized students how to
they complete what and give perform different
they’re doing, their brains a exercises and dance
they’ll have a short rest. routines.
 EPC 2903 Teaching Practice Booklet

break before
proceeding.

4 Silent reading The teacher has an During free The routine The teacher is
instruction on the time or in aims to constantly
smart board that between reinforce reminding students
says ‘silent reading’ classes. students’ to pick up a book
so when students interest in and read when they
come back from reading. have nothing to do.
special education She gives them a
classes and have time, for example
time before the 10 minutes and
class starts, they tells them to use
choose a book and that time to read.
read.
5 Classroom helpers The teacher assigns Start and end This routine At the beginning of
two students to be of class. allows the week, the
classroom helpers students to teacher writes the
who assist in feel like names of the two
handing out and they’re helpers for that
collecting books. responsible week on a poster
for that is hung on the
something wall.
and have a
role to play.