Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY

TOMAS OPPUS CAMPUS
Educ 421 – Student teaching
2nd Semester, A.Y. 2020 – 2021

MY PRACTICE TEACHING HANDBOOK AND PORTFOLIO

Learning Task No. 3

Establishing Classroom Routines and Procedures

Name of Student Teacher
Course Year and Section
Cooperating Teacher Signature Date
Cooperating School

3 LEARNING TASK

Establishing Classroom Routines and Procedures

Desired Learning Outcomes

 Identify classroom structure / routines
 Discuss the importance of good classroom structure / routines in class
 Design effective classroom management routines
 Demonstrate positive and non-violent discipline in the management of learner’s
behavior

Essential Questions
 What is the importance of having an organized and systematic classroom structure
and routines?
 As a teaching intern, what classroom routines shall you establish to ensure a
positive and non-violent discipline way of managing learner’s behavior?

Understandings
 A classroom routine is simply a well-rehearsed response to a teacher’s directive. It
is one of the teacher’s primary labor – saving devices.
 One way to become an effective teacher is to provide a structure in the classroom. A
very structured learning environment provides many benefits for the teacher and
the learners. As structured classroom translates to positive safe and secure
classroom. Learners enjoy learning in a very safe, friendly, and non-threatening

1|Pre-ServiceTeachinglearningTasks
 environment.

2|Pre-ServiceTeachinglearningTasks
TIPS FOR PROVIDING STRUCTURE IN THE CLASSROOM (www.thoughtco.com)
1. Rules and expectations must be set on the first day.
2. Set high expectations. Explain its importance.
3. Hold students accountable for their actions in all areas of life.
4. Keep your rules simple.
5. Be prepared to adjust. It is essential to understand that every class and every learner is
unique.
6. Be the primary model for your students when it comes to classroom structure.
7. Be prepared and organized for the class each day.
8. Build a good reputation / image. This becomes easier with experience.

My Tasks (Activities)
A. What routines do I need to establish in order to make me a better classroom manager?

B. Interview other teachers and inquire on what classroom routines they have established to
ensure better classroom management.
 Name of Teacher: School: Grade Level Handled

C. Surf the internet or research in the library. Read and jot down some important notes on
classroom routines and procedures.
 My Analysis
Establishing classroom routines is important because:


My Reflections / My Insights
If I already have my own class, I want to do the following:

 Arriving in the morning

 Taking attendance

 Posting reminders

 Throughout the day

  Ending the day

 Other episodes that need procedure(s)

My Performance Task
PERFORMANCE TASK 1: Observe your teacher. Take down some important notes on how
he/she manages his/her class. What are his/her positive and non-violent disciplinary practices
in the management of learners’ behavior?

Observation Log
Name of Cooperating Teacher Date: Time:
Subject:
PERFORMANCE TASK 2: Take some photographs of classroom structure / design that creates a
positive classroom atmosphere.
PERFORMANCE TASK 3: Design your classroom routines to ensure an effective classroom
structure.

My Classroom Routines

What is the impact of these classroom routines to students’ learning?

 My Learning Artifacts
Conduct an interview among students. Ask them why positive and non-violent discipline
is effective in the management of learner behavior.

Name of Student:

Name of Student:

Name of Student:
My Portfolio (Compilation of Learning Documents, Evidence,
Records, etc.)
 My Scoring Rubric
Meets Approaching Meets Does Not Meet
INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standards Standard

CRITERIA 4 3 2 1
Performance  has all the  has some aspects  has minimal  no aspect of work
Tasks aspects of work of work that aspects of work meets level of
that exceed level exceed level of that meet level of expectation.
of expectation expectation. expectation.  has errors,
 Shows  Demonstrates  with some errors omissions, and
exemplary solid and MASTERY is misconceptions
performance performance and not thorough
understanding
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/ are learning is/ are learning is/ are
aligned with aligned with SOME aligned with ONE NOT aligned with
learning of the learning of the learning the learning
outcomes. outcomes. outcomes. outcomes.
Creativity and The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefulness are done very are done are done quite are poorly done
creatively and creatively and creatively and and need
resourcefully. resourcefully. resourcefully. improvement.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks are
submitted on or submitted on a submitted 2 days submitted 3 days
before the day after the after the deadline. or more after the
deadline. deadline. deadline.
MY TOTAL SCORE

Signature of Practicum Supervisor