Name: Jenny E.

Suela

a. Inside the Classroom

 What rules and procedures are you going to establish for the use and
care of the different materials and equipment in the classroom?
Teachers who develop and teach classroom procedures can create a smooth-
running classroom that facilitates learning. Choosing the right procedures often
depends on the students' grade level and the expectations and goals you would
like them to meet. In this article, we explain classroom procedures and provide a
list of 19 strategies to improve the classroom experience for you and your
students
 Use of hand or sound signals. ...
 Manage transitions. ...
 Use of cell phones and technology. ...
 Assign individual responsibility. ...
 Entering and exiting the classroom. ...
 Lining up and hallway procedures. ...
 Bathroom procedures. ...
 Use of supplies.
 What rules and procedures will the learners be expected to follow when
they are in a certain area of the classroom?
Choose Your Keywords Carefully, Make Them Clear and Understandable,
Communicate Them to Your Students, Adjust Them Based on Classroom Feedback,
Do Not Go Overboard, Use Effective Discipline Strategies, Do Not Use the Same
Set of Rules in Every Classroom, Make Them Easily Accessible for Students, Do Not
Let the Rules Take Over, Start at the Beginning

b. Other School Areas such as in the comfort room, office, playground, etc.

 When and how are learners going to have access to these areas?
In education, the term access typically refers to the ways in which educational
institutions and policies ensure—or at least strive to ensure—that students have
equal and equitable opportunities to take full advantage of their education.
Increasing access generally requires schools to provide additional services or
remove any actual or potential barriers that might prevent some students from
equitable participation in certain courses or academic programs. Factors such as
race, religion, gender, sexual orientation, disability, perceived intellectual ability,
past academic performance, special-education status, English-language ability,
and family income or educational-attainment levels—in addition to factors such
as relative community affluence, geographical location, or school facilities—may
contribute to certain students having less “access” to educational opportunities
than other students. For a related discussion, see opportunity gap.
 What rules and procedures are you going to implement for lining up and
going to these areas?
Before any substantial number of students can move from the classroom to
another location, you will want them to line up. Lining up can be a time-
consuming, disruptive experience with students rushing to get o the front of the
line, pushing or shoving each other, yelling at each other, and so on. Students
need to learn how to line up quickly and in an orderly manner before you attempt
to have them walk in line.
ALLOCATE ENOUGH TIME
If you DO NOT plan an appropriate amount of time for the students to line up in
an orderly fashion, it adds to the potential descriptiveness of the process.
Allocate adequate time before lining up for finding and putting on weather-
appropriate gear. Younger students will need extra time to button or zip jackets
and find mittens, boots, and umbrellas.
 How should learners behave in these these areas?
Respect and listen to the teacher. Raise your hand to speak. Be prepared for
class. Be quiet when the teacher is talking.

c. During Whole-class Activities and Seatwork

 When and how do you want learners to ask and answer questions (e.g.,
raising hands)
Make your Classroom Environment a Safe Place for Questions, Praise Students
for Asking Questions, Teach your Students About Open-Ended and Closed
Questions, Slow Down to Leave Room for Questions, Provide Opportunities to
Practice Asking Questions
 If you want everyone’s attention, how will you cue or signal the class
(e.g., using bell or hand signal)?
Throughout the year, I teach my students sign language gestures as a way to
communicate during activities without talking. This helps tremendously with
learners that have frequent questions. While you are engaged with a student and
another comes up to interrupt, use sign language to communicate
Hand Signal for Voice Level
Teach students about different voice levels. I use a scale from 0–4, 0 being
completely silent and 4 being an outside-on-the-playground voice. When students
are working independently, I set a voice level expectation. Then, when students
return to their seat, I’ve taught them explicitly what to do when the volume gets
too loud. They are responsible for “spreading the voice level.” They will place the
intended voice level on their finger (usually a level 1 whisper voice for
independent work time) and other students see this and copy the gesture. It is a
signal that allows the students to self-monitor without my involvement
Bell
Use a bell to signal attention. Teach your students what to do with their hands,
bodies, eyes, mouths, etc. when they hear the bell. Using the bell the same way
every time ensures your class will always know what to do when they hear it.
 What rules and procedures are you going to set up for learners working
together?
Deliberately select which students will work together, Size the groups for
maximum effectiveness, Teach your students how to listen to one another, Set
the rules of language and collaboration, Make goals and expectations clear.
 How and when are you going to give instructions for activities or
assignments?
A Guide to Giving Clear Instructions to Students (That They Will Actually Follow)
Use Clear and Precise Language, Repeat Your Directions, Explain the Purpose
of the Task, Make Sure Your Students Understand, Use an Appropriate Tone,
Describe the Specifics, Provide Examples, Break Tasks into Manageable
Chunks.
 How are you going to monitor progress on tasks or assignments?
Define the work scope, Set deadlines and estimates, Keep track of working hours
with real-time widgets, Check task progress on the Kanban board, Track time for
custom task categories, Share important notes through comments, Keep tabs on
financial performance, Analyze the results
 How and when will the learners obtain the materials they need for the
activities, tasks, or assignments?
Materials should achieve impact. Impact is achieved when materials have a
noticeable effect on learners, that is when the learner’s curiosity, inter- Est, and
attention are attracted. If this is achieved there is a better chance that some of
the language in the materials will be taken for processing
 What procedures will learners follow when turning in the outputs or
materials, especially when you are having a discussion with individuals
or small groups?
To start planning a discussion (or any instruction, for that matter) decide what you
want your students to get out of the discussion. For example, do you want them
to share responses, make new connections, and articulate the implications of a
text? Should they be able to work certain problems by the end of the hour?
Should they be able to interpret and critique a journalistic photograph or a piece
of art? Deciding on and articulating the objective for the discussion will help you
decide what kinds of discussion activities will best help your students reach that
objective. Remember that you can organize a discussion in many different ways:
you can have students work in small groups, role-play, choose sides for a debate,
or write and share a paragraph in response to the theme in question1. You will
also want to leave time to wrap up and summarize the discussion for your
students (or have students summarize it), or to debrief after activities such as
debates or role-plays.
 How and when will the learner’s outputs or assignments get corrected?
Self-correction and feedback are usually only effective if they are guided. To
guide students through this process, use checklists that break down a skill into its
key components. This not only makes self-correction more effective but also
more efficient. For example, speaking can often be broken down into these core
components:
Fluency and coherence, Pronunciation, Vocabulary range and accuracy,
Grammatical range and accuracy
 What procedures will you use for returning work?
Notification of an injury or illness, Appoint a rehabilitation case manager, Assess
the need for rehabilitation, Organize a rehabilitation assessment (if requested or
required), Arrange a rehabilitation program (if needed)
 What can the learners do when they are done with their tasks?
Read a book, Write in your journal, Write a story, Help someone else, Tidy up
your desk/table, Tidy up the class room

d. During Small Groups

 What procedures, rules, and signals will learners follow regarding the
movement to and from groups?
Create your own list of classroom norms and present them to the class, Have
students contribute additional items, Have the class create their own items and
decide on the list of norms as a group.
Include these norms in the course syllabus, Present norms as a contract student
must sign.
 When and how can learners ask and answer questions?
Make your Classroom Environment a Safe Place for Questions, Praise Students
for Asking Questions, Teach your Students About Open-Ended and Closed
Questions, Slow Down to Leave Room for Questions, Provide Opportunities to
Practice Asking Questions.
  What are your expectations for learners who are working together in
small groups?
show respect for all other group members, for the project, and for the materials.
actively contribute during group discussions. take on a substantial part of the
overall project. communicate with and collaborate with other group members.
 While you are dealing with a group of learners, what will the rest of the
class be doing?
Keep to the schedule you set, Be aware of the causes of behavior, Engage with
students, More classroom management resources:

e. Other Procedures that Must Be Considered

 What routines are you planning to establish to start each school day?
Welcome kids at the door. ...
Establish attention-getting signals, Use sticks to randomize student seating and
participation, Teach and model procedures slowly, Show students themselves in
this space, To establish class norms and rules, ask the kids to lead the way.
 What routines are the learners going to follow to end each school day?
Read a story to students, Read poetry to students, Do silent reading time.
Have students write a reflection on the day or reflect on how they met their
learning or behavior goals, Listen to a podcast, Speaking of which.
 Are you going to use a student helper system? What expectations are
you going to set for student helpers to accomplish their roles?
If you teach using active learning strategies, you may find that students don’t
automatically engage. Students may just sit back and listen, waiting for their
peers to term. Luckily, open resistance is rare.
You have the power to impact how students engage with the curriculum and the
content. How can you support students, so they participate in active-learning
activities, and feel that the activities are worthwhile, interesting, and fulfilling?
In this lengthy Expert Recommendation, you will find a summary of the research on
student engagement, recommendations for helping students to engage productively
in active learning, and concrete examples of how to incorporate these ideas in your
classroom.