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Establishing Classroom Routine

Education Report

Joseph Zapanta

on 7 October 2012

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Transcript of Establishing Classroom Routine

Routine Alvin Jake Castro Introduction

can be of great help the class day or period Examples of anticipated interruptions 2. Transitions Solving Pre-lesson transitions Routines have to be learned
We get used to doing them
in order for them to be
'Routinized' *transitions can either be
anticipated or
unanticipated Beginning, between, and after of an instructional episode
Equipment set up and take down
Material distribution
From teacher-to-student-centered activity
Beginning/end of class 1. Delegate administrative task
to students when possible
2. Attendance, announcements, material distribution and home work collection should be routinized Routines on the following 1. Beginning and ending Sample routines for the first 5 minutes of the class

1. Problem of the day

2. Brain Teaser

3. Vocabulary "word of the day"

4. React to a quotation

5. Respond to a newspaper editorial The First 5 minutes of the class - IT MATTERS! 1. Give supplementary exercises for the fast workers

2. Give the Fast Learners to tutor students in need of help

3. Ask the fast learners to assist you in your administrative task life preparing for the next learning episode Solving Transitions (During the lesson) To allow you time to shift to the next activity, create a routine for the last five minutes of the day. Before the "curtain" activities you observe routinized dismissal procedures Solving Post-Lesson Transitions Because you cannot anticipate when and for how long how such interruptions will last, all you can do is prepare yourself and your classes for such eventualities Unanticipated Transitions Make Clear your rules and procedures on the distribution and collection of materials. 3. Use of Materials and Equipments Group work like cooperative learning has a positive impact on student achievement, interpersonal relationships and attitudes about learning (Marzano, 2003) 4. Group Work 1. Movement in and out of the group
2. Expected behaviors of students in the group
3. Expected behaviors of students not in the group
4. Group communication with the teacher Rules and Procedures on group work
address the following areas Rules and procedures in these areas pertain to
Student's attention and participation
Obtaining Help
Out-of-seat Behavior
Behavior when work has been completed 5. Seat work and Teacher-led Activities Effective Signals 5 - freeze
4- quiet
3 - eyes on the teacher
2 - hands free
1-listen for instructions 5-4-3-2-1 countdown Raise your hand if you wish to participate

1 finger - i need to sharpen my pencil
2 fingers - i need a tissue
3 fingers - i need your help Teacher hand signal means

1. Freeze (Stop what you are doing)
2. Gently tap on your neighbors arm to get his or her attention to freeze
3. Face the teacher and listen to instructions "Routines are the groundwork
for a well-orchestrated classroom"
Full transcript