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Establish routines
5
Establish Routine
Miss/Faten Mohamed
Utopia School
Most routines fall into three broad categories
Introduction
Teachers do not understand the difference between the two. Rules and routines both communicate an expectation about behavior. Classroom rules, though, are generally about overall conduct, whereas routines are much more specific to certain tasks and usually provide some direction about how these tasks should be accomplished, rather than seeking to prevent a particular type of behavior.
Definition
1. Movement Routines:
These routines provide students with explicit steps for entering, exiting, and moving about the classroom.
Meaning....!
2. lesson-Running Routines:
routines designed to facilitate tasks that occur regularly during instructional lessons, such as passing back homework and taking tests.
3. General Procedures:
These routines include all other routines that teachers and students must complete to keep the class running smoothly. For example, taking attendance is a routine that is not part of a lesson and does not involve moving around the classroom, but is something that must be carried out every day.
At the end of the session the teachers will be able to put :
Objectives
Please, write the Movement routine you will apply in your class to make effective classroom management.
Movement Routines
Please, write routine of Book, worksheet, pencils or notebook distribution that you will apply in your class to make effective classroom management.
lesson-Running Routines
Taking attendance
Please, write the way you will use to take attendance without Making noise.
Other Examples:
Updating the calendar
• Watering the plants
• Cleaning chalkboards and whiteboards
- Cleaning students’ desks
General Procedures
our morning routine
Morning Routine
- The teacher greeting the child when coming to school.
- The child takes off his/her bag.
- The child opens his/her bag and puts his /her lunchbox on his/her table then, go and put his/her books and bag in his/her locker.
- The child takes wipes, apron and napkin from his/her teacher.
- The child uses the wipes and throws it in the basket after cleaning his/her hand, and then sits down.
- The child puts the napkin under his/her lunchbox and puts his/her bottle in his/her left hand then, starts to eat his/her breakfast.
- After finishing his/her breakfast the child close it and put the lunchbox, bottle and apron in his/her locker, then collect the napkin and throw it in the basket and clean his/her table, then go and wash his/her hands.
- After coming to class he picks up his/her role from helper chart role, then takes his /her number and takes his /her photo and put it in attendance chart then, sit down.
line, moving to the gym or go to garden
Moving routine
- The child Stands on his/her number on the floor.
- The teacher asks students to make space between each child.
- The child put his/her hands beside his /her body.
- The child moves with a quiet voice.
- The child listens to her/his teacher.
- The child put his/her Eyes watching his/her teacher.
- The child Stay in line.
- Walking feet.
- Students stand on their numbers before entering the class and choose one way to greet his/her teacher.
- The teacher greeting each child when coming to the class.
Snack time
- Each child stands and washes his/her hands when he backs wear his/her apron.
- The child takes the napkin from the teacher and puts the napkin under his/her lunchbox and puts his/her bottle in his/her left hand then, starts to eat his/her snack.
- The teacher opens 10 minutes video.
- After finishing his/her snack the child close it and put the lunchbox and bottle in his/her bag, then collect the napkin and throw it in the basket and clean his/her table, then go and wash his/her hands and brushes his/her teeth.
- The child puts his/her apron in his/her locker.
- The teacher counts from 1 to 10 when students stand up and move to their locker and bring their pencil case then, all the class sit down before the teacher tell 10.
- The teacher asks the distributor student to help her distribute the books, worksheet or notebook.
- After students finish writing in their books, they close their books, put their books on the table and the distributor student collect them.
- Just the 4 distributor students move around the class when distributing books.
- After finishing collecting the books the teacher counts from 1 to 10 when students stand up and move to their locker and put their pencil case then, all the class sit down before the teacher tell 10.
Book
distribution
Farewell routine
- The teacher counts from 1 to 10 when students stand up and move to their locker, bring their bags and put their lunchbox then, all the class sit down before the teacher tell 10.
- The teacher asks the farewell distribution students to help her distribute the homework.
- Each student must put his/her books in his/her bag when coming to him/her quickly.
- After distributing the homework, all students tide their clothes and shine their shoes.
- When the child stands up, he backs the chair and cleans the table.
What particular routines do you think are the most
important in the following three examples ??
Task !
Amy:
1st Grade
1. Initial arrival—Students in Amy’s class arrive in the morning, unpack, and find a seat in the group meeting area. They may talk quietly with their classmates as they await the start of the morning meeting. During the morning meeting, attendance and lunch count are recorded and
important announcements are made.
2. Restroom and drinks—Amy’s students can use the lavatory or get a drink whenever they need to go as long as they place a designated pass on their desk. This is a quick, unobtrusive way for Amy to quickly scan the room and know who is out of the room.
3. Assigning and copying homework—At the end of every day, Amy leaves 7 or 8 minutes for students to copy or organize all of the day’s homework into their homework notebooks/folders. During this time, she also helps the students figure out what books or papers they need to take home.
Anne:
5th Grade
1. Initial arrival—When students in Anne’s class arrive at the classroom they follow these steps:
a. Unpack your bag.
b. Turn in any important notes to the teacher.
c. Put your homework in the homework bin.
d. Sharpen pencils, if needed.
e. Begin the Do Now listed on the board.
2. Restroom and drinks—Students in the class must ask to use the bathroom at the beginning or end of a lesson. After receiving permission, they sign out on the clipboard by the door and sign back in when they return.
3. Assigning and copying homework—Anne designates a specific area of the chalkboard for posting the homework and any important reminders.
At the end of the day, students copy the day’s homework assignment into their homework notebooks.
1. Initial arrival—Students in Tim’s class arrive, get settled at their desks, and begin the Do Now on the board. Once the bell rings, Tim reviews the Do Now, shows the connection to yesterday’s and today’s lessons, and begins today’s lesson.
2. Restroom and drinks—If Tim’s students have kept their promise not to abuse the privilege, he allows them to use the restroom whenever they need to, one at a time. When leaving, students flip a sign hanging next to the door from “Vacant” to “Occupied,” and flip it back when they return. Tim gives the students who are leaving a hall pass.
3. Assigning and copying homework—Tim has a class website where he posts a week’s worth of assignments at one time. This way, he only needs the last minute of class to remind the students of the homework and what materials they will need in order to complete the assignment. However, he also prints a hard copy of the week’s assignments and places it in a bin by the computer for those students who either prefer a hard copy or don’t have access to a computer in their homes