M4 U2 Activity 3: Routines and Procedures
Project Description
Overview In order to have a classroom conducive to learning, students need to follow the teacher’s expectations. You must have routines developed so that students know what to expect and what to do in the classroom. Also, you should be prepared to manage situations where students are unable or unwilling to follow the set routine. Performance Outcomes
Candidates plan routines and procedures to help them effectively manage physical and online learning environments
What will you do?
Brainstorm situations where you would need to set routines in the classroom with your cohort. For example, an entry routine (coming into the classroom, packing away materials, starting work) and an exit routine (copying homework, lining up, exiting the classroom). You should modify the routines to make them appropriate to your students’ grade level. Discuss alternate, age-appropriate routines for teaching in an online learning environment.
Choose your top 3-5 routines that you would like to implement in your classroom along with parallel routines for the online classroom. Review your Learning Environment Plan and complete item number three, ‘Routines and Procedures’.
Share scenarios in the Virtual Classroom or Discussion Forum where students do not adhere to routines and procedures. Consider how to effectively respond to these situations. (For example, how will you respond when a student interrupts a lesson to ask for a pencil?)
Based on the discussion with your cohort, revisit your routines to make any modifications to the routines and procedures in your Learning Environment Plan. Use the commenting feature to highlight these changes and give reasons for the same.
(The above information was cited from the TEACH-NOW Teacher Preparation Certificate Program)
My Work
Routines and Procedures: Clear and consistent routines and procedures assist teachers in managing their learning environment effectively. List out your top 3-5 routines and procedures that you would implement in your own classroom. Following a routine lets students know what to expect each day in class. While moving away from the routine periodically can be effective for special days, doing it often causes students to be unprepared. (Add more rows as needed to the table.) Include modifications that you would make for situations when students don’t adhere to a particular routine or procedure.
1. The routine to get attention or feedback in the classroom
I will use non-verbal queues.
To get attention: Put both hands on my eyes, then ear and mouth. Or clap my hands faster, then ask students to tell me how many times I have clapped.
To know if they are ready or not, I will permit students to use hand signals to show their condition.
Students will do this:
Students will immediately say look, listen, and be quiet, then freeze their actions at the same time.
Students will make a fist to show they are still thinking, and thumbs up are ready or understanding, thumbs down show they still do not understand.
When students don’t follow the routine/procedure:
Encourage them to follow it in the classroom, if not I will talk to them privately after the class to understand the situation and offer my help
If the situation still has not improved, I will move their seat closer to me.
2. The routine of celebrating students' achievements and good behavior
I will prepare this in advance:
Let students be a part of the decision-making process to establish norms, guidelines, and procedures to provide clear behavioral and academic expectations.
Ensure that students understand definitions and expectations and know why they should or shouldn’t do something to consistently follow the rules.
Create an honor roll area with a list of encouraging notes focusing on a student’s individual feelings or emotions at that particular time, and print these notes out next to the honor roll area. Then welcome students to participate in this activity.
For example:
I will do this afterward: Read out the notes, praise students at the end of the class, and have a small party to celebrate their improvement and good behavior once per week or month.
Students will do this: Write notes and post them on the honor roll area. They are also welcome to check the list and complete it for themselves.
When students don’t follow the routine/procedure: I will be the model to write and pass the notes first, and leave 10 minutes for them to write by the end of the class.
3. The routine to handle emotions or inappropriate behavior
I will prepare this in advance:
Create a cool-down corner that offers limited private space and cool-down toys that students can use privately and feel safe. I will also decorate the space with some things to help drive their attention away from their negative emotions.
Arrange a regular social and emotional skills (SEL) class, and teach students how to express and react correctly to their feelings.
I will do this when it is happening:
Set a timer and Invite students to the cool-down corner when they are emotional, then discuss the following steps when the student is calm after the class.
Step 1. Recognize Emotions - Help the student to know how to share their feelings, such as anger, fear, sadness, disappointment or happiness by asking “how do you feel?”
Step 2. Identifying emotions - Help the student to understand the reasons behind these emotions by asking “what happened and why?”
Step 3. Express emotions - Help the student to know how to express their inner feelings and needs without hurting others by asking “What do you want?”, “ How do you need me to support or help?”
Step 4. Expressing emotions - Know how to express emotions without affecting others by asking “What can you do to help this situation?”, and “How do you decide to do this?”Students will :
Students will go to the cool-down corner and calm down. They will also learn how to express their feelings and act in the right way. They will receive praise and a good job note from the teacher.
When students don’t follow the routine/procedure:
Give feedback on misbehavior with the SBI method (Situation-Behaviour-Impact) to let students know how everyone's feeling and the consequences. For example: Tell a student that “When you feel angry in class today (Situation), you were throwing and hitting desks (Behaviour), this made us feel scared and stressed (Impact).”
For those children who are shy and don't answer, I will offer them self-reflection flashcards so that they choose how they feel, and what they need or want. For example :
Brainstorm in the classroom: I think it is also a good opportunity to educate the other students and brainstorm together to think of a better solution. For example, I may tell students that being sad and angry is normal, teachers also feel sad sometimes, but how can we act correctly so that it won't affect and cause problems to others, and what’s the result of using the way you chose. Did the result go your way? Are you happy with it? What would you choose to do when something similar happens again?
If all the steps are still not working, I will report to parents or school for professional support.
4. The routine when students are in the classroom
I will:
Greetings: I will say hello to each student by name when they enter the classroom and ask or let them choose their feelings from the emotion self-reflection flashcards. e.g., “How are you feeling today?”
Q&A Review and Activate Prior Knowledge: I will open up the floor to the students to ask any questions they have about the previous lesson.
Lead-in discussion to begin the learning topic: I will let students know what we are going to do today and ask three questions that will activate their prior knowledge and engage the students in the lesson to come. I will prepare a dynamic or static activity either in teamwork or work individually to help them engage more in the lesson of the day.
Explicitly teach and review: I will briefly describe the key points of today, and prepare an oral test to check if students understand the lesson.
Homework and Exit ticket: I will set up homework and prepare an evaluation to ask students which part they enjoyed the most, or if the lesson was difficult or easy for them.
Students will:
Greetings: Students will choose their feelings from the emotion self-reflection flashcards, to let the teacher understand their situation and feelings.
Q&A Review and Activate Prior Knowledge: Students will have the opportunity to discuss in groups and answer their peers' questions.
Lead-in discussion to begin the learning topic: Students will show they are active participants in the group discussion and activity. They will also be evaluated on how they provide constructive feedback to their peers or team.
Explicitly teach and review: Students will answer questions.
Homework and Exit Ticket: Students will do their homework at home and write an evaluation to explain if the lesson was difficult or easy or if they have any further questions.
When students don’t follow the routine/procedure:
I will follow the routine of how to get attention or feedback in the classroom.
I will follow the routine of how to handle emotions or inappropriate behavior.
I will revise my way of teaching, and review the most common mistakes for students.
5. The routine for the assignments (Online Classroom)
I will:
Ask students to summarise information or the result of a task to make sure they know what to do and the exceptions before the class ends.
Create classwork and set the deadline for submission on Google Classroom in advance.
Correct the mistakes and give them an initial grade after they submit their homework.
Check students’ work again after they corrected it and give a second grade.
Students will:
Be able to summarise information or the result of a task by the end of the class.
Turn in homework in google classroom on time.
Correct their mistakes and submit their work again.
When students don’t follow the routine/procedure:
I will ask for the reasons, try to offer my help, and remind them of the consequences of not turning in the work on time.
Non-submission of homework will affect the students' class performance grades.
If the students are still not able to follow, I will report to their homeroom teacher, school and parents for more support.
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