EPC 2903

Teaching Practice Booklet

Observation Task 4
Choose, justify and reflect on the selection of appropriate routines and explain
practical aspects of their implementation.

Reflect on how routines can impact classroom environment (pacing,

preventive CRM, student engagement)
Choose and justify the selection of appropriate routines
(entering/leaving the class, transitions, submitting work, resource
distribution) in a range of contexts (ages, gender, class size, school
context, class dynamics, parental support)
Explain practical aspects of implementation (clear instructions
consistency)

TASK DESCRIPTION
The task is made up of two activities:
Activity 1: Observing Classroom Routines and Procedures
Activity 2: Planning for/Developing Routines and Procedures
You are to complete BOTH Activity 1 AND Activity 2.

Activity One: Observing Classroom Routines and Procedures

Though there are many routines and procedures all over the school such as
returning from assembly or walking in the hallways, this task focuses on what
happens inside of your classroom only.
During the first week of your teaching practice observe your MST and her/his
class. Make a note of five (5) routines that you see her/him use every day
inside of the classroom. Fill in the table below to describe EACH routine; when
and where it is used; and what is the aim of the routine or the student behavior
that it hopes to achieve.
Name/Descriptio
n of the routine.

Give the
instructions
that the
routine uses

When and
where the
routine is
used?
(e.g. at the end
of the school
day etc.; or to
guide

Aim of the
routine
(what student
behavior it hopes
to achieve)

How did/do
students le
about this
routine?
How is the
routine
reinforced?

EPC 2903
Teaching Practice Booklet
presentations
after group
work)

Entering the
class.

assembly

My MST asks

the pupils to
put their bags
in the correct
place, hang it
in the place

where names
on and take
out their
books from it.
My MST asks

the children to
line up to go
to the
assembly or
the school
assembly
area.

The setting in
their specific
places
according to
where their
names label
placed.

My MST
explained to the
pupils and asked
them to find
their names to
set in the
correct places.
My MST says to
them:
"Everyone, sit in

(e.g. mentorin
classroom sig
reminders by
teacher; use o
interaction by
teacher to pro
such behavior

This routine
is used
when pupils
immediatel
y enter the
class.
It used in
the
classroom.

To teach the
children how to
be organized in
putting and
arranging their
school stuff,
bags, and books
when they enter
the class.

The pupils le
through doin
daily, used t
through repe
and remindin
of it every da

The
assembly
occurred
around the
7:15 am
after the
children
arrived at
school and
arranged
their stuff in
their
specific
places.
It doses
done in the
school
assembly
area.

To become as a
beginning of the
day, where the
pupils get active,
ready for the
school day, do
simple morning
exercises,
singing the
national anthem
and talk about
the simple topic
related to the
school learning
topics.

The pupils w
to learn it th
using to app
every day,

This
part of
a
routine
implem
ented
after
the
pupils
back to
their

To organize the
children and
keep them under
control.

By my
daily
explana
them a
repeati
The pup
learned
through
it every
It reinfo
through

EPC 2903
Teaching Practice Booklet

your places.

4
Singing the
theme song.

The MST asks

the pupils to
stand up to sing
the theme song
together.

5
Saying the
rules.

The teacher or
my MST
reminds the
children about
the rules
through saying:
"Give me five."
Whereas, the
children start
saying the five
rules.

The

classes
after
the
assemb
ly.
It is
used in
the
classro
om.

It used
at the
beginni
ng of
the
lesson
and the
learnin
g day.
It used
in the
classro
om.

oral pra
where t
praises
child w
listens
and sits
place.

To prepare the
children for the
day and the
lesson and get
motivated for it.

Reviewi
ng the
rules at
the
beginni
ng of
the
lesson
after
the
theme
song.
Remindi
ng the
rules in
the
classroo
m, at
the
start of
the
song.

Remind the
children of
the rules to
keep them
under
control.
Reviewing
the rules
every day
to help
children
understand
it and
behave
correctly.

Teach the

By repe
every d
Where
teacher
them to
and pla
song.
It reinfo
Ms.Hors
Where
children
the
opportu
shake t
hands w
The chi
learned
through
reviewin
rules ev
day.
Using th
label an
it in the
classroo
children
rememb
and lea
Saying
five so,
children
it on the
fingers.
My MST
the chil
saves it

My MST

EPC 2903
Teaching Practice Booklet

Picking the
little teacher.

7 Distributing the
book

teacher
picks a
child to
be the
little
teacher
of the
day.
The child
asks the
rest of
the
children
about the
day, the
date, the
weather
and asks
them
about the
theme
with
support
my MST
teacher.

The assistants put

the books in the
middle group. Then,
she called the
children names so,
they taking their
books and sit down
in their places.

It used
during
the
beginning
of the
lesson
and the
school
day in the
morning.
It used in
the
classroom
.

8 Lining up and
submitting the

After a period of
doing the work,

Distributi
ng the
books
occurred
after
teaching
the
lesson
and
explainin
g the
book
activity.
The
distributi
ng book
is done
in the
classroo
m,
during
the
session.
It was
done

children
independ
ent and
help him
to gain
and raise
the selfesteem
through
this
simple
experime
nt.

To do
the
book
activiti
es
indepe
ndentl
y.
To
assess
ment
the
childre
n's
unders
tandin
g of
the
lesson.

To
check

explain
part to
children
they we
to unde
it.
Repeat
every t
helps th
children
learned
used to

It is pa
the les
the ses
Repea
same p
helps t
childre
used t
The as
and th
teache
give th
for the
childre
make n

Part of
session

EPC 2903
Teaching Practice Booklet

work or the books.

9 Cleaning

10

Lining up to
go to the
playground.

the teacher says:

"if you finish, bring
your book and
make a line."

Post the
independent work;
my MST asks
children to clean
up. Return the
books to the shelf,
colors and pencils
in the holder and
set down.
Note: the teacher
use teaching
strategy to keep
managing which is
Heads Down.

My MST asks

the children to
line up to play
outside.

11

Lining up to
wash hands.

My MST asks
the children to

after the
solitary
work.
During
the
session,
in the
class.

Cleaning
the
groups
and the
class
becomes
after the
independ
ent work.
In the
class, at
the end
of the
session.

Lining up and
preparing to
play in
playground
occurs at the
end of the first
part of the
learning day.
Around 10:15
am.
Lining up in the
class, playing in
the playground.
Washing
hands

childre
ns
unders
tandin
g.
To
mainta
in
manag
ing
the
childre
n
during
the
day.
Teach
the
childre
n the
sense
of
respon
sibility
in
cleani
ng
their
places
and
becom
e
organi
zed.
Lining up
to teach
the
children
how to be
organized
or

arranged.

To
learnin

learn c
Giving
instruc
explain
repeat
help th
childre
used t

It is pa
the sch
so, chi
learne
from
repeat

My MST s
"chairs in
and lines
The childr
understoo
time to go
Repeating
helps the
children le
it.

Giving
instruc

EPC 2903
Teaching Practice Booklet

line up to go
to wash their
hands.

12

13

Eating time.

Cleaning.

My MST asks
the children to
bring their
meals and eat
quietly.

Post the meal;

my MST asks
children to
clean up their
places

happen after
playing to eat
food.
In the
bathroom.

g the
hygien
e.

After washing
their hands,
in the eating
time.
In the
classroom.

Post eating to
start the next
session.
In the
classroom.

explain
and re
it help
childre
used to

During
eating
childre
n
should
learn
eating
manne
rs.
To
learn
cleani
ng.

Giving
instruc
explain
and re
it help
childre
used to

Giving
instruc
explain
and re
it help
childre
used to

14

Line up to go
to the other
class.

My MST asks
the children to
lin up to go to
the other
class to have
another
subject with
another
teacher.

Post cleaning.
In the class
to go to
another
class.

To
teach
the
childre
n to go
to the
other
class
when
they
have
anothe
r
subjec
t than
the
Englis
h
langua
ge.

Same
previou
teachin
repeat

15

Back to home.

My MST asks
the children to
prepare their
stuff to go
home.

In the end of
the day (the
children back
to the
teacher
sometimes to

Teachi
ng
organi
zing
and
prepari

Same
previou
teachin
repeat

EPC 2903
Teaching Practice Booklet

go home).
In the
classroom.

ng to
go
home.

Important Note: this routine is used by my English MST,

whereas my math and science MSTs have different
routines. I used my English MST's routine due to the most
teacher I sat with her especially in the first two weeks and
her class or the S section was the original and the initial
class I set and used to their routine.
After the Task - Reflection
Reflect on the routine of the classroom and how it is was effective
with the students? Explain how this routine will affect student
learning in a KG class.
The routine is very organized and contains many parts complete each other.
There are more dates in my English MSTs routine. Transitions is another part,
but it does not use as much as giving clear instructions. The most common
used transitions among most teachers and through going to another class are
singing while walking in line. The children start to say: "Slowly, slowly KG 2.S.
Or counting from one to ten when the children back to their places and these
are the transitions with my English MST. Whereas, parents meeting
implemented during Saturday days only.
I think these parts of the school day routine and transition help children in
learning how to be organized approximately in everything, especially during
the classes and apply the learning.

EPC 2903
Teaching Practice Booklet

Activity Two: Planning for/Developing Routines and

Procedures
Plan the routines for one of your classes. The activity expects that you will
teach the class. It may be a class that you teach for observation by your
MST/MCT or just a practice class that you teach with the permission of your
MST. The lesson can be incorporated as one of your formal observations if
your MST/MCT decides. To complete the activity, you are required (whether
the lesson is one of your formal observations or not) to fill in and submit the
planning sheet below.
Before you begin to complete the table, talk a little bit about the class/lesson
in which this plan for routines is to be used. Include:

Class/Year:
Kindergarten
level 2,
sections: M
and S.
Learning
Objective of
the
routine/proce
dure
(what it
hopes to
achieve)

Main activities
in the lesson

Lesson objectives
Main activities in the lesson
Grouping of students during each main activity
Behaviour expected during each activity (e.g. sharing resources;
changing stations; presenting)
Where are the transitions in the lesson? What are they: (e.g. moving
from plenary to group work between main activity one and main
activity two)
Routine

Procedure

in the
beginning,
start
introducin
g myself
to the
pupils and
illustrating
the
learning
objectives
of this
lesson.
As a
teacher, I
explain

When/ how this

routine works in
the class?

Importance to
the smooth
functioning of
todays class

Introducing
myself.
Illustrating
the learning
objectives
we will
implement
in this
lesson.
Explain
what we are
going to do.

It occurs at

the beginning
of the lesson.
Illustrates to
them what
they are
going to do
today.

Understandi
ng the
lesson
objective
and
understand
important of
implement
it.

Stick the
activities
on the

Post
explaining
the

Applying
the
lesson

Anecdotal
Evidence

EPC 2903
Teaching Practice Booklet

the main
activity
and the
differentia
tion
activities.

Grouping of
students
during each
main activity

Dividing
and
distributin
g the
pupils on
the
groups.

Behavior
expected
during each
activity (e.g.
sharing
resources;
changing
stations;
presenting)

As a
teacher I
give the
pupils the
activities,
explain
them, and
reminding
the
children
important
of
collaborati
on,
working
and

whiteboa
rd.
Explainin
g it.
Divided
the
pupils
among
the
groups
depend
on their
levels.
Distribute

colored
cards.
Asking who
has the
yellow card
go to the
yellow
group and
distributing
the pupils
depend on
the cards.
Work on the
activities.
Distribut
e the
activities
and the
materials
.
Explain it
again.
Remindin
g the
children
with the
process
(work,
collabora
te, finish
raise

lesson.
This part
of routine
work in
segmentin
g the
pupils and
in the
hands-on,
working
activities
part.

Post
explaining
the activities.
It works in
placing the
pupils in the
correct and
suitable
place.

In the
main
activities.
Implement
ing the
topic or
the
understan
ding of the
lesson.

and what
pupils
understoo
d.
Assessing
the
pupils.

Helps in
organizing
the pupils
during
implementin
g the lesson
and working.

It works in
teaching the
pupils
collaboration.

The
children
and me
during the
primary
activity.

The
children
are
arranging
the eggs
as a
group.

EPC 2903
Teaching Practice Booklet

Where are the

transitions in
the lesson?
What are they:
(e.g. moving
from plenary
to group work
between main
activity one
and main
activity two)

raising
your
hands
their
and
hands
clean
when they
your
are
group).
finished.
During the lesson, the pupils move through some transitions. They are:
Standing to warm up with the good morning song in the front of the
class.
Set in lines to represent the circle time and teach the lesson.
Giving cards to go to the groups.
Clean up to change or give extra activities.
Heads down and set in the places.

The colored cards and

the bell.
After the Task - Reflection
Choose 3 best practices you observed during your time in school. Reflect on
these and consider why you could implement these in a UAE KG classroom in
the future. Explain how these practices will affect student learning in a KG
class.
During my training in teaching, I used several strategies helped me in teaching and
embrace the good implementing of it. First, using the Quiet Finger. During
answering or participating in the class, I used this strategy with them. In fact, it
helps me to maintain the silence and the management of the class. Second, using
the bell. Bell is a very effective instrument in attracting the pupils' attention
especially the noisy classes or the hyperactive one. Due to my low voice, I used the
bell and it was an efficient method for managing. Third, using Ms. Horsey as a
reward. This idea I used from my MST, and it was very attractive for pupils in
teaching the lessons and controlling them. Fourth, competitions raise pupils'
motivation in doing the activities. I found these four strategies are very effective in
my teaching journey and the response of the pupils was very pleasant. In future, I
plan to expand the variation of strategies and make it more fun for the children.
Such, as using the count down timer for managing activities time.