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EPC 2903

EPC 2903 Teaching Practice Booklet Task 2: Managing Learning

Teaching Practice Booklet

Task 2: Managing Learning

CLO 3: 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 classroom. 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.

EPC 2903

EPC 2903 Teaching Practice Booklet   Name/Description of the routine. Give the When and where the

Teaching Practice Booklet

 

Name/Description of the routine.

Give the

When and where the routine is used?

Aim of the routine

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

instructions

 

that the

 

(what student

routine

(e.g. at the end of the school day etc.; or to guide presentations after group work)

 

uses

behavior it hopes to achieve)

(e.g. mentoring; classroom signs; reminders by the teacher; use of peer interaction by the teacher to promote such behavior etc.)

1

Raising hand (to raise their hand)

Model for

When she wants the students to answer the questions

To be organize while answering the questions and raise their hands

Reminders by repeat it every time when the students want to answer

students

 

and say

 

“hands”

 

2

Be quite (to attack their attention)

Model for students while she say “look at me, where is your noise”

When the students make noisy

Let them to be quite to have quite environment in the class

Remember the students by do it every time when students make noisy

3

Activity time (to show the students it’s activity time and focus with her)

Do circle shape with two hands and say “ activity time” also, students do and say with her

In the activity time

Be ready for the activity and focus with teacher

Remember the students by do the every time when it is activity time

4

Clap their hands (when the class finish)

Teacher

When the class finish

Be motivate because they finish the class and they finish lesson

Repeat the routine every time so, students will remember by repeat the routine

clap her

hands and

 
 

students do

too.

 

EPC 2903

EPC 2903 Teaching Practice Booklet Activity Two: Planning for/Developing Routines and Procedures Plan the routines for

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 an 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. In order 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:

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)

Class/Year

Routine

Routine

Routine

Learning Objective of the routine/procedure (what it hopes to achieve)

Teacher throw the ball then, any one will catch it will say the day then, teacher will throw it again and ask about the date. Students will start the class excitedly

teacher show students picture that explain it is activity time by raise it with stick and said in the same time To know it is activity time

Teacher let the students to raise their hands and model for them by said “ hands free”

Anecdotal Evidence (e.g. pictures of your class during the routine; posters of rules etc.)

 
Anecdotal Evidence (e.g. pictures of your class during the routine; posters of rules etc.)  
Anecdotal Evidence (e.g. pictures of your class during the routine; posters of rules etc.)  

Place in today’s class (when will you perform the routine)

In the beginning of the class

Before the activity time

After they finish the activity

Importance to the smooth functioning of today’s class

Motivate and engage the students

To attack the students attention and to know it is activity time

To let the students to leave every think and to know the time is up for activity.

How well did this routine work in today’s class

Let the students to begin the lesson without any lazy feeling

Engage the students to start the activity and be ready

Organize the activity time

If you had to teach this class over, how would you adjust this routine and why

Use different balls to be something new for students rather than same ball every day.

Use bigger picture to make sure that all students can see

Open song while did this routine to be more funny

EPC 2903

EPC 2903 Teaching Practice Booklet After the Task - Reflection Choose 3 best practices you observed

Teaching Practice Booklet

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 primary classroom in the future. Explain how these practices will affect student learning in a primary class.

Firstly, inter the class excitedly and welcome the students with smiley face and that affect the students to love the subject and want to learn it so, is an important part in the class. Secondly, use the reward chart so, that encourage and support the students to be active with teacher during the class also, improve the students by try to answer the questions even they don’t know. Thirdly, give the instructions in a fun way such as, be quite by let them to see the teacher face then, point on their nose so, that organize the class and support the students to be quite without any bad feelings.