ESTABLISHING

CLASSROOM
ROUTINE

GANGSTER GIRLS GROUP

Routines are the
groundwork for a well-
orchestrated
classroom
Introductio
n
Routines have to be learned. We get
used to doing them in order for them to
become routinized. It is, therefore
necessary that we identify and explain
specific rules and procedures in our
classrooms. When? The first days of
school will be most timely. It is also good
to rehearse classroom procedures
(especially for elementary pupils)until
they become routines. Reinforcing correct
procedures and re-teaching an incorrect
one will be of great help.
 Some routines on the following can be
great help:
Beginning and ending the class day or
period
Transitions
Getting/distribution of materials and
equipment
Group work
Seatwork and teacher-led activities

Beginning and ending the class day

or period
Transitions
Management of most instructional
interruptions is fully within the
teachers control .Transitions can
either be anticipated or
unanticipated.Orlich,et.al.(1994) share
some examples of anticipated and
unanticipated transitions. Examples of
anticipated interruptions are:
Beginning of an
instructional episode
Between instructional
 Equipment set up and take-down
Material distribution/collection
From teacher-to-student-centered
activity
Beginning/end of class or school day.
Solving Pre-lesson Transitions
Orlich,et.al (1994) offers the following
suggestions:
Delegate administrative tasks to
students when possible.
Attendance,announcements,material
distribution and home work collection
 Use the first few minutes of the class and the last
few minutes to encourage creative thinking
activities.

The following are some sample routines for the

first five minutes of the class:

Problem of the day

Brain teaser
Vocabulary Word of the Day
React to a quotation
Warm up problem on overhead to copy and solve
 Respond to a newspaper editorial
Conundrum (e.g. What occurs once in
a minute, twice in a moment, but
never in a thousand years?)

Solving Transitions during the lesson

Here are examples of what can you
do:
Give supplementary exercises for the
fast workers.
Get the fast learners to tutor students
in need of help
 Ask the fast learners to assist you in
your administrative tasks like
preparing for the next learning
episode.
Solving Post-lesson Transitions
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. This is
how one teacher does it.
Unanticipated 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. at the beginning of

the school year, you take time to explain your
expectations for dealing with unanticipated
interruptions such as those given above.

Use of Materials and Equipment

Make clear your rules and procedures on the
distribution and collection of materials ,the
teachers desk and storage areas, students and
storage areas the use of pencil sharpener
 Group Work
Research shows that group work like
cooperative learning has a positive impact
on student achievement, interpersonal
relationships and attitudes about learning.
(Marzano,2003)
Rules and procedures on group work
address the following areas:
Movement in and out of the group
Expected behaviors of students in the group
Expected behaviors of students not in the
group
Group communication with the teacher
 Seatwork and Teacher-led
Activities
Rules and procedures in these areas
pertain to:
Student attention during
presentations
Student participation
Talking among students
Obtaining help
Out-of-seat behavior
Behavior when work has been
completed
 5,4,3,2,1 countdown
5 for freeze
4 for quiet
3 for eyes on the teacher
2 for hands free (put things down)
1 for listen for instruction
Raise your hand if you wish to participate
To obtain teachers attention:
One finger= I need to sharpen my pencil
Two fingers= I need a tissue.
Three fingers=I need your help.
Teachers hand cignal means:
Freeze (Stop what are you doing)
Gently tap on your neighbors arm to
get his/her attention to freeze.
Face the teacher and listen to
instructions.
 UNIT V
EFFECTIVE
INSTRUCTIONAL
MATERIALS
MOTIVATION
Only the
curious will
learn and only
the resolute
overcome the
obstacles to
learning
 Behavior of Highly-and-Poorly-Motivated
Students

In every classroom we find both groups of

students-the highly motivated and the poorly-
motivated students.Unfortunately,more often
than not, we find just a handful of highly
motivated students. These two groups can be
easily identified by their behavior:
Actively participates in every class activity
Often seen procuring over additional references
Curiously examining the proboscis of a butterfly
Volunteers to borrow and return materials used
Facial expression shows satisfaction over an award
In contrast, poorly motivated students are:
Passively stuck to the seat during discussions
Uninterested look and facial expression
Endlessly bother neighbor rather than listen
Unable to follow simple instructions
Leaves learning task half-done

Meaning of motivation
motivation is a driving force that impels one to
react. It is described as an inner urge that moves a
person. As used in teaching it refers to the teachers
'and the students rationale or purpose, which
originates from the self to undertake a learning
activity. Motivation energizes ,directs and sustains
behavior that ultimately leads to higher achievement
in the classroom. It makes the learner get interested in
learning and keeps the learner engaged in learning.
 Teachers who are motivated are observed to be
fired with genuine enthusiasm and are full of energy
as they face their students. Students who are
motivated to learn are observed to be wide-eyed and
are eager to be involved in any learning activity.

Kinds of Motivation
Intrinsic
Motivation
Intrinsic motivation is also called internal
motivation. It originates from the students 'inner
selves or from factors inherent in the task being
performed. For example, students may engage in a
learning activity because they enjoy activity or
because they are convinced that what they learn is
important or is the right to do.
 Intrinsic motivation is greatly influenced by the
innate values and attitudes possessed by the
student. The inner sense of trustworthiness and
responsibility is easily exhibited and observed by
the teachers. A student with a curious and inquiring
nature is instantly motivated when facing an
instructional material.
Extrinsic
Motivation
Extrinsic Motivation is also called external
motivation.
It originates from the students learning
environment or from factors external to the
students and unrelated to the task at hand. It takes
the form of rewards or incentives or recognitions.
 Examples are a trophy for a first placer in the
contest , a trip to Disneyland for a year-end grade, a
certificate for being well behaved and a medal for
winning in a debate.
Which group of motivated students is most likely
to show the beneficial effects of motivation.
Obviously, the intrinsically-motivated students.
Why? Because these students tackle assigned tasks
willingly and are eager to learn even without reward
or an authority like teacher to proud them. The
extrinsically-motivated students have to be enticed
by an external reward or prodded by a teacher to
learn. this means that when there is no more
reward offered or when the authority figure is gone
and students are left to themselves, the interest and
enthusiasm to learn is also gone.
 Motivational
Strategies
Knowing the abilities and interests of their
students, teachers find it easier to raise
their level of motivation. The following are
some general suggestions:
Employ a variety of teaching strategies. If
one technique does not keep them awake.
Try another. What is important is, teachers
must be sensitive and observant during a
class activity. If the responses are
unsatisfactory and the discussions are
incoherent, tactfully revise the procedure.
Change to one, which will require more
 Narrate a short story or recite a poem
which is related to the lesson. Conduct
a short contest revolving around the
lesson and give a prize to the winner
From experience.teachers could vividly
remember the kind of motivation that
would work for every group of students
Those that they have tried in the past
where students suddenly perk up and
move could be tried again. Young
children are fast to react favorably.
A good sense of humor never fails to
elicit positive reaction as long as it is
 Know when and how to make them smile.
Smile with them. They will always look
forward to a fun-filled lesson.
A pleasing personality always wins positive
interaction. A warm and sincere teacher
can easily motivate students to follow
instructions. They remember to do their
assignments at home to be able to enjoy a
lively lesson the following day.
Plan lessons that will arouse their curiosity.
Any object preferably a living thing will
keep them wide-eyed. Many questions will
be asked. Entertain their questions.
 Lessons that will require manipulation of tools
and operation of equipment will keep
everyone moving to get a chance at the
wheel. Teaching models that need to be
drawn will keep them busy with the brush or
pen.
Introduce an educational game that is related
to the lesson. It will surely arouse their
interest to try to win, especially if there is a
promised prize for winning.
Some teaching strategies that have high
motivating power could be tried. Some of
them are: a) role playing, b) simulation c)
drama presentation and d) a musical show.
 Film showing, slide presentations,
television broadcasts learning devices
will keep them highly attentive and
concentrated.

Finally, teachers who are

enthusiastic, energetic and happily-
charged are likely to be joined by
equally energized and joyful students
throughout the year.
 Effective
Questioning and
Reacting
Techniques
Childrengo to school as
question marks and
Leave school as periods.

NEIL POSTMAN
Introduction
A study was once conducted to find
out how teachers how teachers ask
questions. This was observed in in a
Grade 6 science class. A tape recorder
was hidden under the demonstration
table. She conducted a discussion of
the lesson for forty minutes. She was
able to ask 29 questions, all of which
are of the what type. Maybe they
were all answered. They were simple
recall. But has the teacher helped
develop the pupils thinking skills?
 The kind of questions we ask
determine the level
of thinking we develop. Low level
questions demand
low level responses. They require
responses of the
Simple recall or memory type of answers.
Example: What was the temperature range
yesterday? What insect transmits
dengue fever? What part of a plant
serves as its factory?

High level questions call for higher-

order thinking ability. Why and how
Examples: Why does temperature
continue to rise from early morning till
about noontime? How does the
hydrologic cycle occur? A question is
taken as a request for information. It
is simply an inquiry about something.
In teaching, it takes the form of a
problem at the start of an
investigation or a query about a
current issue such as time or
classroom management. It is a
statement that demands an
explanation, a purpose or an
 that unlock thinking. Hence, it is the
question, stated in any form that unlocks
thinking. Hence, it is integral in the
teaching practice.

Types of Questions according to

Purpose
The kind of questions we ask varies
according to purpose. Here are some:
For Assessing Cognition
This type of questions is used to
determine ones knowledge in
understanding. They promote high level
Example: What is likely to happen if the
ozone layer of the atmosphere
continues to deteriorate? Why is sound
heard louder when under water than
out of it?
For Verification
It determines the exactness or
accuracy of the results of an activity or
performance. Example: Was the
weight of liquid displaced exactly the
same as the weight of the object
immersed in it? Why is lightning seen
before thunder is heard?
For Creative Thinking
It probes into ones originality.
Example: How
will You present the layers of the earth
to your class? Simulate the eruption of
Mt. Mayon. The question may ask for
pupils own ideas or new ways of doing
things. Example: How can you
demonstrate soil-less gardening?

For Evaluating
It elicits responses that include
judgements,values and choice. It also
asks personal opinions about an event, a
For Productive Thinking
It includes cognitive reasoning. It analyses
facts, recognizes patterns or trends and invokes
memory and recall. Example: Why was our fourth
Secretary of the Department of Agriculture
successful with the small landowners? How can
we apply the Law of Conversation of Energy?
For Motivating
Before discussing the lesson, a number of
questions about the topic can serve to arouse
their interest and focus attention. It attempts to
put students in the right mood. Example: Would
you like to know how your favorite flower can
remain fresh longer ? Did you ever train a pet?
For Instructing
The question asks for useful
information. It directs, guides and advice
on what and how to do an activity.
Example: What are the steps in
performing an experiment?
Types of Questions according to
level/Answer
As to level, questions can either below or
high level.
Low level questions
They include memory questions or those
that require simple recall. Examples: Define
 High level questions
These questions call for a respondents
ability to analyze, evaluate and solve
problems
Examples: What is the relationship
between the distance of a planet and its
period of revolution? Why does
temperature rise towards noontime?

Convergent Questions
They are questions that require a
single predictable answer. Examples are
those that call for: 1.)defining, 2.)
stating, 3) interpreting and
Divergent Questions
They require the respondents to
think in different directions, to think
of alternative actions or to arrive at
own decision. There are several
possible answers. Example: Why are
you voting for him? What will happen
if you leave it under direct sunlight for
a week?
Questioning Skills
Class interaction is dependent on
your questioning skills. What skills
should you acquire to generate
 Varying type of question
Asking non-directed questions
Calling on non-volunteers
Rephrasing
Sequencing logically
Requiring abstract thinking
Asking open-ended questions
Allowing for sufficient wait time
Assessing comprehension
Involving as many as possible
How to Improve Questioning
Technique
The following are some points to
consider to improve ones questioning
technique.
Know your own style of questioning
Request a colleague to critique your
own style as to: a.) kind of questions
often asked, b.)amount of wait time
provided and c.) the type of responses
required. Knowing your errors in
questioning would make it easy to effect
the necessary changes. Too many
 Training in employing divergent, high
level and open-ended questions
improves your questioning technique.
Fully aware of the instructional
objectives set for a particular lesson, you
would be able to frame more interesting
and thought-provoking questions rather
than the memory type.
Consider the individual abilities and
interests of the students. Experiencing
success in giving correct answers
promotes a feeling of confidence among
them. Select the brighter ones to
respond to high level questions. An
 Spend time reflecting on the type of
questions you ask. Improve on them.

How to encourage Questions from

Students
Children are by nature curious.
They ask questions about almost
anything they see and hear around
them. They ask casual, intelligent and
even funny questions. Neil Postman
said, They come to school as question
marks but unfortunately leave
 The teachers reaction to their
inquisitiveness can motivate or
discourage them from asking more
questions. Some may give honest
answers, others may instantly stop them
from attempting to ask more. How can
we encourage children to ask questions?
Here are some tips.
1.) The teachers questioning technique
is the key in encouraging students to ask
correct, relevant and high level questions
can serve as good examples.
2.) Attend to their questions. Avoid
dismissing irrelevant questions. Assist in
3.) Praise the correctly formulated questions. It
develops confidence and makes knowledge
search easy and satisfying.
4.) Allot an appropriate time slot for open
questioning. This will encourage the slow
thinkers to participate freely.

Handling Pupils Responses

Sometimes we, teachers, take our reaction to
our students response for granted. We forget
how crucial this part of teaching is. By the way
we handle our students responses, we either
encourage or discourage them from actively
participating in class interaction. The following
techniques can help:
1. Providing feedback on the
correctness or incorrectness of a
response
In providing corrective feedback:
1.1 Remember that the reaction Thats
wrong can put off or embarrass a
learner. Be more tactful.
1.2 Give a hint or breakdown the
question if necessary, to guide the
learner to the correct response.
1.3 Explain the correct answer when
the learners cannot arrive at it.
 1.4 Initially ask easy questions to
enhance the students (particularly a
slow ones) self-confidence and to
encourage active participation from
everyone.
2. Giving appropriate praise to high
quality responses In giving
appropriate praise.
2.1 Match praise to the level of
difficulty of the question answered or
to the quality of the response given.
2.2 Vary acceptance reactions. As
someone said, there are 99 was of
2.3 Remember that a slow/insecure learner
needs more praise than a fast /confident
one. Be discreet, lest the faster ones think
that praise is only for the slow learners.
3. Making follow up questions
In making follow up questions
3.1 Remember that follow up questions
should logically relate to the preceeding
questioning and/or the learners response.
3.2 Follow up questions should be
characteristically developmental and
directed towards a better /deeper
understanding of the topic being discussed.
3.3 Clearly-stated, short follow up questions
elicit better responses from the students.

4. Redirecting questions.
4.1 Certain questions deserve to be answered
by more than one learner. Take advantage of
this opportunity to promote creative or
divergent thinking.
4.2 Some students need a re-formulation of the
question for better understanding. Be sensitive
and accommodating to such need.
5. Following up a students response with related
questions
In explaining the question/answer:
 5.1 Slowly repeating or replacing certain words
in a question may be the way to enable a
student to give the correct answer.
5.2 On the hand, other students may need to
understand better an accepted (learners)
response to a question. The students can feel
the teachers interest in them when their
needs communicated directly or through non-
verbal behavior are accommodated.
6. Re-phrasing the seemingly unclear questions
6.1 Re-phrasing unclear questions by using
terms or idioms familiar to the student.
6.2 Avoid long and complicated sentence
structures in asking questions.
 7. Showing non-verbal encouragement:
7.1. Cultivate the habit of conveying positive
meanings through your body language . Body
language, particularly a teachers facial
expression, during recitation communicates a
message of encouragement or otherwise to
students.
7.2 Eye to eye contact, a smiling face, and an
encouraging hand gesture remove fear of
embarrassment from the students.
8. Encouraging learners to ask questions
8.1 Watch out for students who seem to have
problems (via nonverbal indicators) about
certain responses. Encourage them to bring
out their questions.
8.2 Create a communication climate
which encourages pupils to provide
additional information or give
comments that can add to
understanding.
 Homew
ork

Homework is an extension of
the classroom..
Functions of Homework
The homework is the last but not the least part
of a lesson plan. It is our way of extending the
school day by providing pupils/students the
opportunity to refine and extend their knowledge.
This is done through practice and advance
preparation or reading. With limited hours in the
classroom and with so much content to cover
sometimes we run out of time for necessary
extended practice. Giving a homework can help.
Research has proven that for every 30 minutes
of additional homework a student does per
night, his or her overall grade point average (GPA)
increases about half a point. This means that if a
student with a
 GPA of 2.00 increases the amount of
homework she does by 30 minutes per night
,her GPA will rise to 2.50. (Keith,TZ.(1982)
Homework also helps cultivate good study
habits. It likewise communicates to the child
that learning takes work at home as well as in
school thus strengthening the home and school
connection and the parent-teacher partnership
for the education of child.
For us, teachers, it is a tool to assess the
learning needs of learners with multiple
intelligences and varied learning styles by way
of creative subject requirements and authentic
assessment techniques such as videotapes,
posters,
 art work, skits, poetry writing, song or
jingle composition which can not be done
within the limited class time.

Guiding Principles in the Use of

Homework
For pupils to get the most from
homework, the following guiding principles
maybe of help:
1. The amount of homework assigned to
students should be different from primary
to intermediate to high school.
2. Parent involvement in homework should
 should only be facilitative. They have not to do
the homework for their children or else their
children wont learn. Good mother is bad mother
3. The purpose of homework and outcome of
homework should be identified and articulated .
Different purposes of homework also mean
different forms or types of homework.
4. If homework is assigned, it should be commented
on. Of what us is homework if it is not read
,evaluated and returned?
5. Establish and communicate a homework policy.
How long should homework be? How often should
they be given? What are the consequences of not
passing or completing assignments?
6. Nothing is better than clarifying the purpose of
homework. Not all homework is the same.
7. During PTCA meetings share tips on how to make
homework time successful such as the ff.
-designate a well lit space for homework.
-Establish time to do the work or use the calendar
to plan when the work can be done if schedules
vary.
-Ask students specifics about the school day and
what needs to be done each night.
-Tell them the numerous benefits of homework and
provide statements that parents can use with
their child.
-Assure parents that you want to hear if the
students needs a lot of coaching from parents.