e

EDU 023: Principles of Teaching

Student Activity Sheet #3

Name Class number:

SANTIAGO, ELYSS J.: Date:
Section: TCP-1
Schedule: SATURDAY 8:00AM-11:00AM

Lesson Title: Establishing Classroom Routines Materials:

Lesson Objectives: At the end of the lesson, you should be able to: Student Activity Sheet
1. analyze the significance of classroom routines; and References:
2. cite examples of pro-active classroom routines. Corpuz, B. [Link]., Principles of
Teaching
1. [Link]
ooks/104135/chapters/Classroom-
Management-and-
[Link]

1
) LESSON PREVIEW/REVIEW
Introduction (2 mins)

A. It’s a great day! Do you have any idea for today’s activity? Well, our topic will enlighten you on the value
of establishing classroom routines. As to the how’s and why’s we shall discover in a bit. Are you excited?
So, let’s begin!

Last time we discussed the different types of questions and the technique of asking a question, right?
To assess your knowledge let us do the activity called, Do Now. Write your thoughts about the
following questions. Do this in 2 minutes. Start!

1. How should you handle students’ responses? Are there techniques to create an efficient and
effective learning environment?
 We should provide feedback on the correctness and incorrectness of a response. Be
more [Link] also need to probe, re-phrase questions if needed, should make
every effort to show an appreciative attitude toward student answers and never allow
wrong answers to slip by; otherwise the students will learn wrong facts and concepts.

2. Write an example for each type of question.

a. Evaluative - What references did you use in writing your research paper?
b. Divergent - What if Spain failed to conquer the Philippines, how would that affect our current
situation?

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #3

Name: Class number:

SANTIAGO, ELYSS J. Date:
Section: TCP-1
Schedule: SATURDA 8:00AM-11:00AM

Activity 1: What I Know Chart, part 1 (3 mins)

For our first activity today, you will answer the questions written below. This activity aims to check your
prior knowledge about the subject. Queries are given below for you to ponder and you are given three
(3) minutes to write your reflections in the What I Know column. Ready? You may start now!

What I Know Questions: What I Learned (Activity 4)

 ‘Do now’ activities [Link] routines can be Routines on how to enter and
 Entering routine (tell me established for an effective leave the classroom, take
what you feel today - teaching learning process? attendance, indicate lunch
signage w/ hand selection, secure materials,
techniques) dispose of trash, label work,
 Time-limited activities turn in assignments, make a
 Morning exercise transition during or between
instructional activities, get to
safety during drills and actual
emergencies, and change
from one activity or location to
another.
 Take care of yourself to 2. What are the principles of  Classroom Management
take care of your establishing classroom  Classroom Organization
students. techniques?  Rules
 Focus on building  Routine
relationships  Expectations of student
 Set rules, boundaries, behaviour
and expectations
 Take strength-based
approach
 Involve parents and
guardian

B. . MAIN LESSON

1) Activity 2: Content Notes (13 mins)

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #3

Name: Class number:

SANTIAGO, ELYSS J. Date:
Section: TCP-1
Schedule: SATURDA 8:00AM-11:00AM

Splendid! Now, you will discover the value of establishing classroom routines to create a highly interactive
and efficient learning environment. But first, read the following concepts which will help you in
understanding the lesson. Ready? Start!

Classroom Management
Effective teachers create focused and nurturing classrooms that result in increased student learning (Marzano et
al., 2003; Shellard & Protheroe, 2000). These teachers teach and rehearse rules and procedures with students,
anticipate students' needs, possess a plan to orient new students, and offer clear instructions to students
(McLeod et al., 2003; Emmer et al., 1980). They use a minimum number of rules to ensure safety and productive
interaction in the classroom, and they rely on routines to maintain a smoothly running classroom (McLeod et al.
2003). In fact, it has been noted that classroom management skills are essential in a classroom for a teacher to
get anything done (Brophy & Evertson, 1976). In some ways, classroom management is like salt in a recipe; when
it is present it is not noticed, but when it is missing, diners will ask for it.

Rules
Virtually everything that involves interactions among people requires rules. Webster's dictionary defines a rule as
“a fixed principle that determines conduct” (McKechnie, 1983, p. 1585). Let's deconstruct this definition: a rule is
“fixed” meaning that it does not change regardless of the situation. In reality, we know that rules have to undergo
occasional modifications in the everyday life of a classroom. Nonetheless, rules establish the boundaries for
behavior (Nakamura, 2000), and consistency in their implementation is essential to effective classroom
management.

Effective teachers have a minimum number of classroom rules, which tend to focus on expectations of how to act
toward one another, maintain a safe environment, and participate in learning (Marzano et al., 2003; McLeod et al.,
2003; Thompson, 2002). These teachers offer clear explanations of the rules, model the rules, rehearse the
expectations with students, and offer students opportunities to be successful in meeting the expectations (Covino
& Iwanicki, 1996; Emmer et al., 1980). There is no magic number of rules that govern a classroom; rather, it is the
clear establishment of fair, reasonable, enforceable, and consistently applied rules that makes a difference in
classrooms.

Effective educators have a sense of classroom tempo and student harmony such that they are aware of when an
intervention may be needed to prevent a problem (Johnson, 1997). Often, teachers use nonverbal cues,
proximity, and redirection to prevent misbehavior. These techniques typically allow the momentum of the
instruction to continue and refocus the student; however, there are times when a stronger intervention is
necessary. When a rule is broken, an effective teacher is prepared to address the problem. Effective teachers
tend to react in several ways, including the following: positive reinforcement that points to the desired behavior,
consequences that punish the negative behavior, a combination of reinforcement and consequences, or indirectly
responding to the behavior such that the student is reminded of why a rule is important. What an effective teacher
does not do is react to an entire class for a rule infraction by a single student.

Routines
While they are more flexible than rules, routines or procedures are specific ways of doing things that, for the most
part, vary little during the course of the day or the year. Classrooms typically require many routines to operate
efficiently and effectively (McLeod et al., 2003). For example, routines commonly include how to enter and leave

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #3

Name: Class number:

SANTIAGO, ELYSS J. Date:
Section: TCP-1
Schedule: SATURDA 8:00AM-11:00AM

the classroom, take attendance, indicate lunch selection, secure materials, dispose of trash, label work, turn in
assignments, make a transition during or between instructional activities, get to safety during drills and actual
emergencies, and change from one activity or location to another. In essence, routines shape the classroom
climate.

Effective teachers use routines for daily tasks more than their ineffective counterparts (Stronge, Tucker, & Ward,
2003). They invest the time at the start of the school year to teach the routines. By establishing and practicing
routines that require little monitoring, teachers ensure that the focus of the classroom is more squarely on
instruction (Covino & Iwanicki, 1996; McLeod et al., 2003; Shellard & Protheroe, 2000). Effective teachers
frequently provide students with cues to remind them of acceptable behavior, and effective teachers are good at
organizing and maintaining a positive classroom environment (Education USA Special Report, n.d.).

The establishment of routines allows for flexibility. For example, the teacher may not rehearse with students what
should occur if a new student joins the class, but might adapt the routine used for greeting classroom guests
(Emmer et al., 1980). Additionally, routines empower students to be more responsible for their own behavior and
learning in the classroom (Covino & Iwanicki, 1996). When classroom management issues arise, the teacher has
procedures to address the concern in an efficient, fair, and consistent way (Shellard & Protheroe, 2000; Thomas
& Montgomery, 1998). Thus, the result of established procedures is more time for teaching and learning.

Classroom Organization
Classroom management and organization are intertwined. While rules and routines influence student behavior,
classroom organization affects the physical elements of the classroom, making it a more productive environment
for its users. How the classroom environment is organized influences the behavior in it. For example, actions as
simple as color-coding folders, establishing fixed locations for lab supplies, maintaining folders for students to pick
up missed work after being absent, keeping extra copies of “Back to School Night” items to share with new
students, and designating specific places for other classroom supplies can have a dramatic effect on classroom
organization and, consequently, on student learning. While these procedures and a multitude like them are simple
matters, they nonetheless can be essential components for a smoothly operating classroom.

Classroom organization is evident in a room even if no one is present. Furniture arrangements, location of
materials, displays, and fixed elements are all part of organization. Effective teachers decorate the room with
student work, they arrange the furniture to promote interaction as appropriate, and they have comfortable areas
for working (Kohn, 1996). They also consider student needs in arranging the room by leaving space for
wheelchairs to maneuver; having walkways so students can access materials, pencil sharpeners, and the
trashcan with minimal disturbance to others; and organizing in such a way as to allow the teacher to freely move
around the room to monitor student progress (McLeod et al., 2003).

Teachers are observers of behavior and understand the rhythm of the classroom. Placing materials near the
pencil sharpener may seem like a good idea, until one considers that at the start of a lesson this area may
become congested with some students retrieving materials for their group and others waiting to use the pencil
sharpener. However, the pencil sharpener and the trashcan may be a good pairing if the pencil sharpener tends
to break regularly, spilling its contents on the floor; this way shavings fall into the trash instead. Effective teachers
think about the little details that enhance the use of available space in the classroom as well as the big issues.

Expectations for Student Behavior

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #3

Name: Class number:

SANTIAGO, ELYSS J. Date:
Section: TCP-1
Schedule: SATURDA 8:00AM-11:00AM

Attending to issues of classroom management and organization provides the foundation for having high
expectations for student behavior. Effective teachers have higher expectations for how students are to conduct
themselves in the classroom than their less effective colleagues (Stronge et al., 2003). They are better managers
of student behavior (Emmer et al., 1980). They establish relationships with their students in which high levels of
cooperation and dominance (i.e., giving students a sense of purpose and guidance) are balanced, resulting in an
optimal relationship (Marzano et al., 2003). Effective teachers teach expectations to students and reinforce the
desired behaviors with their verbal and nonverbal cues. Another characteristic of effective teachers is that they
hold students individually accountable (Kohn, 1996) and, if necessary, use intervention strategies to help students
learn the desired behavior (McLeod et al., 2003). An exploratory study of effective and ineffective third-grade
teachers found that ineffective teachers had five times as many disruptive events in an hour when compared with
their more effective counterparts (Stronge et al., 2003). Through fair and consistent discipline, teachers reinforce
their expectations of students and create a classroom that is focused on instruction.

Disrupting others would include students who are not only off task but also attempting to distract others from the
teacher-assigned tasks.

Visibly disengaged would include students who are daydreaming, doodling, staring out the window or otherwise
not focusing on the teacher's assigned tasks, but who are not distracting other students.

Management strategy would be any action taken by the teacher either in response to a lack of attention by
students or in anticipation of possible disruptions.

Nature of intervention would include positive responses such as praising students who are attending or
participating, negative responses such as yelling at students, or neutral responses such as changing the activity
[Link]

2) Activity 3: Skill-building Activities

A. Guided Discovery

Great job! You are on the right track. After reading the content notes, for your next task, summarize the
concepts in a graphic organizer using the given format. Provide only one answer for each concept. You are
given 5 minutes to answer. Ready? Begin!

Concept Unacceptable Practice Acceptable practice

Classroom Management Not creating action plan Communicating the expectations
clearly
Rules Inconsistent implementation of rules Strict reinforcement of rules, fair and
(with exemption) consistent
Routines Missing one routine in a day/not Performing the routine daily.
following the routine schedule
Classroom Organization Classroom is overcrowded with Provides quiet reading corner or
This document is the property of PHINMA EDUCATION
 EDU 023: Principles of Teaching
Student Activity Sheet #3

Name: Class number:

SANTIAGO, ELYSS J. Date:
Section: TCP-1
Schedule: SATURDA 8:00AM-11:00AM
unnecessary furniture. individual work areas.
Nature of Intervention Embarassing students in front of the Praising student’s hard work,
class/Yelling appreciating the participation.

2. Give at least 3 sample routines for the (a) first 5 minutes of the day, (b) during transitions of the lesson, and
(c) post transition lesson

First 5 Minutes During Transitions Post Transition Lesson

 Entering routine (tell me what  Raise your hands when you’re  No talking/playing
you feel today - signage w/ done
hand techniques)
 Morning exercise  Put down your pen and close  Clear your tables
your books when the clock
rings.
 Handing-in homework  Using of go signal.  ‘DO NOW’ activities

1) Activity 4: What I Know Chart, part 2 (2 mins)

Awesome! After doing the activities, this time I want you to go back again to the questions in the What I Know
Chart from Activity 1 and write your answers to the questions based on what YOU NOW KNOW. Write all the
things that you have learned from today’s lesson. You are only given 2 minutes for this. Begin!

If you are done with Activity 4 proceed to Activity 5

2) Activity 5: Check for Understanding (5 mins)

Multiple Choice. Encircle the letter of the correct answer then, check your answers against the Key to
Corrections found at the end of this SAS. Write your score on your paper

1. Routines should be established

A. first day of school C. every morning
B. before the activity D. whenever misbehavior occurs.

2. Which situation is a picture of good classroom management?

A. Noise and disorder are absent in the classroom.
B. Teacher is in full control of class interaction.
C. Learners are actively participating in the activity.
D. Students are obedient.

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #3

Name: Class number:

SANTIAGO, ELYSS J. Date:
Section: TCP-1
Schedule: SATURDA 8:00AM-11:00AM

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

Fantastic! After accomplishing the different activities, c’mon! Let’s check your understanding! Let us see how
well you understood our lesson by having this activity called, One Minute Paper. You need to explain in 2-3
sentences new things that you have learned from the discussion. Ready? Lezz go!

SHORT ESSAY
In this video, we have seen the routines that has been implemented by the teacher and we can observe that
the students are already well-oriented at that period. Starting from entering the room in orderly manner,
falling-in-line, greeting their teacher with hand gestures or hug and entering the classroom quietly, they just
started the day with good impression and ambiance which facilitates a productive day. The students already
know what to do next by sitting properly and doing the activity right then within the time limit, raising their
hands when they are finished, waiting for their teacher’s go signal and know the proper lesson transition.
The teacher also managed to observe all of her students since she walks around and giving them
assistance. I could say that the teacher effectively implemented the classroom techniques inside her
classroom and it is very effective.

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #3

Name: Class number:

SANTIAGO, ELYSS J. Date:
Section: TCP-1
Schedule: SATURDA 8:00AM-11:00AM

RUBRICS FOR SHORT ESSAY

SCALE ORGANIZATION MECHANICS CONTENT LENGTH

Logical progression of
ideas with a clear Answer is appropriate
Punctuation, spelling,
structure that enhances to the question. Essay is clear in 4-5
4 capitalization are
the essay. Transitions Content is factually sentences in length
correct. No errors.
are mature and correct.
graceful.
Logical progression of Punctuation, spelling, Answer is appropriate
ideas. Transitions are capitalization are to the question. Essay is clear in 3 or 6
3
present equally generally correct, with Content may have one sentences in length
throughout essay. few errors. (1-2) or two factual errors.
Content relates
A few errors in peripherally to the
Organization is clear. Essay is in 2 or 7
2 punctuation, spelling, question; contains
Transitions are present. sentences in length
capitalization. (3-4) significant factual
errors.
1 No discernable Distracting errors in Content unrelated to Essay is either in 1,2, 8
organization. punctuation, spelling, question. or more sentences in
Transitions are not capitalization. length

This document is the property of PHINMA EDUCATION

 EDU 023: Principles of Teaching
Student Activity Sheet #3

Name: Class number:

SANTIAGO, ELYSS J. Date:
Section: TCP-1
Schedule: SATURDA 8:00AM-11:00AM

present.
TOTAL

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