Establishing
Classroom Routine
RENABELLE B. SIABOC
RANDY L. PAYLA
“Routines are the groundwork for a
well-orchestrated classroom”
Learning Outcome:
Justify the establishments of classroom routine
Introduction
Routines have to be learned.
It is necessary that we identify and explain specific rules and procedures in our
classrooms.
Also good to rehearse classroom procedures ( specially for elementary pupils) until
they become routines.
Reinforcing correct procedure and re-teaching an incorrect one will be of great
help.
CLASS RULES
THE TEACHERS
THE
THE STUDENTS
RESPECT CLASSROOM
CLASS RULES
• SET PROPERLY
• LISTEN WHEN OTHERS ARE
TALKING
• BE ON-TIME, ON TASK
• PREPARED TO LEARN EVERYDAY
• TRASH GOES IN THE TRASHCAN!
FIVE ROUTINES
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
• A proactive and positive approach to classroom management offers several
suggestions on how to begin your day or class period with a positive tone.
• Three related to beginning and ending the day or class.
• Entering class
• Wrapping Up
• Dismissal
Transitions
• Management of most instructional
interruptions is fully within the
teacher’s control.
• Can either be anticipated or
unanticipated .
Examples of anticipated interruptions
are:
• Beginning of an instructional episode • Material distribution /collection
• Between instructional episodes • From teacher-to-student-centered activity
• After an instructional episode • Beginning/ end of class or school day
• Equipment set up and take-down
Unanticipated Transitions
because you cannot anticipate when and how long how such interruptions
will last, all you can do is prepare yourself and your classes for such
eventualities.
3 Solving Transitions
Solving Pre-lesson Transitions
• Delegate administrative tasks to students when possible.
• Attendance, announcements, material distribution and homework collection should be routinized.
• Use the first few minutes of the class and the last few minutes to encourage creative thinking
activities.
Solving Transitions during the lesson
• Give supplementary exercises for the few 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 procedures.
Use of Materials and Equipment
• Make your rules and procedures
on the distribution and collection
of materials, storage of common
materials, teacher’s desk and
storage areas, student’s desks.
GROUP WORK ive thoughtful feedback
Like cooperative learning has a positive impact on student
espect others
achievement, interpersonal relationships and attitudes
about learning. n task, all the time
• Movement in and out of the group. se soft voices
• Expected behaviors of students in the group. articipate Actively
• Expected behaviors of students not in the group.
tay with your group
• Group communication with the teacher.
Seatwork and Teacher-led Activities
Rules and procedure in these areas pertain to:
Students attention during presentations
Student participation
Talking among students
Obtaining help
Out-of-seat behavior
Behavior when work has been completed
Here are some effective signals
used by new and experienced
teachers;
• 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
THANK YOU
GODBLESS