St.

Louis College of Bulanao

Purok 6, Bulanao, Tabuk City, Kalinga 3800

This module is a requirement of the St. Louis College of Bulanao in response to the
implementation of the Blended Learning way of Instruction.

This Learning Material is a property of the College of Education – St. Louis College of
Bulanao, Tabuk City. It aims to improve students’ performance specifically in the Professional
Education.

Date of Development : November-December 2020

Resource Location : Bulanao, Tabuk City
Learning Area : Principles of Teaching 1
Learning Resource Type : Module
Instructor : Jess M. Arceo

General Instruction/s:
The module will start with an Introduction which will give a general background on the
Principles of Teaching. Series of activities and discussions will encourage you to explore and
learn about the topic. Through this module, the following instruction/s should be followed.

1. This module is exclusively for SLCB students only.

2. Reproduction and use of this module for any purpose is strictly prohibited, unless with the
written permission from SLCB.
3. You may use this module for any acceptable purposes.

Note:
 Encode your answer in a long bond paper, with a font size of 12, font style Times New
Roman, Margin 1”, Line Spacing 1.5.
 Submit your activities in EDMODO.
 You can write your answer in a Long Bond Paper, but make sure that your penmanship is
understandable and organize.
 If you have difficulty in accessing into the internet, you can submit the hard at the Faculty
Office, 3rd floor and look for my table. My name was labelled in my table.
 No to pictured activities
 Copied answer in the internet will not be recorded.

JESS M. ARCEO 1
 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800

CLASSROOM MANAGEMENT
(MANAGEMENT OF ROUTINES)

I. INTRODUCTION
Is there any greater accomplishment than forming in our students the habit of faithfully and
consistently performing their tasks? Such consistency and faithfulness are made possible by
establishing routines to be engaged in by the students inside the classroom. But disappointingly,
routine is not a welcome entity to some people, who would settle for variation, inflexibility, and
expectancies. This is understandable for our world Is a fast changing one which deviation the
accustomed way of doing things. Even in the instructional world, routine is not sonic teachers' cup of
tea.
It is in this context that this module will dwell on the need for establishing routine inside the
classroom. Hence, it will discuss the concept of routine, its purposes, the stages of establishing
routines, benefits and making routines operational.

II. LEARNING OUTCOME/S

 Apply all the learning on management of routines by explaining the given situational
analysis.

III. COURSE CONTENT

MODULE 13
MANAGEMENT OF ROUTINES

IV. LEARNING EXPERIENCES

Establishing routines is not that difficult. For teachers who are non-negotiating and fixed, a
strong message is sent to students that they should cooperate actively in establishing the practice of
routine. This module lays down the foundation for active and inspired learning through classroom
routines.

ROUTINES
These are the customary way of accomplishing things in the classroom. Once are established,
the teacher is assured of maintaining order, organization, and accomplishment of the objectives of
learning. Familiarity is the name of the game in training the students to embrace and practice
routinary procedure like regular checking of attendance, opening prayer, lining up, sticking up to
assigned seats by the teachers among others. Classroom events that can be routinized are the
following:
 Getting the attention of students to respond to a particular question, reaction etc.
 Correcting home works in class
 Excusing oneself from the class for emergency purpose or use of the comfort room
 Posting of visual aids on the board
 Updating oneself of the lessons when absent in class
 Going out of the room during break time
 Clearing the table and desks after performance of tasks
 Swapping of partners on discussions
 Forming participatory groups
 Reporting and sharing of responses
Stages of Establishing Routines
1. Deciding on classroom events that should be routinized so that students will not ask
over and over again what they need to do.
In this stage, procedure must be spelled out clearly to minimize the wastage of time, and
anticipate behavior problems. For example, in the event that there are those students who

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 habitually submit assignments beyond the deadline. A routine for "submitting assignments
on time" must be established to counteract such annoying habit.
2. Analyzing of tasks involve a collaboration between the teacher and students where
both parties decide what steps should be undertaken to follow the routine.
Examples
What to do when you finish the seatwork in advance?
1. Review the correctness and accuracy of the seatwork.
2. Hand it over to the teacher or the seatwork container.
3. If time allows, grab any reading materials to make your spare time productive.

3. Deciding on how to teach the routine to the students

This requires a definite plan to identify what a teacher expects the students to do in a
particular activity. The rule of thumb here is to emphasize to the students to know where
their boundary lines are so that the observance of routines will be favorable to them and
others. It must be clear to the students that if routines are trampled upon and broken,
there will be no room for negotiations. The enforcement of routine is something because
it spells the difference between success and failure of the teacher in the attainment of
quality learning.
Benefits of Routines
The faithful observance of routines is highly beneficial for the following reasons
(Irizarry and companion, 2011)
1. Routine procedures help in freeing the minds of teachers to think about other matters in
teaching. If every time an activity is performed, and a teacher has to consider some
options on how to do it, it will be too taxing on his/her part to constantly think and decide.
2. Establishing routines on how to collect assignments or distributing materials enables the
teacher to focus more in his/her lesson planning.
3. In the execution of lessons, a teacher who has routines for calling on students is relieving
himself/herself of the burden of worrying about whom to call next, thus allowing more
time to focus on what are being shared by the students.
4. It is easier for the students to predict their teacher's next move and armed with such
knowledge, they can concentrate and learn more.
5. Stability is assured especially for the new students who are unfamiliar with the class rules.
6. Reduces anxiety on the part of students who do not know how to get involved in different
class activities.
Management of ROUTINE
• Classroom management techniques must be consistent with the goal of producing self-
directed individuals
• Use of pre-planned hierarchy of skills, planned ignoring, signal interference, proximity
control, and touch control improves the teacher’s ability to manage misbehavior
• The use of coping skills like non-intrusive, non-verbal teacher behaviors:
gives students the opportunity for self-control
minimizes disruption of teaching-learning process
reduces likelihood of student confrontation
protects students’ safety
maximizes the teacher’s management activities

“Routines are the groundwork for a well-orchestrated classroom.” The establishment of

routines helps maximize time for instruction. Routines can be established to begin and end
lessons, to make transitions smooth, to distribute and collect instructional materials, to conduct
group work, seatwork and other teacher-led activities.

Effective classroom management begins OUTSIDE the classroom door.

ADDITIONAL TIPS
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 • Make eye contact
• Freely move about all sections of the room
• Deliberately move toward and be close to each student
• Attribute ownership of ideas to the student who originated them
• Allow and encourage ALL students to be part of classroom discussions
• Provide appropriate “wait time”
• Emphasize rights parts of wrong answers
• Encourage collaboration
• Restate or rephrase the question
• Give hints or clues
• Provide the answer and ask for elaboration

V. ASSESSMENT
Situational Analysis
In the following situations, explain what you would do by applying all the learning on
routines discussed previously.
1. The problem is not clear to you, but the evidences are seen in your English class. The
class is not performing well. Homeworks are not submitted on time. The students are not
pleased with the tasks given to them. Students are very passive during class recitation and
sharing, as if they do not know how to answer the questions. When they do, there is a lot
of complaints. What will you do?
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2. Your social studies class is becoming a problem to you. The students are performing
well, but there is one nagging problem. During dismissal, there is always a commotion as
they embark from their assigned seats and hurriedly go to the door without due respect as
to whoever they will push or not. What is the best thing that you can do?
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A. REFERENCES
Book/s
Principles of Teaching 1: Brenda B. Corpuz, Ph.D., Gloria G. Salandanan, Ph.D.
Principles of Teaching 1: Erlinda D. Serrano, MA. Ed., Ana Ruby M. Paez, M.S.

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