Classroom Routine

PRINCIPLES OF LEARNING 1
HARRY JAY M.
SAMULDE
Reporter
Establishing
Classroom Routine
• “Routines are the groundwork for a

well-orchestrated classroom.”
Establishing Classroom Routine

BY:HARRY JAY M. SAMULDE
Introduction
• 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 until
they become routines. Reinforcing correct
procedure and re-teaching an incorrect one
will be of great help.

Some routines on the following can

be of great help
• Beginning and ending the class
day or period
• Getting distribution of materials
and equipment
• Group work
• Seatwork and teacher led-
activities

Beginning and ending the

class day or period
• Mr Castro’s for starting and ending class
were designed to get the most from the
47 minutes period and to shift some of
the management responsibilities to the
students. To achieve this, students were
organized into groups with specific roles
assigned on a rotating basis. One
student in each group took the role of
“organizer”.

class day or period
• During the first minute of the class, the
organizer was to check. With each group
member to determine if anyone needed make-
up assignments explained and to ensure that
everyone had required materials for the class.
Mr. Castro at the same time, scanned the
room to mark attendance and tardies in his
grade book. Within a minute or two, the
students and Mr. Castro were ready to begin
working.


class day or period
• At the end of the class , the organizer was
given time to make sure that everyone
had recorded and understood the
homework. If problems or confusion
occurred that could not be adressed within
the group, The organizer asked Mr. castro
for assisstance. This group aprroach in
Mr. castro’s opinion, helped to ensure that
the students individual needs were
addressed immediately, which minimized
the potential for classroom disruptions.
Transitions
• Management of most instructional
interruptions is fully within the
teacher’s control.
• Transitions can either be
anticipated or unanticipated.

Anticipated Interruptions
• Beginning of an instructional episode.
• Between instructional episodes
• After an instructional episode
• 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

• Delegate administrative tasks to students
when possible.
• Attendance, announcements, material
distribution and homewrok collection
should be routinized.
• Use the first few minutes of the class and
the last few minutes to encourage creative
thinking activities.

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 in a moment, twice in
a moment but never in thousand years?)

Solving transitions during the

Lesson
• 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 task like preparing for the
next learning episode
Solving Post-lesson
Transitions.
• Create a routine for the last five

minutes of the day.
• Before “curtain activities”, observe
routinize dismissal procedures

ILLUSTRATION
Students, we will be working throughout the
entire period of this class each day. We wont
pack up and get ready to leave five minutes
beforr the bell rings. Instead, we will pause
after the bell rings to make sure that all garbage
is picked up of f the floor. Please look around
you to see that the area around your desk is
clean and that materials are put away. Then
we are ready , you will hear me say the magic
words:

Students, we will be working throughout the

entire period of this class each day. We wont
pack up and get ready to leave five minutes
beforr the bell rings. Instead, we will pause
after the bell rings to make sure that all
garbage is picked up of f the floor. Please
look around you to see that the area around
your desk is clean and that materials are put
away. Then we are ready , you will hear me
say the magic words:

Unanticipated Transitions
 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.

Use of Materials and Equipment

Makeclear rules and
procedures on the distribution
and collection of materials

Illustration
One of major roles assigned to Mr. Carpio’s
cooperative groups was “ Materials Captain”. Each
week, the student in the group who was assigned this
role took responsibility for handling out and collecting
materials throughout the school day. To ensure that
all students understood this role, Mr. carpio taught
the students the distinctions for each of the three
major areas where materials might be kept.

He labeled these areas Yours, Mine and Ours.

Yours referred to the materials in the
students’ own desks, materials that the
captains were not to touch. Mine referred to
the materials that belonged to Mr. Carpio and
that were not to be used by the students.
Ours referred to all other classroom materials
that would be distributed and collected by
Materials Captain.

All of the students, when it was their turn to be

captain, understood the importance of these
distinctions and that Mr. carpio expected them to
follow his procedures.. “You are the captains, but
remember, I am the Admiral”, Mr. Carpio often joked.

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

Illustration
Mrs. Milanes had avoided using group work in her
classroom for a year, until she took a workshop on
how to maximize group time.
As a result of the workshop, she realized that, in the
past,she had never made fgoup behavioral
expectations clear to the students. Now, whenever
she uses group work, she spend time at the
beginning and end of each work session going over
the rules and then processing with students how well
the rules worked for the groups.

For example, one rule “ two before me” is

intended to remind the students to ask each
other for help before coming to the teacher. On
the first day of the new group project, Mrs.
Milanes reminds students of this rule and
explains the importance of helping each other.
At the end of their work time each day, she
asks the students to describe in their individual
learning logs any example of how they :

1. Received help from their group members, and

2. Might have helped each other better
Everyday, before they begin working, the students

read to their group members the learning log
entry from the previous work session. This starts
their work with a review of what is going well and
what behaviors need to be improved.

Seatwork and Teacher-led

Activities
Rules and procedures in these area pertains to:
•Student attention during presentations
•Students Participation
•Talking among students
•Obtaining health
•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 Listen for instructions
• Talking among students
• Obtaining health
• Out-of-seat behavior
• Behavior when work has been completed

Here are some effective signals used

by new and experienced teachers
• Raise your hand if you wish to participate
• To obtain teacher’s attention:
• One finger: I need to sharpen my pencil
Two fingers: I need tissue
Three fingers: I need your help

Teachers’ hand signal means:

 Freeze(Stop what you are doing)
 Gently tap on your neighbors’s arm to get his
attention to freeze
 Face the teacher to listen to instructions.

Thank you

EDUCATIONAL TECHNOLOGY

EDUCATIONAL TECHNOLOGY


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PRINCIPLES OF LEARNING 1

• “Routines are the groundwork for a

Establishing Classroom Routine

Establishing Classroom Routine

Some routines on the following can

Establishing Classroom Routine

Beginning and ending the

Beginning and ending the

Establishing Classroom Routine

Beginning and ending the

Establishing Classroom Routine

Establishing Classroom Routine

Solving Pre-lesson Transitions

Establishing Classroom Routine

Sample routines for the first five

Establishing Classroom Routine

Solving transitions during the

• Create a routine for the last five

Establishing Classroom Routine

Establishing Classroom Routine

Students, we will be working throughout the

Establishing Classroom Routine

Establishing Classroom Routine

Use of Materials and Equipment

Establishing Classroom Routine

Establishing Classroom Routine

He labeled these areas Yours, Mine and Ours.

Establishing Classroom Routine

All of the students, when it was their turn to be

Establishing Classroom Routine

Establishing Classroom Routine

Rules and procedures on

Establishing Classroom Routine

Establishing Classroom Routine

For example, one rule “ two before me” is

Establishing Classroom Routine

1. Received help from their group members, and

Everyday, before they begin working, the students

Establishing Classroom Routine

Seatwork and Teacher-led

Establishing Classroom Routine

Here are some effective signals used

Establishing Classroom Routine

Here are some effective signals used

Establishing Classroom Routine

Teachers’ hand signal means:

Establishing Classroom Routine

Establishing Classroom Routine

Establishing Classroom Routine

Establishing Classroom Routine

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