Task 2: Managing Learning.

CLO 3: Choose, justify and reflect on the selection of appropriate routines and explain practical
aspects of their implementation.

Reflect on how routines can impact classroom environment (pacing, preventive CRM,
student engagement)
Choose and justify the selection of appropriate routines (entering/leaving the class,
transitions, submitting work, resource distribution) in a range of contexts (ages,
gender, class size, school context, class dynamics, parental support)
Explain practical aspects of implementation (clear instructions consistency)

TASK DESCRIPTION
The task is made up of two activities:
Activity 1: Observing Classroom Routines and Procedures
Activity2: Planning for/Developing Routines and
Procedures.

You are to complete BOTH Activity 1 AND Activity 2.

Activity One: Observing Classroom Routines and Procedures

Though there are many routines and procedures all over the school such as returning from
assembly or walking in the hallways, this task focuses on what happens inside of your classroom
only.
During the first week of your teaching practice observe your MST and her/his classroom. Make a
note of five (5) routines that you see her/him use every day inside of the classroom. Fill in the
table below to describe EACH routine; when and where it is used; and what is the aim of the
routine or the student behavior that it hopes to achieve.

Name/Description Give the instructions

of the routine.
that the routine uses

When and where the

routine is used? (e.g. at

Aim of the
routine (what

the end of the school day etc.;

or to guide presentations after
group work)

student behavior
it hopes to
achieve)

How did/do the students learn about

this routine? How is the routine
reinforced?(e.g. mentoring; classroom
signs; reminders by the teacher; use of peer
interaction by the teacher to promote such
behavior etc.)

Good morning song

in English and
Arabic.

Lets start the class with

the morning song.

During the class time and

especially in the beginning
of the class.

To greet the
students in both
languages.

It was by reminding from the teacher. The

routine reinforced the students to learn
greeting.

The days of the

week song.

Lets sing the days of

the week song.

During the class time.

To calm down
the students
before starting
the lesson.

It was by reminding from the teacher. The

routine reinforced the students by
memorizing the days of the week.

Outdoor learning.

I will choose eight

students to go and play
outside.

During the class time and

after the snack.

To reward the
quiet and the
excellent
students.

It was a classroom signs. It reinforce the

students by encourage them to behave
themselves and to work hard in the class.

Washing hands/
going outside to play
in the playground.

If your name starts with

sound A walk and
wash your hands/ go and
line up by the door.

Before the snack / the lunch

time.

To manage the
students, so the
students dont
fight with each
other.

It was by reminding from the teacher. The

routine reinforce the students to learn the
phoneme of the first letter of their names.

Tidy up.

If the students are in

outside learning the
teacher uses the whistle
and say its tidy up time,

After 15 minutes outside

learning, or after they
finished the activities.

To teach the
students that
they need to
keep the place

It was by reminding from the teacher. The

routine reinforce the students to learn that

but if they are in class

the teacher use the
giggle and sing tidy
up time , lets tidy up.

that they use it

clean.

its their responsibility to have a clean

outside and classroom environment.

Preparing for the

lesson.

If the teacher wants the

students to be quiet she
says show me whos
ready.

During the class and before

the starting of the lesson.

To manage the
students before
teaching them.

It was by teacher reminding. The routine

reinforced the students to learn that they
need to be behave during the lesson.

Activity time.

When she finish

teaching the lesson she
says Go and choose
your activity.

During the class and after

she finished teaching them
the lesson.

To practice the
lesson concept
by doing
different
activities.

It was by teacher reminding. The routine

reinforced the students to choose the
activity that they like and practice what
they have learnt in the lesson.

Dojo Points.

Teacher says if you will

behave well, tiding up
the environment, and
work hard I will give
you Dojo Points on
dojo system

At the end of every class

and after the end of the
lesson and the activities if
the students were behaved,
tiding up the environment,
and they worked hard the
teachers give them Dojo
Points on dojo system.

To reward the
students in the
class for their
work.

It was by both of teacher and the students.

The routine reinforced the students to be
motivated to get more dojo points.

Home song.

Lets sing the home

song.

At the end of every class

and after the end of the
lesson and the activities and
before going home.

To end the
school day and
prepare the
students to go
back home.

It was by teacher reminding. The routine

reinforced the students to be prepared to go
home.

10 The star of the week.

Teacher says my star of

the week is .

On Thursday and before

students go back home. The
teacher gives the certificate
for the star of the week. She
choose him or her based on
the hard working, the
behavior, and the
performance in the class.

To reward the
hard working
students.

It was by teacher reminding. The routine

reinforced the students to motivate to be
the star of the week.

Activity Two: Planning for/Developing Routines and Procedures

Plan the routines for one of your classes. The activity expects that you will teach the class. It may be a class
that you teach for an observation by your MST/MCT or just a practice class that you teach with the permission
of your MST. The lesson can be incorporated as one of your formal observations if your MST/MCT decides.
In order to complete the activity you are required (whether the lesson is one of your formal observations or
not) to fill in and submit the planning sheet below.
Before you begin to complete the table talk a little bit about the class/lesson in which this plan for routines is
to be used. Include:

Lesson objectives
Main activities in the lesson
Grouping of students during each main activity
Behaviour expected during each activity (e.g. sharing resources; changing stations; presenting)
Where are the transitions in the lesson? What are they: (e.g. moving from plenary to group work
between main activity one and main activity two)
Class/Year
Routine: Show me
Routine: Show
Routine:
Routine: If your name starts

Learning Objective
of the
routine/procedure

good sitting.

me closed lips.

1,2,3,4
everybody on
the floor.

with phonic (s) go and line

up by the door.

Students can learn that

good sitting is one of
the classroom
management.

Students can
learn that being
quiet means that
they are
listening to the
teacher.

Students can
learn that if they
heard the song
they need to be
on the carpet.

Students can learn that if

they heard the sound of the
first letter of their names
that means they are allowed
to go and line up by the
door.

During the class.

During the
class.

During the
class.

During the class.

To teach them
that its
important to
listen to their
teacher
instructions.

To change the
routine instate
of calling them
by their names.

To teach them phonics and

managed them in the class
before going out.

(what it hopes to
achieve)
Anecdotal
Evidence
(e.g. pictures of
your class during
the routine; posters
of rules etc.)
Place in todays
class (when will
you perform the
routine)

To avoid all students

Importance to the
smooth functioning moving on the carpet
and annoying each
of todays class
other.

How well did this

routine work in
todays class

Sometimes students
disturb the students
that sit behind them
when they are sitting
on the carpet.

Sometimes
student are
talking while
the teacher is
talking.

Sometimes
student dont
listen to the
teacher when
she says come
to the carpet.

Sometimes students move

from the carpet without
hearing their letter sound
from the teacher assistant.

If you had to teach

this class over,
how would you
adjust this routine
and why

Tell the students that

they need to sit well
because from the
manners is to let their
friends to see whats
going on the board.

Tell the students

that they need to
be quiet while
the teacher is
talking.

Tell the
students if they
heard the song
thats mean we
are going to
move to the
carpet session.

Tell the students if they

heard their first letter sound
they are allowed to move.

LESSON PLAN FORM (2)

Date
Time
MST
Unit/Lesson/Boo
k/Page

Student teacher
November 8, 2016.
School
9:25- 9:45.
Class
Shona Sims.
Phonics (J, Into, and No of students
To).

Anfal Al Dahmani.
RAK Academy.
Foundation Stage 2.
23 students.

Context of the lesson

This lesson is for foundation stage 2 grade. Students are going to learn the phoneme (J, into, and to).
Teaching goal

The overall aim of this lesson is to teach the students how to pronounce the phoneme (J, into, and
to) correctly.
Learning objectives

o
o
o
o
o

Listen to the teacher carefully while she is pronouncing the phonemes (J, into, and to).
Repeat the phonemes after the teacher (J, into, and to).
Write letter J by using the board and students hands.
Match the objects with letter J (Jump, Jungle, Jeep, and Jar).
Discuss the meaning of into and to by acting each word meaning.

Assumptions about prior learning

o Some students may know how to pronounce the phonemes correctly.

o Some students may know more words that have letter J such as; Jewelry, Jam, Jacket, and
Joker.
o Some students may know how to write letter J.
o Some students may know the meaning of into and to before we act both.
Anticipated problems and possible solutions

o Some students may not able to pronounce the phonemes correctly, so I will play a YouTube
video to help the students to pronounce them correctly.
o Some students may not able to write letter J correctly, so I will make sure that I will help those
students.
o Some students may not able to match the objects with the letter J, so I will ensure that I should
do an example in front of them then I will ask them to do the other examples.
o Some students may not know the meaning of the words to and into, so I will provide examples
for them to help them to understand the meaning.
Personal focus for this lesson

o
o
o
o
o

Focus on classroom management.

Focus on eye contact.
Focus on variety of my voice.
Transitions between the activities.
Focus on the students level.

Target language

Teacher language

o Repeat the sounds after they heard

them from the teacher (J, into, and
to).
o Match the objects with letter J (Jump,
Jungle, Jeep, and Jar).

o Good afternoon students, how are you?

o Today we are going to learn about a new phoneme.
o I have a bag and in this bag there are lots of object
that starts with letter J who can guess? Jug, Jungle,
Juice, Jam, and Jeep.
o Excellent/ Good boy/ girl. .
o Who has another example of word that has
phoneme J

Main tasks or activities

Resources and teaching aids

o In the next page.

o Computer, bag with objects, pictures, worksheet,

YouTube, markers, cards, boards, stickers, pencils,
colors, jelly bowl, tooth sticks, and speakers.
Consider these grouping strategies:

Consider where the children are working:

o Whole class. / Individual work.

o In the front of the board. / In groups.

Activity

Time

Interaction

Teacher Activity

Student Activity

(activity + exact instructions you

intend to give. Include any
questions that you plan to ask)

(what they do +
language you
expect them to
use)

3
mins.

TeacherStudents.

Teacher engages students by

singing good morning song in
English and Arabic.

Students
will
come to the class
and they will sit
among
their
spots. Then the
teacher will sing
with them good
afternoon song.

To engage the
students before
starting
the
lesson.

2
mins

Teacher
students.

Teacher will hold good sitting

card in front of the students, then
she will say show me good
sitting.

Students will set

on their bottoms
in the correct
way.

To prepare the
students for the
building
knowledge
which
is
learning the J
phoneme.

5
mins.

Teacher
students.

Teacher presents the bag that has

the pictures inside and she will
say today we are going to learn a
new letter who can guess? Then
she will show them the J card and
she will teach them how to say the
phoneme and how to write it.

Students will say

different letters
until they say
letter J. then they
will learn how to
pronounce the
phoneme
and
how to write the
letter.

To link between
their knowledge
and what they
have learnt.

2
mins.

Teacher
students.

Teacher will count from 1- 10 to

close your lips

To manage the
students
and
prepare them for
the next activity.

5
mins.

Teacherstudents.

1
min.

TeacherStudents.

Teacher will divide the students

into groups and then she will ask
the literacy group to do some
exercises on J letter. The craft
group make a jellyfish. The sea
group will play with the jelly fish
in the pool. And the rest of the
students will be in the jungle area
to take out the sticks that has
letter j out from the jelly.
Teacher will sing 1,2,3,4
everybody on the floor.

Students
will
count with the
teacher and they
will close their
lips.
Students will sit
among
their
groups and then
they will explain
to the teacher
what they did.

Engagement

Pre-Reading

Transition

Building
Knowledge

While Reading

Transition

Transformation
&
Post-Reading

Transition

Purpose/Objectiv
e of Activity

Students
will
leave everything
in their hands
and they will
come and sit on
the carpet.

To ensure that
the students are
practicing
to
understand the
concept.

To end the
activity and start
the last activity.

MC
T
Co
mm
ents

2
mins
Reflection

Wrap Up

Teacherstudents.

Teacher will play a video and she

will ask the students to watch it
and learn how the singer are
pronouncing the letter J.

Students
will
watch the video
and they will
observe how the
singers
are
pronouncing the
letter J.

To end the
lesson and to
make sure that
the
students
understand the
concept.