Learning Objectives

1. identify instructional routines to assist

learners in gaining academic success.
2. identify management routines for
ensuring smooth functioning in the
classroom.
3. justify the establishment of classroom
routine
4. identify strategies for smooth
transitions for better classroom
management.
 Abstract
Reasoning
Instructional Routines
Classroom Routines
"Routines are the
groundwork for a well-
orchestrated classroom.”
FOCUS QUESTION:

What routines can be

established for an efficient
and effective teaching-
learning process?
ROUTINES
- are the backbone of a well-run
classroom.
- are a way of managing the classroom.
They are a set of expectations and
procedures teachers can use to save
time and ensure a smooth-functioning
classroom all school year long.
 When should routines be
introduced in class?
First day?
First week?
The first days of school will be most timely.
It is also good to rehearse classroom procedures
until they become routines. (Copruz & Salandanan,
Principles of Teaching 2015)
Instructional
Routines
INSTRUCTIONAL ROUTINES
-are practices initially taught to the students,
constantly practiced until they become part of the
classroom structure during the teaching-learning
events.
-are research-based, interactive modes intended to
engage students and increase their chances of
successful learning by reducing the effort required to
learn a procedure that otherwise may vary by the
day, teacher, or lesson (Mussman, 2017).
INSTRUCTIONAL ROUTINES
-are specific and repeatable designs for
learning that support both the teacher and
students in the classroom.

-enables all students to engage more fully in

learning opportunities while building crucial
mathematical thinking habits. (Kelemanik,
Lucenta, & Creighton, 2016).
INSTRUCTIONAL ROUTINES
- are enacted in classrooms that structure the
relationship between the teacher and the
students around CONTENT in ways that
consistently maintain high expectations of
student learning while adapting to
contingencies of particular instructional
interactions (Kazemi, Franke, & Lampert, 2009).
• Instructional routines are “designs for interaction that
organize classroom instruction” (Lampert & Graziani, 2009)
•How do instructional
routines contribute
to the students'
learning of content
areas?
Instructional Routines in
Mathematics
•Notice & Wonder can support students in making sense of
problems and reasoning. (https://www.nctm.org/Classroom-
Resources/Problems-of-the-Week/Extras/I-Notice-I-Wonder/)
•Think-Pair-Share can support constructing viable
arguments and critique the reasoning of others.
•Connect-Extend-Challenge can support students
connecting prior knowledge to new mathematical concepts.
•Claim-Support-Question can support constructing viable
arguments and look for and make use of structure.
•See-Think-Wonder can support looking for and express
regularity in repeated reasoning.
•Share some instructional
routines that can be done
in the following subjects.
•Filipino/ English
•Social Studies
•Math
•Science
 CLASSROOM MANAGEMENT
ROUTINES are often designed to
efficiently transition from one learning
opportunity to the next
INSTRUCTIONAL ROUTINES are
situated in the learning opportunity
itself, providing students with a
predictable frame for engaging with the
content.
Classroom routines can positively
affect students’ academic
performance as well as their
behavior (Cheney, 1989; Vallecorsa, deBettencourt, &
Zigmond, 2000); therefore, one proactive

strategy is for teachers to adopt a

consistent classroom routine.
 SAMPLE DAILY ROUTINES
Elementary Secondary
•Greet students at door •Greet students
•Opening prayer •Opening prayer
•Hand signals 5,4,3,2,1 •Take attendance
•Independent activity •Announcement
•Class welcome •Quick motivational activity
•Salute flag, pledge •Review lesson format
•Take attendance •Go over lesson objectives
•Sing a song •Incorporate group work
•Discuss calendar, weather
•Independent work
•Lunch count
•Collect assignments
•Collect homework
•Dismissal procedures
•Discuss daily schedule
•Begin first lesson
•(Other activities will follow throughout the day.)

https://www.teachervision.com/curriculum-planning/routines-schedules
SOME OTHER ROUTINES
 Beginning and ending the class day or period
 Transitions
 Getting distribution of materials and equipment
 Group work
 Seatwork and teacher-led activities
 Checklist to help create effective routines and
transitions (When Nothing Else Works, William DeMeo, PhD)
1. Think through the steps of a routine.
2. Introduce the routine in small groups or by using the daily
schedule to clarify when the routine takes place.
3. Develop procedure cards that contain pictures of each step of the
activity.
4. Point to each pictured step while giving children simple
directions.
5. Demonstrate each step yourself, making sure you point out the
space and materials used.
6. Use humor to add emphasis and to avoid potential problems.
7. Select volunteers to go through the routine or use peer models to
demonstrate the appropriate behavior.
https://www.kaplanco.com/ii/creating-effective-routines-and-transitions
How do we
maintain
management
routines?
 Establishing predictable routines is a
critical part of classroom management.
Keeping good management practices
makes the class runs smoothly. A lot of
behavioral problems in the classrooms
can be attributed to the failure of the
teacher to establish management
routines and the failure of the students
to follow them.
How much time is spent
in your classroom on
instructions
versus
instruction?
No Instructional Minute
Wasted Douglas Fisher and Nancy Frey, 2020
https://www.ascd.org/el/articles/no-
instructional-minute-wasted

Association for Supervision and Curriculum Development

Example
- 10 minutes on instruction
- 5 minutes explaining what will happen
during the day
- 10 minutes explaining what students will do
in their centers or stations
- 5 minutes reviewing various tasks during
math, science, and social studies
=45 minutes per day (or more) on
instructions,
1. Start on Time
In a study of high school teachers' use of time,
Students spent 17 percent of their instructional
minutes waiting for something to happen (Fisher,
2009).

Teachers spent valuable time taking

attendance, organizing materials, or just
waiting for the bell to ring after they'd finished
teaching. Students had learned that it was OK
to be late—"nothing happens for the first five
minutes at least,"
Highly accomplished teachers
know that every minute is
valuable and thus start as soon
as possible.
•In an algebra classroom, students start with a challenge
task. They can work individually or collaboratively to
solve the problem written on the board, which is
based on previously learned content but applied in a
way that is somewhat unfamiliar to them.

•Following lunch, a class of 2nd grade students know to

always get out their writing journals and look to the
image displayed on the whiteboard. Their teacher uses
this time to develop students' descriptive writing.
2. Soak Up Every Minute
"sponge activity" (coined by Madeline Hunter)
term to describe "learning activities that soak
up precious time that would otherwise be lost“

Sponge activities should

(1) focus on review of previously learned
material, and
(2) provide distributed practice opportunities.
"SPONGE UP“
•In one kindergarten classroom, when there are a few
minutes remaining in a lesson, a teacher leads students in
familiar rhyming songs, letter games, and practice at
blending sounds.
•In a 3rd grade class, students play "Stump the Teacher"
by asking her questions about the content, which can
include spelling certain words. The trick here is that the
student must be able to furnish an answer. Because it is a
familiar sponge routine, students have questions prepared
in advance to use when there are a few extra minutes.
"SPONGE UP“
•In their biology class, a group of students plays
"Survivor" at the end of each period. Some days, students
write down three new vocabulary words they learned,
other days they focus on three things they learned in
general, and still other days they jot down questions they
have related to the content. When they have their three items ready,
each student stands up. The teacher calls on students at random, and they share
one item and cross it off their list. There are no repeats, so students have to listen
to know which of their items has already been shared. The last person to have an
idea is the survivor for the day.
"SPONGE UP“
In a middle school history class, students practice
identifying states with the abbreviations used by
the postal service. The teacher has laminated
copies of a map of the United States at the ready
and students use markers to write down the
abbreviations. They've turned this into a
competition and like to race each other to see who
can identify the most states correctly in one
minute.
"SPONGE UP“
The mathematics teacher heard about this
practice and liked it so much that she has
her students complete as many math facts as
possible in a game she calls "a minute of
math madness."
 “Sponge Activity," and all of
them are a better use of time
than students packing
backpacks and waiting to be
dismissed.
3. Establish Routines and Use Them
Example:
High school teacher -practice with reading for
information.
He developed a routine that involved students logging into the
learning management system, choosing an article, reading it,
answering a few comprehension questions, and then responding
in writing. He modeled each step in the process and
demonstrated what success looked like. Then he had his students
practice while he observed them. The whole thing took about 25
minutes. Now every day, students know that they are expected to
read for information and write from the source.
•Busy bees: Students mimic the buzzing sound and slow
movement of bumblebees as they buzz around the room
to find a partner. When the teacher says, "Busy bees,
fly!" students move around the room and buzz until they
hear, "Busy bees, land!" The "bee" they are standing
next to becomes their partner for a brief learning
activity such as giving an opinion, answering a question,
or solving a math problem.
 As classroom teacher,
How would you spend your
time wisely on
instruction
than
instructions?
Do you have
questions?