EPC 2903

Teaching Practice Booklet

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
Activity 2: 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.

EPC 2903
Teaching Practice Booklet

Name/Descri
ption of the
routine.

Give the
When and
instructions that the where the
routine uses
routine is
used?

Make a circle
(song)

Make a circle, big and

round, all of us
together, dont sit
down.
Good morning Sing with the song
(song)
(sometimes low and
sometimes loud) and
dance
Teddy up (after Sing the teddy up song
each session)
while tedding up.

Lining up the
sts

line leader

Send sts to
wash their
hands before
lunch

T says if your name

start with.. come and
have some soap
Sts comes one by one
to have some soap.

Before any
carpet
session on
the carpet
At the
begging of
the day on
the carpet
Around the
classroom
after each
get busy
session.
T choose the
line leader in
the morning
lining them
up behind
the door
going outside
On the carpet
before
lunch

Aim of the
routine

How did/d
learn abou
How is the
reinforced

To stand up nicely
and make a space
for evert on to sit
down.
Engage the sts
before starting
the day.

Reminders

To let the sts get

used to clean the
place after they
are done.

Mentoring
the teache
peer instru
teacher to
behavior
Reminders

To organize the
sts
To avoid st
pushing another
st

To organize the
sts
To avoid st
pushing another
st

Reminders

Reminders
Mentoring

EPC 2903
Teaching Practice Booklet

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)

EPC 2903
Teaching Practice Booklet
LESSON PLAN FORM
Date

17 11- 2016

Time
MST

Charlotte Sotomi

Unit/Lesson/
Teeth
Book/Page
Context of the lesson :
Term 1 Teeth (October November 2016).

Student
teacher
School

Aisha Al Ghufli

Class

FS1

Number of
students

26 students

RAK Academic school

FS1 boys and girls student are going to show an interest in different occupation and ways of life.
The students will be able to identify new words which are (Dentist, policeman, doctor, firefighter, astronaut,
pilot, chef, bus driver, teacher, mechanic, footballer)
Teaching goal

Being able to show an interest in different occupations and ways of life.

Learning objectives
The students will be able to:

1- Show an interest in different occupations and ways of life.

Assumptions about prior learning
The students are familiar with some jobs and occupational vehicles like (Doctor, Dentist,
toothbrush..)
Anticipated problems and possible solutions
The students may shout out the answer, I will encourage them to raise their hands to answer.
Personal focus for this lesson
Remind the students to raise their hands before they speak.
All the students must be sitting down nicely so that everyone can see the cards.
Target language

Teacher language

jobs (Dentist, policeman, doctor, firefighter,

astronaut, pilot, chef, bus driver, teacher, mechanic,
footballer)

occupational (toothbrush, firetruck, soccer, police

car, rocket, airplane, chef hat, yellow bus, books,
screws)
Work placement (hospital, police office, fire station,
school, restaurant..)

Make a circle (song)

Good morning (song)
Lets see whos sitting nicely!
Im going to call your names, and I want to
hear a nice (good morning miss Aisha) from
you.
What can you see on the board?
There are some pictures in front of you, Im
going to show you an object from this bag
and you have to point on the correct answer.
Who use this? Who wear this?
Go get busy.

EPC 2903
Teaching Practice Booklet
Main tasks or activities

Resources and teaching aids

Cut and stick table: making monsters using

paper envelops.
Math table: the turkey feathers. Students
have to stick some feathers on the turkey
picture according to the number.
Playdough table: The students will be using
some clay and sticks in order to make 3d
shapes.
Sand area: students will be exploring the
bugs that lives in sand.
Black tray: mixing shaving cream with corn
starch in order to make dry toothpaste so
the students can play with it.
Painting area: the students are going to
paint using different types of macaroni.

Consider these grouping strategies:

Individual no groups

- paper envelops
- colorful feathers
- clay sticks
- macaroni

Consider where the children are working:

on the carpet
On the table

Activity

Time

Interactio

Teacher Activity

Student Activity

Purpose/Objective of

MCT

EPC 2903
Teaching Practice Booklet
n

10 min

TS

(activity + exact
instructions you
intend to give.
Include any
questions that you
plan to ask)

Sings the song with

the students.

Engagement
Choose the line
leader

Good morning
song + taking
the registers
(Routine)

Take the registers

10 min

TS

1 min

TS

1 min

TS

Building
Knowledge
Whats inside
the bag?

Transition

Transformation

Reflection

T will show some

pictures on board
and will ask the
students to identify
each person in the
pictures.
T will put the same
pictures on carpet.
T will take objects
out of the big bag,
and will ask the
students who uses
this? Or who wear
this?

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

Sings with the

teacher

5 mins

To engages the
students and prepare
them for a new day.

Says good
morning when
the teacher calls
their names.
Students will
answer the T
questions

S will show an interest

in different
occupations and ways
of life

S will collect
the pictures

To hide the pictures

from the S

S will answer
the T question

To test the S
understanding

T will ask the

students to get
busy.

S will go and
get busy

To end the carpet

session and to begin
the child
interaction/observation
/assessment session

T will ask the sts to

teddy up

S will Teddy up

To teddy up the class

room before the next
session, and to let the
sts get used to clean
the place after they
finish playing

T will ask one S to

collect the pictures
Ask the S which
job is their
favourite & What
jobs they just saw?

Get busy
(Routine)
(Routine)

Activity

Comments

EPC 2903
Teaching Practice Booklet

After the Task - Reflection

Choose 3 best practices you observed during your time in school. Reflect on
these and consider why you could implement these in a UAE primary
classroom in the future. Explain how these practices will affect student
learning in a primary class.

During this teaching practice in RAK Academy I have seen a lot of

good examples of routines, and Im going to talk about them now.
The first routine that I really liked and I would probably use it in the
next TP is the morning routine. It is the routine where the teacher
organize the students to say good morning and take registrations
before giving them some highlights about what they are going to do
in this day. The second routine is when the teacher lines up the
students before going for outdoor learning. The third routine is the
way the teacher picks up the students to come to her and have
some soap to wash their hands before they eat. Those three
routines must be applied in the primary classrooms in the future
because they are good in organizing the students and controlling
them, and it is better that the old boring morning routines we used
to have before. These routines will affect the students learning in
primary classrooms in the way these routines are going to motivate
them in the beginning of the day, keeping them safe from pushing
and hitting, and keeping them healthy and clean. The students will
feel comfortable and theres someone whos looking after them, and
they will be motivated to learn and gain new information.