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SCHOOL PLACEMENT 1

2016/2017

Student: Luke Sweeney

Class Observed: 3rd, 4th, 5th and 6th

Date: 04-11-2016

Topic:

OBSERVATION
Soon after arriving the
school the children took
into their usual routine
which began by them
taking off their coats,
hanging them in the
cloakroom and
exchanging their shoes
for slippers. They all then
sat around to play board
games. The class then
commenced and the
children segregated into
their class groups for
their spelling test.
While on group is doing
their spelling test the rest
are doing their maths
questions. The basic and
most well-known rule is
no cheating.
All students must put up
their hand before asking
a question or in fact
answering a question. It
is only a small classroom
with a small number of
students therefore there
is always a lot of different
teachings going on at the
one time.
One of the senior
students in the classroom
is then allocated to hand
out the sandwiches for
lunch. After lunch the
students took off theirs
coats and once again
enter the classroom.

Rules and Routines

CRITICAL REFLECTION ON THE


OBSERVATION
I like the way that the students enter the school,
hang their coats and change into slippers. It makes
me feel that this school is like a second home to the
students. It was known to me that the students felt
relaxed and comfortable with their surrondings. The
next routine was that they all sat around and play
board games. This in my eyes lets the children ease
into the long day that they have ahead of them.
The class then separated into groups so that the
spelling tests could commence. While one group was
doing spelling tests the other was doing their maths.
I was lucky enough to be able to attend to any
student would polietely put up their hand. This made
me feel that I had a certain authority. The students
had to raise their hand and then I would spot them. I
would then go down to their seat, engage with them
and answer any questions that they had. I found this
a great learning and it made me think that rules in a
cklassroom is a great idea to influence manners and
respect. (Val Brooks, 2004, p. 144) states as rules
and routines that Communication (this includes
systems such as hands-up, but also how people
speak to each other in class) and Learning
behaviour (including cooperation and support,
accesing support from teacher).
The number one rule in the spelling test was that
there was no cheating. The students must learn from
their own mistakes and not someone elses. I know
that these are certainely rules and routines that I will
interperate inton my classroom as they are very
effective.
As one of the senior students handed out the lunches
I noticed that there was an authoritate pride look on
her face. As she handed out the lunches her peers
patiently waited for their food. I think that this would
be a good routine to bring into any classroom as you
are giving the authority to one of your students for
something as small as handing out the sandwiches.
One less job off your list!

SCHOOL PLACEMENT 1
2016/2017
They then sat while
learning about civil
engineering from a past
student who studied that
course.

The last routine that I witnessed was the civil


engineering speaker. He divided the class into groups
to construct the tallest possible stucture out of lego
pieces. He went through all the principles of
structure then let the students at the project. It was
interesting to see that the students comsidered the
principles of a structure then started at the project. It
is also important that the students dont lose the
concept of what they are doing and forget about
what they are learning.(Marzano, 2012, p. 89) states
that Clearly articulating learning goals, being careful
not to confuse them with activities or assignments.
Over all I feel that rules and routines are very
important to bring respect into the classroom. It is
also important that the class and lessons have a
good structure to them and not to be getting over
lapped etc.: I certainly believe that rules and
routines will be top of my list when organising a class
and beginning my teaching career.

Bibliography
Marzano, R. J., 2012. Becoming a Reflective Teacher.
1st ed. Bloomington: Marzano Research Laboratory.
Val Brooks, I. A. a. L. B., 2004. Preparing to teach in
Secondary Schools. 1st ed. New York: Open
University Press.

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