SCHOOL PLACEMENT 1
Student: Shaun Horan
Date: 27/10/17
OBSERVATION
From this school placement
rules and routines were
observed. The children arrived
at school, hung up their
schoolbags and coats in the
cloakroom and went outside to
play until they heard the bell
ring. They lined up and
entered the classroom in a
mannerly fashion. Each class
had a spelling test in turn whilst
the others did maths or English.
Then they did Irish together.
They then had little break and
went outside to play football.
They returned to do a group
exercise on gravity.
2016/2017
Class Observed: 3rd, 4th, 5th, and 6th
Topic: Rules and Routine
CRITICAL REFLECTION ON THE OBSERVATION
I observed how well-mannered the children were and that they
knew exactly what to do and what was happening during the
morning. It was evident to me that the teacher had spent time on
rules and routine with them. This saved time as the children
werent messing around and wasting the teachers time. I felt it was
also important for health and safety in the classroom as the
children werent pushing and shoving one another which could
lead to one of them getting hurt. I feel it is important to keep rules
simple when dealing with young children and make rules easy for
them to understand. The teacher wasnt over fussy about the line-
up.
The teacher ensured the students all quietened down and then they
took the roll. I felt the way in which the teacher settled down her
class was quiet courteous. She did not raise her voice at the
students but simply stood their silently until the students did the
same. I feel this was an effective method in which to settle the
class as she led by example. By standing there silently the students
realised that there was something wrong so they turned their
attention to the teacher. Psychologist Banduras social
modelling theory (1977) also applies to moral development.
Children who witness moral behaviour at home, at school are
much more likely to develop high moral standards themselves.
(Flood, 2010, pg135.) Each class had a spelling test in turn while
the other classes did English or Maths. Here the routine was
evident again. There was no time wasted as each child knew what
was expected of them. Making good use of childrens and
teachers time is vital as there is always so much to fit in with the
subject and broader curriculum implementation. (Pollard, 2002,
pg193) Routines carefully taught initially save a great amount of
time during the year. All the class participated in Irish together
and again rules and routine were evident as the children put up
their hand each time they knew the answer, but didnt shout out
the answer. I could see that some children knew all the answers
and although they wanted to shout out the answers they didnt as
they remembered rules and routines they had learned. Again at
little lunch the rules and routines the children had learned was
obvious to me. Although they were excited to go out and play
they all left the classroom. I feel that the children received
constructive teaching time throughout the day. Each activity
should be clearly specified and the teachers expectations
clarified so that each child knows what he should be doing and
when he should be doing it. (Pollard, 2002, pg. 219) I feel that
SCHOOL PLACEMENT 1 2016/2017

the teacher made constructive use of her time by ensuring that the
children were familiar with the rules and routine within their
classroom.

Bibliography
Flood, E., 2010. Child Development For Students In Ireland. s.l.:Gill and Macmillan.

Pollard, A., 2002. Readings For Reflective Teaching. s.l.:MPG Books Group.