TP702 Teaching Practice for PGCE 2 – Classroom Routine Identification

Part 1: Identification and Explanation of Chosen Classroom Routine

Instructions

• Research the topic of classroom routines. Consult the three prescribed readings.
• Du Toit, E.R., Louw, E.P. and Jacobs L. 2021. Help, I’m a student teacher! Skills development for teaching practice. Pretoria: Van Schaik Publishers. Chapter 10: DISCIPLINE IN THE CLASSROOM AND BEYOND (pp 209-229).
• Franklin, H & Harrington, I. 2019. A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms, 7(12). Available at: http://doi.org/10.11114/jets.v7i12.4491.
• Identify one Classroom Routine that you would like to implement in your classroom.
• In 350 – 400 words, explain your reasons for choosing this routine, using at least three relevant references to academic literature.

Part 2: Classroom Routine ‘I Do’

• Write a script for a three-minute ‘I Do’ model or demonstration of the chosen Classroom Routine that meets the following requirements:
  • Aligns to the chosen classroom routine.
  • Explains the importance of the classroom routine.
  • Demonstrates exactly what it is that learners need to be able to do to effectively execute the classroom routine.
  • The ‘I Do’ script should be between 375 to 450 words. This is usual for a speech delivered at a moderate pace of around 125 to 150 words per minute, which is clear and easy for the audience to follow.
  • The ‘I Do’ should be scripted word for word.
  • Remove extraneous words that do not add value. Make the script tighter and shorter until every word has value.
• No references are required for Part 2.

Part 3: Possible Gaps in Learner Execution of Classroom Routine and Teacher Positive Framing (10 marks)

Instructions

• In 180 – 250 words, identify three possible gaps learners might experience to effectively execute the classroom routine. For each possible gap, explain your reason for identifying this as a gap and script one positive framing phrase you will use when learners do not meet your expectations when executing the Classroom Routine.

Experts Answers on Above Questions on Teaching Practice

Chosen classroom routine – entry routine

The classroom routine selected for the purpose of analysis is entry routine whereby the learners are required to enter into the classroom quietly, greet the teacher and take their seat. They need to take out their required learning materials, read the instructions displayed, and start their activity. This routine is highly appropriate because it shifts the learner from the movement and social interaction into learning. This particular routine is selected because it creates clear and consistent expectations, and also protects instructional time.

A structured beginning is important because it allows the learner to start immediately without spending valuable lesson time organising the class. It is also selected because it promotes learner independence, as they clearly know the sequence and do not have to wait for anyone to start. This routine is also effective in the sense that it can be taught, demonstrated and practiced consistently. It provides a clear observation and opportunity to the teacher to make learners learn until it becomes habitual.

Classroom routine – I Do

I Do Model – Entry Routine
Good morning everyone, I would like to show you how to enter the classroom, so watch me carefully because you all have to practice it on a daily basis. First of all I enter the classroom quietly and walk directly to my seat. I then read my teacher politely and take out the materials I need for the lesson such as a textbook, exercise book and a pen. I now notice the board and read all the instructions, and start the task independently. I do not wait for the teacher to come to my desk and once instructions are clear, I start the process immediately. While working, I remained focused on my activity and once the task is complete, I check my answer rather than distracting everyone else. This routine is not very complicated and the most important part is completing the steps in the correct order every time. This routine can help you learn as soon as the lesson starts, and once you are ready, you can follow the same sequence when entering the classroom.

Possible gaps in learner execution and positive learning

The possible get can be when the learner enters the classroom, they start talking to each other and do not go directly to their assigned seat. The positive framing can be to reset the process and practice entering quietly, so that you can be ready to learn as soon as you reach your seat. The second possible gap can be the learners take their seat but do not take out the required materials. The positive framing in this context is to check your materials now and get everything you need on your desk to begin. Another possible gap can be learners ignoring the instructions on the board and waiting for the teacher to explain. The positive framing in this context is to pause and read the instruction on the board first, then show me that you are ready to start independently.

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