Teaching Routines

TEACHING ROUTINES

LILIAN CECILIA ZAMBRANOEDGAR ALIRIO INSUASTY

UNIVERSIDAD DE CALDASMAESTRIA EN DIDÁCTICA DEL INGLÉS

“METHODOLOGY APPLIED TO AN EFL CONTEXT”2008

OUTLINE1. Types of rules1.1. General rules1.2. Specific procedures and routines2. Teaching procedures and routines2.1. Making the investment2.2. Sample procedure2.3. Establishing standards2.4. Words have the meaning you give them2.5. Simplifying rules and routines3. Classroom chores4. Structuring communication with parents5. Conclusion

General Rules

• General rules spell out the teacher´s overall expectations for good work and good behavior within the classroom.

• General rules deal with broad classes of behavior and are best stated in positive rather than negative language.

Specific Procedures and routines

• Specific procedures and routines spell out exactly how we will do this and how we will do that.

• The only way to make procedures affordable is to make them a matter of routine.

2. Teaching procedures and routines

2.1. Making the investment

Teachers should spend the first two weeks teaching their procedures and routines

Students adjust their behavior to match the standards of each teacher

Proactive versus reactive management

2.2. A sample procedure

“ … until we get it right”

2.3. Establishing standardsThings that don´t work:• Nagging• Pleading• Preaching

What does work:• Practice• Practice• Practice to mastery

“We have seen it demonstrated that you can get what behavior you want if you work hard enough at it, are tenacious and determined enough, are committed to the idea that it is right and attainable behavior for your students, and are willing to teach them the skills they may need to function at that level”

(Saphier & Gower, 1987)

2.4. Words have the meaning you give them

The word “quiet” has any fixed meaning until you teach the class exactly what it means in your presence.

2.5. Simplifying rules and routines

Classroom chores

• By doing chores, students learn to take pride in helping out around the classroom.

• The rule of chores is “Never do anything for students that they are thoroughly capable of doing for themselves”

Structuring communication with parents

• Structuring communication with parents is crucial. They will either be your allies or your adversaries, depending on the nature of your first contact with them.

• Sending work home on a regular basis with provision for feedback helps involve parents in proactive problem solving.

CONCLUSION

“Good classroom management leads students to get a clear picture of what is going on and what is expected of them, and allows them to see more clearly the consistent consequences of their own behavior, both desirable and undesirable” (Fontana, 1985)

REFERENCES• Aparicio de Escorcia, Blanca et al. Teaching

to learn – Learning to teach. London: TVU London. 1995

• Jones, Fred. Tools for teaching. Longman. 2005

• Fontana (1985) in Aparicio de Escorcia Blanca et al. COFE Project. Working document No. 5.

• Saphier, John and Robert Gower. The Skillful Teacher: Building your teachingg skills. RBT. Massachsetts. 1982