Classroom routines (practice)

I would like to share my reflection on classroom routines in the Monnet International School.

At the beginning of the day, the teacher checks the list of attendance. Then, the teacher opens Word Wall and children come to the laptop to use a spinning wheel and choose their responsibilities for the day such as desk inspector, line leader, snack inspector, backpack monitor, office assistant, librarian assistant, electrician, recycling master and teacher helper. For example, snack inspectors need to check if everyone has the lunch box, whereas electricians are responsible for turning the light on. Children are very exited about it and throughout the day they proudly fulfil their responsibilities. Next, they all take their chairs and move them to the back of the classroom to form a circle and talk. The first lesson is usually spent on talking as the teacher believes that children need it. They talk about their feelings, what they had for a breakfast and they are also welcomed to share anything they want. Everyone has a turn.

The teacher uses some attention signals, for example, one two three, eyes on me, as well as hocus poctus focus. Besides, if children need some help, they have to raise their hand and when the teacher names them, they can share their concerns or ideas. Moreover, children can leave the classroom if they need, for example, to go to the toilet. They even have a special signal for it, children raise their hand and draw a circle in the air, then the teacher nods and they are allowed to go. I think it is well-thought as they do not lose time on the organisation. 

 

After finishing the activity, the teacher asks which learner profile attribute children used to perform the task. There may be some differences between students; therefore, all children are able to share their own perspective.

If children do not finish a task, the teacher offers them more time, particularly when they are very engaged. After a group work, every group is presenting their work to the rest of the class. The teacher encourages students to give feedback by asking: what do you think about this group's work?. I believe it is effective as children are encouraged to give peer-feedback and listen to perspectives of others. At the end of the lesson, the teacher tends to ask students what they think about the lesson to find out whether it was easy or difficult. 

The teacher usually does not set homework. Sometimes, children are asked to continue the topic from the lesson at home by talking with parents about it. Personally, I think it is a very student-friendly homework.

What do you think about setting homework for your students?

Angelika