I found with the morning routine I could have been using this time for children to have interventions. So, now I have my LSA take out some children for this. I would like to also use this time to listen to some children read.
I find that I have a reactive approach to behaviour management and would like to adopt more of a proactive approach e.g. through reinforcing good behaviour to encourage good behaviour instead of reacting to and highlighting negative behaviour.
One of the routines that I would like to reinforce is how the children come in and start their afternoon lessons. They usually come in loud, noisy and talkative. One thing I could possibly do is set the tone by having some mindfulness music and possibly having the children read quietly for 10 minutes before we begin with our afternoon lesson.
I found that in reception, setting up different table activities in the morning was time-consuming. Therefore, in response to it, I made sure to prepare my resources well in advance ready for the following week. Also, in the future, I would like to make an activity timetable for my class which will hopefully inform me where the groups are allocated each day.
In class, I always try to keep the timetable the same every week so that children get used to it and that eases any anxieties; reduces questions too. I also try my very best to have our PE lessons on Fridays as this is something the kids look forward to and it excites them. I found it difficult to manage behaviour when children are using resources such as counters in Maths or science equipment, so I try to set high expectations and go over the class rules before starting to use resources. I found myself dealing a lot with what happens at lunch time, so this is something that I would like to change after half term. Maybe, be more firm and strict on what happens at lunch time was dealt with and I should not get involved in the retelling of stories!
Being consistent, having a stable timetable, praises and positivity plus good planning, this has left a very good impact on children’s settling in period and enhanced their quality of work. Everyday is a new start.
Each morning I talk the class through the day and what is planned. Often, children will suggest/ask if we can do certain activities such as play a particular maths game they’ve enjoyed at some point in the day if we have time. Where possible, I like to include these ideas. I find that by allowing the children to have some input, they recognise that their wants and opinions are valued, they also have a hand in their learning and the shaping of their school day as well as lending itself as a great tool for behaviour management.
I have recently changed my morning routine so that my pupils have a calmer start to their day. They used to come in and colour at their tables at their tables after washinf their hands, but they would be very chatty and excitable. Now, they come in, wash their hands and I have an Education City ThinkIt on the board for them. This is usually about a recent topic and they need to think about the answers, or quietly discuss with a partner. This has worked much better and my pupils are quieter, calmer, and ready for the day much faster.
A routine that I have established in my class is ensuring that there is always something on the board for the children to do as soon as they enter the classroom in the morning. This reduces the talkativeness in the morning and the children know that there is always a task which they have to do and they look straight to the board as soon as they enter the classroom in the morning!
Daily, basic routines have definitely influenced how children have settled into school following lockdown and the summer holidays. One routine in particular that I think has really helped is the way children come into the classroom in the morning. They are aware if it is their day to change their reading books, self-monitor if they have read the night before (reward system for reading), wash hands and settle down to do their morning task quietly. A simple routine like this definitely helps set the tone for the day. Having the visual timetable displayed clearly has helped with promoting independence in the classroom and easing general anxieties about the school day as it gives children structure as they know what to expect about the day ahead.
I have moved from Year 4 to Year 1 so have found that many routines I had with the older children are not appropriate for the younger children, especially as they had had so many months not in school with the closure. I have developed a new morning routine to help the children learn the days of the week, in order, as well as the months and seasons. I can already see all the children are much better at the days of the week, my SEN children able to join it with this part of the morning routine as well. We have been learning our line up order – and this is something we need to continue to work on, I am aware that the other 2 classes in Year 1 have not yet established a line up order.
I have started setting up routines such as daily arithmetic in the mornings, and spellings in the afternoon (during register taking). I feel it helps with learning their spellings and sets them up nicely for the spelling test at the end of the week. As-well as engaging the children with more maths time outside of our math lesson, adds value and importance into what they are learning.
At the start of the year, with the new regulations for washing hands, changes had to made almost staright away. I realised a lot of time was wasted waiting for the children to wash their hands before and after every break. I found small activities or discussions with the class in this time allowed some preteaching to go ahead while they were washing. This also provided an opportunity for some children to finish work that had not been completed from previous lessons. This would have previously had to been done in lesson time but now can be done during these 10-15 minutes throughout the day.
Having discussed some of the changes that I was going to make to the routines in my class in the session, I made the changes that I felt needed to be made and as a result we have since seen an improvement in behaviour and child well-being. This has made it so children enter and leave the class significantly calmer and keeps the overall mood of the class in a good position- other teachers in the school have now began to adopt this method to improve this routine.
I previously stated that the children in my class would become quite hyper and disruptive when getting ready for break/lunch times and when arriving in the morning and leaving in the afternoon due to the corridor being quite narrow and not enabling them to safely and sensibly get their coats and bags. Since making changes- limiting the number of children who can go out at once this has resulted in a significant improvement to their overall behaviour and mood during the day 🙂
I found with the morning routine I could have been using this time for children to have interventions. So, now I have my LSA take out some children for this. I would like to also use this time to listen to some children read.
I find that I have a reactive approach to behaviour management and would like to adopt more of a proactive approach e.g. through reinforcing good behaviour to encourage good behaviour instead of reacting to and highlighting negative behaviour.
One of the routines that I would like to reinforce is how the children come in and start their afternoon lessons. They usually come in loud, noisy and talkative. One thing I could possibly do is set the tone by having some mindfulness music and possibly having the children read quietly for 10 minutes before we begin with our afternoon lesson.
I found that in reception, setting up different table activities in the morning was time-consuming. Therefore, in response to it, I made sure to prepare my resources well in advance ready for the following week. Also, in the future, I would like to make an activity timetable for my class which will hopefully inform me where the groups are allocated each day.
In class, I always try to keep the timetable the same every week so that children get used to it and that eases any anxieties; reduces questions too. I also try my very best to have our PE lessons on Fridays as this is something the kids look forward to and it excites them. I found it difficult to manage behaviour when children are using resources such as counters in Maths or science equipment, so I try to set high expectations and go over the class rules before starting to use resources. I found myself dealing a lot with what happens at lunch time, so this is something that I would like to change after half term. Maybe, be more firm and strict on what happens at lunch time was dealt with and I should not get involved in the retelling of stories!
Being consistent, having a stable timetable, praises and positivity plus good planning, this has left a very good impact on children’s settling in period and enhanced their quality of work. Everyday is a new start.
Each morning I talk the class through the day and what is planned. Often, children will suggest/ask if we can do certain activities such as play a particular maths game they’ve enjoyed at some point in the day if we have time. Where possible, I like to include these ideas. I find that by allowing the children to have some input, they recognise that their wants and opinions are valued, they also have a hand in their learning and the shaping of their school day as well as lending itself as a great tool for behaviour management.
I have recently changed my morning routine so that my pupils have a calmer start to their day. They used to come in and colour at their tables at their tables after washinf their hands, but they would be very chatty and excitable. Now, they come in, wash their hands and I have an Education City ThinkIt on the board for them. This is usually about a recent topic and they need to think about the answers, or quietly discuss with a partner. This has worked much better and my pupils are quieter, calmer, and ready for the day much faster.
A routine that I have established in my class is ensuring that there is always something on the board for the children to do as soon as they enter the classroom in the morning. This reduces the talkativeness in the morning and the children know that there is always a task which they have to do and they look straight to the board as soon as they enter the classroom in the morning!
Daily, basic routines have definitely influenced how children have settled into school following lockdown and the summer holidays. One routine in particular that I think has really helped is the way children come into the classroom in the morning. They are aware if it is their day to change their reading books, self-monitor if they have read the night before (reward system for reading), wash hands and settle down to do their morning task quietly. A simple routine like this definitely helps set the tone for the day. Having the visual timetable displayed clearly has helped with promoting independence in the classroom and easing general anxieties about the school day as it gives children structure as they know what to expect about the day ahead.
I have moved from Year 4 to Year 1 so have found that many routines I had with the older children are not appropriate for the younger children, especially as they had had so many months not in school with the closure. I have developed a new morning routine to help the children learn the days of the week, in order, as well as the months and seasons. I can already see all the children are much better at the days of the week, my SEN children able to join it with this part of the morning routine as well. We have been learning our line up order – and this is something we need to continue to work on, I am aware that the other 2 classes in Year 1 have not yet established a line up order.
I have started setting up routines such as daily arithmetic in the mornings, and spellings in the afternoon (during register taking). I feel it helps with learning their spellings and sets them up nicely for the spelling test at the end of the week. As-well as engaging the children with more maths time outside of our math lesson, adds value and importance into what they are learning.
At the start of the year, with the new regulations for washing hands, changes had to made almost staright away. I realised a lot of time was wasted waiting for the children to wash their hands before and after every break. I found small activities or discussions with the class in this time allowed some preteaching to go ahead while they were washing. This also provided an opportunity for some children to finish work that had not been completed from previous lessons. This would have previously had to been done in lesson time but now can be done during these 10-15 minutes throughout the day.
Having discussed some of the changes that I was going to make to the routines in my class in the session, I made the changes that I felt needed to be made and as a result we have since seen an improvement in behaviour and child well-being. This has made it so children enter and leave the class significantly calmer and keeps the overall mood of the class in a good position- other teachers in the school have now began to adopt this method to improve this routine.
I previously stated that the children in my class would become quite hyper and disruptive when getting ready for break/lunch times and when arriving in the morning and leaving in the afternoon due to the corridor being quite narrow and not enabling them to safely and sensibly get their coats and bags. Since making changes- limiting the number of children who can go out at once this has resulted in a significant improvement to their overall behaviour and mood during the day 🙂