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NARRATIVE

1. The document outlines the classroom routines implemented by a Grade 1 teacher in Talamban Elementary School to maximize instruction time and minimize disruptions. 2. Key routines include lining up students alphabetically, assigning daily tasks, providing motivational activities, and encouraging proper discussion protocols during lessons. 3. Routines are also in place for task completion, classroom cleaning, and orderly dismissal at the end of each school day. The goal is to engage students through consistent routines that foster productive learning.

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Rhem Adnhiel Enaj
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18 views1 page

NARRATIVE

1. The document outlines the classroom routines implemented by a Grade 1 teacher in Talamban Elementary School to maximize instruction time and minimize disruptions. 2. Key routines include lining up students alphabetically, assigning daily tasks, providing motivational activities, and encouraging proper discussion protocols during lessons. 3. Routines are also in place for task completion, classroom cleaning, and orderly dismissal at the end of each school day. The goal is to engage students through consistent routines that foster productive learning.

Uploaded by

Rhem Adnhiel Enaj
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
Download as docx, pdf, or txt
Download as docx, pdf, or txt
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Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF NEGROS ORIENTAL
Jimalalud 1 District

TALAMBAN ELEMENTARY SCHOOL

NARRATIVE OF SIMPLIFIED CLASSROOM ROUTINE

Engaging students in routine activities will help them become productive, and minimizes
classroom disruptions. The beginning of class, during lessons, and the end of school day are all critical
times when clear routines can help maximize instruction time.

As a Grade One adviser, I focus on setting firm yet flexible classroom routines. Here are the
things I do routinely with my grade one learners to reduce disruptive behavior, thereby maximizing the
time spent on instruction.

At the beginning of class:


1. I let the learners line up in alphabetical order and consistently remind them to fold their
arms down to refrain from unnecessary distractions. I usually supervise them from behind
making sure everyone enters classroom safely. The same routines apply during hand
washing, recess, and dismissal;
2. upon entering the classroom, I encourage everyone to fill out the health monitoring form for
daily tracking of the learners’ conditions;
3. every day, learners are given a specific task including but not limited to being a morning
prayer leader, attendance checker, and trash bin monitor; and
4. I regularly provide motivational activities to set learners’ moods and stimulate good
behaviour before moving forward to any lesson.

During the teaching-learning process:


5. talking, answering, and speaking in chorus are discouraged. A learner should raise his hand if
he intends to speak, answer, or talk to his classmates or teacher;
6. interactive discussion is encouraged provided that every learner follows proper classroom
discussion protocols;
7. learners’ multiple intelligences and learning styles are well-catered as through diversified
techniques and strategies in accomplishing simple group tasks, manipulative activities, and
games that promote holistic learning;
8. after accomplishing a task on writing and answering a test paper, the learners are
discouraged to rise and carry the papers to the teacher’s table. I instruct them to just settle
the accomplished tasks on the upper right hand corner of their desks; finally,
9. creative stickers are given as rewards to learners who regularly follow the set classroom
rules and accomplish every assigned classroom task.

At the end of the school day:


10. learners and leaders under my supervision are assigned to do varied simple classroom tasks
such as wiping off the chalkboards, emptying the trash bins, arranging the desks and chairs,
returning the toys and books to their proper places, and tidying the classroom vicinity;
11. learners are gathered systematically for the closing activities before dismissal; and
12. learners go outside of the classroom after the closing prayer while keeping their hands still
and folded downwards.

Prepared by: Approved By:

ASHELYN A. PACO MARIVIC B. GARSULA


Grade 1 Adviser School Head

Noted by:

ALEJANDRO M. BACANE
P-II/ District Caretaker

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