EDU 501 MODULE 2 by Kelsey Milkovich https://padlet.com/klmilkovich/hi9zy5e3z24g ACTION RESEARCH PINS en-us 2016-11-08 22:50:40 UTC 2025-12-11 20:31:39 UTC hello@padlet.com STANDARD klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/136919702 P.5.1: Follow steps in a routine, such as a daily schedule. Tell what activity comes first and what follows in sequence in a three-event sequence. 
(Example provided by Archdiocese: Create classroom routines for how students will perform tasks, such as hanging their coats, and unpacking the bags. Establish a three-step routine for a daily activity such as making a sandwich. Ask students to talk about what comes first, next, and last.
]]> 2016-11-11 01:33:45 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/136919702 TOPIC klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/136919802 Students will learn routines and follow multi-step directions in order to achieve their full potential.]]> 2016-11-11 01:34:54 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/136919802 Learning to Teach... not just for Beginners klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/136919893 "Routines are the backbone of daily classroom life. They facilitate teaching and learning…. Routines don’t just make your life easier, they save valuable classroom time. And what’s most important, efficient routines make it easier for students to learn and achieve more."
Summary
Routines are apparent throughout all parts of the day. In order for a classroom environment to move smoothly, it is important that there is a set routine for each part of the day. (Ex. Morning/Arrival, Displaying Schedule, Attendance, Transitions throughout the day, & Ending of the Day). This source highlights how to implement effective routines in your classroom in order to provide an environment for students where they can reach their full potential. 

This source is helpful because it displays different ways that teachers have successfully implemented a variety of routines into their classroom. It is a resource for teachers to get ideas, as well as to modify the routines to meet the needs of their students. It is important to recognize that no two classes are the same, and therefore the needs of each class may vary. Therefore, teachers can pick and choose the routines they would like to implement into their classroom.
—Learning to Teach…not just for beginners by Linda Shalaway
http://teacher.scholastic.com/classroom_management_pictures/
]]> 2016-11-11 01:35:56 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/136919893 klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/136919964 "Don't ever ask children to do nothing. When children aren't sure what they are supposed to be doing or they are waiting for you to tell them what to do, they will come up with something to do, and in most cases, this will be something you don't particularly want them to do." 
Summary
Deborah Diffily and Charlotte Sassman emphasize the important of including students in the creation of routines in a classroom. They believe that students are more likely to respect the routines and follow them if they are involved in the creation process. Diffily and Sassman also mention that routines are a basis for learning. Prior to being able to begin learning, it is important that these routines are in place. Therefore, in relation to the Mathematics, Pre-Kindergarten standard, I recognize that it is important for me to first thoroughly teach this standard before starting addressing any other concepts.

This source  highlighted the appropriate pacing for students entering Pre-Kindergarten. In order to be ready to learn the remaining standards to their full potential, it is important to first begin with Mathematics P.5.1. At the beginning of each year, I am always surprised at how much guidance my students needs, since I previously had a classroom of independent learners that progressed to the following grade. This source allows me to remember that P.5.1. is an essential standard that allows students to engage in the highest level of learning throughout the year.

-Diffily, D., & Sassman, C. (n.d.). Teaching Effective Classroom Routines - Scholastic. Retrieved November 13, 2016, from http://www.scholastic.com/teachers/contributor/collateral_resources/pdf/97/9780545188197.pdf.
]]> 2016-11-11 01:37:14 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/136919964 POTENTIAL CONCERNS klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137198499 1.) Is this a measurable topic?
2.) Routines are the basis of most learning environments, 
therefore is this a topic that will truly affect student 
    learning?
3.) Will developmental delays in certain students impact the 
    research?
4.) Is it fair to include all students, even ones who are 
      demonstrating developmental delays? And how will that 
      impact their development?]]> 2016-11-13 16:01:03 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137198499 What You Can Do to Help 3 to 4 Year Olds Follow Directions klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137199369 Susan A. Miller, EdD suggests:
  • Give positive, concrete suggestions. Let children know what to do rather than telling them what not to do. For example, instead of directing, "Don't run," state, "Walk."
  • Make sure directions are easy to understand. Repeat them slowly or rephrase them in new ways. Remove distractions such as background noise so children can focus their listening skills.
  • Model good listening skills. Spend time with individual children tuning in to what they have to say and talking about their ideas. Good listening is crucial to processing and following directions.
  • Share control. Ask children to help think of different ways to clean up or make transitions. They might come up with creative and unique directions for unexciting but necessary tasks.
  • Make following directions fun. Play games like Giant Steps to sharpen listening skills. Make transitions to new activities interesting by galloping like horses or picking up Legos with lobster claws.
  • Share books with predictable sequences. Stories like If You Give a Mouse a Cookie (HarperCollins, 1985; paper: HarperTrophy, 1997) can help children learn to anticipate the next suggestion in a sequence.
Summary:
Susan A. Miller suggests that the control of creating and implementing routines in the classroom should be a shared process between the teacher and students. Miller explains that routines should be phrased in positive language. Through this article there were different contributors that discussed what routines looked like at different age levels (0 to 2 years old, 3 to 4 years old, and 5 to 6 years old). A common theme between all age levels was to include choice within classroom routines. For example, students may have a set time to clean up classroom materials, but which materials they clean up could be a choice. This puts students in charge of the decision making, and encouraging a classroom community.

I found this to be a helpful source when deciding what is age appropriate in terms of following directions. The contributors on this site gave a detailed description of the capabilities of each student at each level, as well as explained what routines and following directions should look like at that level. Since my students are so young and their developmental stages are vast, it is important to see how each student is progressing, as well as how I can modify instruction to best meet their needs. For example, maybe they are not developmentally ready to be able to master multi-step directions, and therefore I need to scaffold their learning. Lastly, it also introduces effective language to use with students in order to achieve the best results.

- Miller, S. A., Church, E. B., & Poole, C. (n.d.). Ages & Stages: Learning to Follow Directions | Scholastic.com. Retrieved November 13, 2016, from http://www.scholastic.com/teachers/article/ages-stages-learning-follow-directions. 
]]> 2016-11-13 16:11:31 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137199369 Back to School: Rules and Routines in the Classroom klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137201105 "Rules have consequences, and routines have reminders. For me, that meant far less rules and many, many more routines and procedures."
Summary:
Alber discusses the difference between a rule and a routine. She explains that rules have consequences that are non-negotiable. She explains that if a teacher creates a rule, he or she must enforce the rule strictly, because all of the other students are expecting to see a follow through and consequence. Routines can help students stay focus on a task they are completing and is simple a reminder for students of the expectations.

This article draws a concrete line between a rule and a routine. By creating routines in your classroom allows some leeway for students. It also allows all students to be successful. The biggest struggle in my classroom this far into the year is that for most students, this is their first time in a school setting. Therefore, it is important that expectations are put into place. However, to best accomplish the type of environment where students follow expectations in order to allow them to reach their full potential, would be to implement routines. Routines allow students to become successful in their learning environment, as well as introduces a new way of thinking and decision making. I would rather implement routines into my classroom setting than rules to support student learning.

- Alber, R. (2010). Back to School: Rules and Routines in the Classroom. Retrieved November 13, 2016, from https://www.edutopia.org/blog/rules-routines-school-year-start-classroom-management.

]]> 2016-11-13 16:33:03 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137201105 THEMES FROM ARTICLES klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137205057 1.) Routines are essential  
     and necessary at any 
     level of learning. 
2.) Routines are different 
     from rules.
3.) Students and Teachers should create 
routines together. ]]> 2016-11-13 17:07:26 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137205057 RESOURCES  klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137205642 1.) Alber, R. (2010). Back to School: Rules and Routines in the Classroom. Retrieved November 13, 2016, from https://www.edutopia.org/blog/rules-routines-school-year-start-classroom-management.
2.) Diffily, D., & Sassman, C. (n.d.). Teaching Effective Classroom Routines - Scholastic. Retrieved November 13, 2016, from http://www.scholastic.com/teachers/contributor/collateral_resources/pdf/97/9780545188197.pdf.
3.) Finley, T. (2014). "Come and Play, Everything's A-OK" in the Responsive Classroom. Retrieved November 13, 2016, from https://www.edutopia.org/blog/everythings-ok-responsive-classroom-todd-finley
4.) Learning to Teach…not just for beginners by Linda Shalaway
http://teacher.scholastic.com/classroom_management_pictures/
5.) Miller, S. A., Church, E. B., & Poole, C. (n.d.). Ages & Stages: Learning to Follow Directions | Scholastic.com. Retrieved November 13, 2016, from http://www.scholastic.com/teachers/article/ages-stages-learning-follow-directions. 
6.) Ostrosky, M. M., Jung, E. Y., Hemmeter, M. L., & Thomas, D. (2003). ERIC - Helping 
Children Understand Routines and Classroom Schedules. What Works Briefs., 2003. Retrieved November 14, 2016, from http://eric.ed.gov/?id=ED481991.
7.) R. (2015). What is Responsive Classroom? Retrieved November 13, 2016, from http://www.youtube.com/watch?v=mhV6AcBxeBc
8.) Teach, A. P. (2013). Classroom Routines and Procedures - Printable Posters for Classroom Management. Retrieved November 13, 2016, from https://www.teacherspayteachers.com/Product/Classroom-Routines-and-Procedures-Printable-Posters-for-Classroom-Management-832450
9.) Young, D. (n.d.). Classroom routines and procedures. Retrieved November 13, 2016, from http://www.learnnc.org/lp/pages/735
10.) (2010, June 30). Retrieved November 13, 2013, from https://www.youtube.com/watch?v=qArU7TjSBV0
]]> 2016-11-13 17:14:40 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137205642 "Come and Play, Everything's A-OK in the Responsive Classroom" klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137208069 Summary:
Responsive Classroom combines social-emotional growth with academic improvements to best support learning in a classroom. Responsive Classroom is a set of routines that are implemented throughout the day to be proactive in the learning environment. Furthermore, a Responsive Classroom has students and teachers working together to create routines. Ultimately, this type of classroom would combine the necessary for students to master their academic standard P.5.1 (see above), as well as to feel empowered by their learning environment, which would ideally lead each student to reaching their full learning potential.

 Finley's article caused me to make connections with Alber's "Back to School: Rules and Routines in the Classroom". The type of proactive teaching relates more to routines used as reminders, rather than rules that will include a concrete punishment. Therefore, as teachers, if we want routines to be successful in our classrooms, verse using "rules", it is important that we implement this proactive type of instruction. This will also allow students to experience that success with their choices in their learning environment, as well as with their classmates and teachers. 

- Finley, T. (2014). "Come and Play, Everything's A-OK" in the Responsive Classroom. Retrieved November 13, 2016, from https://www.edutopia.org/blog/everythings-ok-responsive-classroom-todd-finley
]]> 2016-11-13 17:38:47 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137208069 What Is Responsive Classroom? klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137208157 Summary:
Responsive Classroom is a social and emotional approach to teaching. This approach to teaching emphasizes that how students learn is just as important as what they are learning. Responsive Classroom is built upon support teachers and delivers redirection in positive teacher language. Responsive Classroom has been linked to higher academic achievement, improved school climate, and higher-quality instruction.

What fascinates me about Responsive Classroom is the way that teachers use positive language to reinforce routines and expectations within the classroom. The type of instruction delivered by the teacher is thorough, yet positive, so that students are aware of the routines, as well as creating an effective learning environment for all students. I hope to learn from this type of classroom in the way that I introduce routines for my students so that they are able to benefit for my instruction while in my classroom. 

- R. (2015). What is Responsive Classroom? Retrieved November 13, 2016, from http://www.youtube.com/watch?v=mhV6AcBxeBc]]> 2016-11-13 17:39:45 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137208157 Example of How to Establish "Line-Up" Routines  klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137209542 Summary
This teacher is using the Responsive Classroom technique to instill in her students the appropriate way to line up to go into the hallway. This is a skill that they will use all year long. I noticed that the teacher used positive language, as well as modeling for students so that the expectations are clear. 

This video demonstrates positive and age appropriate ways to implement routines in your classroom. The teacher displayed empathy for students wanting to talk in the hallway, as well as mentioned it was something she was going to practice too. Then, the teacher asked a few students to demonstrate what it would look like when they enter the hallway. She gave positive reinforcement to those students when lining up. Furthermore, students were actively engaged in the process of introducing this type of routine. As mentioned in other resources, it is important that students are apart of the routine creation process, so that they feel empowered and want to follow the desired routine.

- (2010, June 30). Retrieved November 13, 2013, from https://www.youtube.com/watch?v=qArU7TjSBV0]]> 2016-11-13 17:54:58 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137209542 ETHICS klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137211469 - Informed Consent
- Freedom from Harm
- Confidentiality]]> 2016-11-13 18:17:47 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137211469 Classroom Routine and Procedure klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137212007 In establishing procedures or routines, it is important to:
  • Ensure that students understand the reason for the routine.
  • Clarify the procedure through modeling.
  • Allow students opportunities to practice the routine through rehearsal.
  • Try not to overwhelm students by teaching too many routines at once. The process of establishing routines and procedures may take several days.
  • Remember that it will probably be necessary to revisit this process as you see the need.
Summary:
This article provides teachers with the framework of routines. Sometimes even teachers may be unaware of why routines are essential to student growth and learning. This article highlights important points for teachers when they are implementing specific routines within their classroom. 

Multiple pieces of research suggest that students should be apart of the routine creation process. While I see that as a valid and important aspect in a classroom, it is also important that teachers have a clear mindset before they conduct a lesson or activity that includes routine creation. Young clearly highlights in this article areas that teachers must consider. This is helpful to me because routines are something that are essential to a classroom, and I want to make sure that I implement them correctly. 

- Young, D. (n.d.). Classroom routines and procedures. Retrieved November 13, 2016, from http://www.learnnc.org/lp/pages/735
]]> 2016-11-13 18:24:23 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137212007 Examples of Routine Procedures klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137212364
  • Beginning the day
  • Entering and exiting the classroom
  • Labeling papers
  • Collection and distribution of papers
  • Signaling for quiet and attention
  • Appropriate times for moving around the room
  • Emergency drills and procedures
  • Going to the restroom
  • Moving throughout the school
  • Late arrival
  • Grading and homework policies (including make-up work)
  • Asking questions
  • Finishing an assignment early
  • Dismissal
    • - Young, D. (n.d.). Classroom routines and procedures. Retrieved November 13, 2016, from http://www.learnnc.org/lp/pages/735
    ]]>     2016-11-13 18:26:58 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137212364     Age Appropriate Routine and Procedure Posters klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137212600 Summary:
    This resource provides examples of different age appropriate posters that address different routines and procedures. Since students at the Pre-Kindergarten level are unable to read words and signs, it is sometimes most effective to include pictures so that students can be individually guided through a process or procedure. This resource is not only age appropriate, but also aids a variety of learners. Not all students are auditory learners, and therefore hearing a routine or asked to follow multi-step directions could be challenging for them. This resource provides all students with the same opportunities to be able to successfully follow a routine in the classroom. Routines are ultimately put in place to help students become more efficient in their learning environment. Therefore if all students can become successful in completing routines, then all students have access to performing at their potential. 

    - Teach, A. P. (2013). Classroom Routines and Procedures - Printable Posters for Classroom Management. Retrieved November 13, 2016, from https://www.teacherspayteachers.com/Product/Classroom-Routines-and-Procedures-Printable-Posters-for-Classroom-Management-832450]]>     2016-11-13 18:30:08 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137212600     klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137569375 2016-11-14 22:12:03 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137569375 Reasons Why Routines Art Important klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137579154
  • They influence a child's emotional, cognitive, and social development.
  •  They help children feel secure and comfortable.
  • They help children understand the expectations of the environment.
  • They help reduce the frequency of behavior problems (e.g.,tantrums).
  • They can result in higher rates of child engagement. 
    • Summary:
    This site emphasizes the ways that routines positively affect students in their learning environment. It makes the argument for all classrooms to embody routines in order to best support students academically, socially, and emotionally. Furthermore, the contributors to this article argue that routines result in higher rates of child engagement. Ultimately, all teachers strive to have all students in their classroom engaged for the majority of the day. Therefore routines are an effective way to increase student engagement and allow students to reach their full learning potential. 

    - Ostrosky, M. M., Jung, E. Y., Hemmeter, M. L., & Thomas, D. (2003). ERIC - Helping Children Understand Routines and Classroom Schedules. What Works Briefs., 2003. Retrieved November 14, 2016, from http://eric.ed.gov/?id=ED481991
    ]]>     2016-11-14 23:17:40 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137579154     Annotated Bibliography klmilkovich https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137580216 2016-11-14 23:28:09 UTC https://padlet.com/klmilkovich/hi9zy5e3z24g/wish/137580216