Having these guiding questions in mind, consult your Resource Teacher on the possible assistance or participation that you can offer to help with classroom routines. Complete the matrix for the routines that you can apply before, during, and after classes in both classroom and remote learning settings to maintain order and discipline. Below are the issues we encountered while trying to implement these routines:

1. Some students tend to ignore or not pay attention to the routines and procedures that are being implemented.

2. There are instances where students forget the routines and ask for special consideration.

3. Getting the students’ attention requires repeating the signals multiple times, whether it’s verbal or non-verbal.

4. Some routines and procedures need to be explained more clearly and simply by the teacher so that students can easily follow and remember them.

5. It takes time and consistency to turn the routines and procedures into habits for the students.

How did you feel after employing your classroom routines and establishing your procedures in the classroom/remote learning?

After implementing the routines and procedures, we felt a sense of relief and confidence, knowing that the discussions, activities, and overall classroom environment would run smoothly.

How did your students respond to your classroom routines and procedures?

Our students responded positively by actively cooperating and consistently following the routines and procedures during each class meeting.

What was the feedback of your Resource Teacher on your classroom routines and procedures?

Our Resource Teacher provided valuable feedback, noting that the routines and procedures we established were effective. She also offered additional insights and asked thoughtful questions to further evaluate the effectiveness of these routines.

Was there a change in the classroom environment/teaching-learning process after you have implemented your classroom routines and procedures?

Yes, there was a noticeable change. With the students understanding what to do, we spent less time giving instructions and more time engaging in actual learning activities, creating a more efficient and focused classroom environment.

What was the feedback of your Resource Teacher on your classroom routines and procedures?

Our Resource Teacher appreciated the routines we had developed, and her feedback helped us refine and strengthen the procedures for even better classroom management and student engagement.

1. What factors/conditions prompted you to establish those classroom routines and procedures?

We are the type of people who value organization, so we wanted to create a smooth-flowing discussion and activities in the classroom. Our goal was to maintain order, keep the classroom organized, and make the most of our time, allowing for a more efficient learning environment.

2. Was there a marked improvement in classroom management after employing your classroom routines?

Yes, implementing these routines made classroom management much easier for both us and the students. It helped create a more structured environment where everyone knew what to expect, which made it easier to stay on track and focused.

3. Did the teaching-learning process improve? Justify your answer.

Absolutely, there was significant progress in the teaching-learning process. With clear routines in place, daily activities ran smoothly, and we were able to manage time more effectively. It helped maintain order and focus, allowing us to concentrate more on the learning objectives. Since students already knew what was expected of them, we spent less time on instructions and more time on meaningful learning activities, ultimately contributing to better student outcomes.

What insights have you gained while doing this learning episode?

While working through this learning episode, we’ve learned the importance of carefully considering the best ways to implement routines and procedures that will be easy for students to follow. Routines and procedures form the foundation of daily classroom life, and having them in place makes the teacher's role more organized and manageable. These routines not only make the teacher’s tasks easier but also benefit the students by creating a sense of confidence and comfort, as they clearly understand what is expected of them in various situations. 

OBSERVE
What problems or challenges did I encounter in establishing my classroom routines?

Some students tend to disregard the routines and procedures being implemented, and others forget them, requesting consideration. Additionally, some routines need to be explained more clearly and simply to ensure students can easily follow them, as they sometimes forget the rules. Establishing these routines and procedures as habits for students takes time.

REFLECT
How do I hope to address these problems and challenges?

To address these challenges, we must ensure that our discussion of routines and procedures is thorough and clear. By keeping the routines simple and concise, students will be able to follow them more easily. We can post visual aids as reminders for students to refer to when they forget the procedures. If students refuse to follow the rules, consequences must be implemented to maintain discipline.

PLAN
What strategies or ways can I employ to improve my classroom routines?

To improve my strategies, I will further research by browsing reliable online resources, reading articles, and looking into recommendations from other teachers. I will also seek feedback from colleagues and consider their constructive criticisms. To refine my classroom routines, I will assess what has been established and reconsider those that are challenging for students to follow.

ACT
Based on my answers in numbers 1-3, what is the possible title of my action research on this episode?

The possible title for my action research could be "Clarifying Routines and Procedures Through Learner Involvement and Modeling."

Online Resources for Improving Classroom Routines:

• Langley, J. (n.d.). Establishing classroom routines & rituals. Retrieved from https://cpb-ap-se2.wpmucdn.com/global2.vic.edu.au/dist/9/77440/files/2019/02/ED1FA1-Establishing-Classroom-Routines-Rituals-Download-1924t4p.pdf

• Marzano, R. J. (2012). Becoming a Reflective Teacher. Retrieved from https://soltreemrls3.s3-us-west-2.amazonaws.com/marzanoresources.com/media/documents/reproducibles/supporting_beginning_teachers/35whatdoItypicallydotoacknowledgeadherencetorulesandprocedures.pdf

• Use of Classroom Routines to Support the Learning Process. (n.d.). Retrieved from https://www.odu.edu/content/dam/odu/col-dept/cdse/docs/ac-k-12-checklist.pdf

• Walton, L. (2020, September 11). Establishing routines for Remote Learning. Edutopia. Retrieved from https://www.edutopia.org/article/establishing-routines-remote-learning

• Schwartz, S. (2020, December 10). Classroom routines must change. Here's what teaching looks like under COVID-19. Education Week. Retrieved from https://www.edweek.org/teaching-learning/classroom-routines-must-change-heres-what-teaching-looks-like-under-covid-19/2020/08

• Hudson, H. (2021, September 3). 12 must-teach classroom procedures and routines. WeAreTeachers. Retrieved from https://www.weareteachers.com/classroom-procedures-save-sanity/

1. C

2. D

3. A

4. D

5. D

Take some snapshots of your routines in the classroom or in remote learning and tell something about them. You may also write down the procedures you have formulated and explain the reasons for these.

Use of Washroom

• Politely ask for permission and state your purpose.

• Walk quietly without disrupting others.

• After use, flush the toilet and make sure the bathroom is left clean.

• Close the bathroom door when finished.

Submission of Tasks and Requirements

• Submit tasks ahead of the deadline whenever possible.

• Bring your work on time if there is a specific schedule.

• Follow instructions carefully and use the proper materials for the task.

• If the teacher is absent, leave your work on their desk.

• Ensure your name is on any submitted projects.

• Make sure your work is neat and presentable.

Movement into and out of the Classroom

• Walk quietly in the hallways and avoid shouting or causing distractions in other classrooms.

• Do not run inside the classroom.

• Avoid moving the chairs around unnecessarily.

• Always sit in your assigned seat.

• Do not switch seats unless instructed to during group activities.

• Walk calmly in the hallways and do not run.

Checking of Attendance

• Respond with “present” or “here” when your name is called.

• Listen attentively when the teacher is calling the roll.

• If you miss your name, wait until the teacher finishes and then politely ask if your name was called.

• If you are absent, submit your excuse letter through a classmate or ask your parents to hand it to the teacher. Make sure the reason for your absence is clearly stated, and the letter is signed by your parents.

Greetings

• Greet classmates and teachers with “Good morning/afternoon” or “Goodbye.”

• Acknowledge teachers in the hallways or around the campus.

• Smile and greet other students, even if you don’t know them.

• Address teachers respectfully as "ma’am" or "sir."

Line Formations

• Stand quietly in line during ceremonies and avoid talking or looking around.

• After the ceremony, stay in line and proceed to your classroom in an orderly manner.

• Walk peacefully in line so you don’t disturb other classes.

Transitioning to Group Work

• Move quietly to your assigned group.

• Avoid dragging chairs when setting up for group work.

• Work together with your group members and share ideas calmly.

• Keep the noise down and focus on the task, without disturbing other groups.

• Always be honest and do not cheat during group activities.

• Stay engaged, pay attention, and actively participate.

Cleaning Assignment

• Assign specific students to cleaning duties.

• Begin cleaning upon arrival at school and/or before the flag ceremony.

• Retrieve the cleaning materials from their storage and return them afterward.

• Handle cleaning materials carefully and avoid damaging them.

Latecomers

• Don’t rush into the classroom. Politely ask for permission, apologize, and explain your reason for being late.

• Enter the classroom quietly.

• If you’ve been late three times already, wait for the next subject to enter the classroom.