Routines+you+can+work+in+your+class

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= Why chose routines to work in our class? =

====Work with routines is a good way to develop in children the responsibility, autonomy, security themselves and good habits of behaviour; also they can be conscious of the sequence in their life. With routines we also develop social and emotional skills. Through the linguistics skills in this routines we give children repetitive texts, rhythmic sense and commands.====

** 1. Put off your jacket! Routine. **
**Why? ** This routine is for children who are there years old, we will work the intrapersonal aspect based of Vygostky theory. We have chosen this routine for working the individual autonomy of children. We will prepare them in this routine since the beginning of the course.

**How? ** We will do it at the beginning of each day, and after playground time. Our song is about the routine so that the child learns to put off their jackets and to put it on their hungers. We put a photo of each child in their hungers to identificate themselves. In the song the children have to pay attention to the teacher and then they have to repeat it. As a final conclusion we consider that this interaction is basically a regulatory text full of instructions under a game format which will be easily accepted by children as it actually provides grounds for participation. The illustrators, cues, emblems are clear and the repetition of the rhythmic pattern provides children the opportunity to remember the song. The song is: PUT OFF YOUR JACKET! ** Come on children the class has begun! ** ** Put off your jacket, your jacket, your jacket, ** ** a sleeve, other sleeve, back and down, down, down. ** ** Put it on your hunger, your hunger, your hunger! **

**How will we organize the classroom? ** When children arrive at class, they will do a queue, and teacher will command them to enter at class. Children will put in front of their hungers. The teacher will begin to sing the song; he/she has to do it slowly and clearly. The teacher will do the movements of the song and she will try to children imitate her.

2. Hello song! Routine
**Why? ** <span style="font-family: Latha,sans-serif; font-size: 12pt;">We have selected the hello song for this task. First of all, we want to say that this routine allows children to develop some social skills at early years, specially the interpersonal competence, since is a good way to establish an interaction with other children. In this way, Vygotsky's second language acquisition theory says that language acquisition takes place during human interaction in an environment of the foreign language. <span style="font-family: Latha,sans-serif; font-size: 12pt;">This routine is aimed to the level of three years old, when they are in the adaptation stage, but we will develop it in our class. So, we will work all the song instead of the first part as in three years old. We will sing the song at the beginning of the day when children are in the carpet ready to start the assembly. Our goal will be that children be able to follow the rhythm and the sings of the song. For this reason our routine is meaningful and attractive to children. **<span style="font-family: Latha,sans-serif; font-size: 12pt;">How? ** <span style="font-family: Latha,sans-serif; font-size: 12pt;">We have selected one specific moment in the Hello Action Song, in our case it is the moment when teacher stars to sing the song and he tries that his pupils follow him. Now I’m going to share with you the most outstanding features that we’ve found applying the Interaction Discourse Analysis template. <span style="font-family: Latha,sans-serif; font-size: 12pt;">The routine consists on this: **//<span style="font-family: Latha,sans-serif; font-size: 12pt;">Come on! Let´s see! //** **//<span style="font-family: Latha,sans-serif; font-size: 12pt;">Hello! Hello! Hello, how are you? //**

**<span style="font-family: Latha,sans-serif; font-size: 12pt;">How will we organize the classroom? ** <span style="font-family: Latha,sans-serif; font-size: 12pt;">The first move when the teacher stars with a positive affect display, to take student´s attention, linked to an arm and hand movement associated to a rising intonation (paralanguage). Almost simultaneously children react accepting eye contact and using affect displayers to inform the teacher of their interest. <span style="font-family: Latha,sans-serif; font-size: 12pt;">Next move teacher and pupils waive their right hand while teacher says “hello!” using a rising intonation and medium pitch. The non-verbal language that he uses is illustrators and cues. As a third move, teacher and pupils wave their left hand using the same paralanguage and non-verbal language that the previous hello. <span style="font-family: Latha,sans-serif; font-size: 12pt;">Afterwards, in the fourth move teacher and kids move their right hand again but now with high pitch and a new illustrator as non-verbal language. And the last move, teacher and pupils extend their arms straight and they shrug while teacher says “how are you?” falling intonation and high pith. More illustrator and cues are the nonverbal language. <span style="font-family: Latha,sans-serif; font-size: 12pt;">All illustrators provide regulatory function to the song.

** 3. “Clean up, Clean up” **
**<span style="font-family: Latha,sans-serif; font-size: 12pt;">Why? ** <span style="font-family: Latha,sans-serif; font-size: 12pt;">We have chosen this routine to develop and work personal autonomy competence, because we need to educate independent children. <span style="font-family: Latha,sans-serif; font-size: 12pt;">With this routine we want students start to be autonomous in the way to pick up their own materials in the class when they finish the exercise or the task in the different workshops. <span style="font-family: Latha,sans-serif; font-size: 12pt;">To work this routine, we`ve chosen the song “clean-up” because is simple and dynamic, besides, it is repetitive too. **<span style="font-family: Latha,sans-serif; font-size: 12pt;">How? ** <span style="font-family: Latha,sans-serif; font-size: 12pt;">Firstly, we will try that pupils follow the rhythm of the song and associate it with the aim of pick up and put away the things in place. <span style="font-family: Latha,sans-serif; font-size: 12pt;">The first move will be to play the tambourine, so this sound will mean that it´s time to clean up. In this moment the teacher wants to call the attention of the children, for they know that it´s time to pick up the material and finish the task. The teacher will open her eyes and eyebrows and will move her head looking all pupils (paralanguage), also she will be smiling to give a good feeling about the routine (affect display). <span style="font-family: Latha,sans-serif; font-size: 12pt;">In the second move students will pay attention the teacher and they will have to stop to do the activity. <span style="font-family: Latha,sans-serif; font-size: 12pt; line-height: 1.5; text-align: justify;">In the third move, the teacher will approach the place of tables, to remain close to children. <span style="font-family: Latha,sans-serif; font-size: 12pt; line-height: 1.5; text-align: justify;">Some students will start to pick up and sing the clean up song when the teacher approaches of them, because they recognize that it´s time to pick up. It will happen during the fourth move.

<span style="font-family: Latha,sans-serif; font-size: 12pt;">In the fifth move she will begin to sing the “clean up” song, besides she will help their bringing near the box (emblem) during the first days, until they learn how they have to do it. <span style="font-family: Latha,sans-serif; font-size: 12pt; line-height: 1.5; text-align: justify;">When the song says “everybody” the teacher will do the following emblem (move sixth):

- <span style="font-family: Latha,sans-serif; font-size: 12pt;">She will point to each student and then she will point the box. <span style="font-family: Latha,sans-serif; font-size: 12pt;">This emblem means that all students must participate in this action together. One of the targets that we want to encourage is the cooperative learning. <span style="font-family: Latha,sans-serif; font-size: 12pt;">During the last phrase of the song the teacher will look all pupils and she will do an illustrator for example “taking the material and putting in the box” (seventh move). <span style="font-family: Latha,sans-serif; font-size: 12pt;">In the eighth move pupils put away the materials from the task into the box and they will help each other, following teacher´s behaviour <span style="font-family: Latha,sans-serif; font-size: 12pt;">When they finish the routine the teacher will strengthen their saying well done, or doing positives moves, like okay cue´s (ninth nine) <span style="font-family: Latha,sans-serif; font-size: 12pt;">The clean up song, will be sung almost one time in each table, above all during the first days. <span style="font-family: Latha,sans-serif; font-size: 12pt;">In our routine will predominate the regulatory function, because the emblems and illustrators, which are used by the teacher, it regulate in all the moment the behaviour of the students. <span style="font-family: Latha,sans-serif; font-size: 12pt;">When children will learn the routine, the teacher only will sing the song and will observe that pupils doing the routine correctly. Little by little children also will begin to sing the letter of the song, and at the end of the course, they will can to sing the complete song.

**<span style="font-family: Latha,sans-serif; font-size: 12pt;">How will we organize the classroom? ** <span style="font-family: Latha,sans-serif; font-size: 12pt;">As we have 16 pupils in our classroom, we will put three big tables forming a triangle like in this picture. <span style="font-family: Latha,sans-serif; font-size: 12pt; line-height: 1.5;">Our idea of the triangle is that we will sit students leaving one place (the near place of the triangle) in each table for teacher can move loosely in this space.

4. Line up!
<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">For students to develop intrapersonal competence, we select the routine “Line up”. As through this routine children learnt to control their behaviour. In addition, students improve their social and civil competence.This routine is used for input when the kids come back of the playground and output of class when they go home. This routine is used in the classroom, in the corridor and in the playground. We will work this routine through a song, because it is a effective way so that children know what they have to do. Teacher will divide the class into three large tables to perform this routine. **<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">Why? ** **<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">To help children control their behaviour. **<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">When children learn to control of behaviour, we can say that exist a self-regulation. This routine is related with Piaget´s theory of egocentrism: - <span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">Children go through intellectual development in its four proposed stadium. - <span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">Children develop knowledge about himself and his environment, but still have not self control over himself and his behaviour. - <span style="font-family: Latha,sans-serif; font-size: 12pt;">Egocentrism is visible in speech and games with rules. <span style="font-family: Latha,sans-serif; font-size: 12pt;">To overcome egocentrism and being able to have a self- regulatory behaviour teacher should: - <span style="font-family: Latha,sans-serif; font-size: 12pt;">Make clear the class rules. - <span style="font-family: Latha,sans-serif; font-size: 12pt;">Explain the reason why we do something and not impose **<span style="font-family: Calibri,sans-serif; font-size: 14pt;">- ** <span style="font-family: Latha,sans-serif; font-size: 12pt;">Speak positively **<span style="font-family: Latha,sans-serif; font-size: 12pt;">How? ** <span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">To begin with this routine the teacher start say //**<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">Stand up! **//<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;"> And she would move her hands down and up, she using pitch high and using an emblem and with eye contact. With this order children stand up. Them the teacher would go to first table and would help children to get one after the other, while she says //**<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">In line up!, **// <span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">using pitch high and illustrator and eye contact. Children would form one line for each table maintaining the eye contact. Later, the teacher would extend her arm with an open hand and would say //**<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">Stop! **//<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">, Using pitch high an emblem and eye contact. Those children would stop and would maintain eye contact. In this moment the teacher said //**<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">Make a line! **// <span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">And she would take the first child of a line and would put child´s hands on her waist. And they would walk to the other table with these lines, using illustrators and eye contact. Children would walk with the teacher in line. Next teacher would be out of the line and would take the first child of second table and would join these line with the other line, while she would say //**<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">Put together!, **// <span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">and she would use emblems and eye contact. Later, the teacher said //**<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">Line up! **//<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">And she moves the arm forward and back and the paralanguage are falling and rising intonation, the non-verbal language are eye contact, illustrators emblems and cue, at the same time, children walking with the teacher and they do eye contact. Later the teacher says //**<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">Everybody line up! **//<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;"> While she moves her arm form outside to inside and she would use emblems, illustrator, cue and eye contact. The children walk with the teacher. Repeats the phrase //**<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">line up! **//<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;"> And them the teacher says //**<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">walk in your site! **// <span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">And she punting her feet and she walks in her site. She would use emblems, illustrator, cue and eye contact. With these order the children would walk in their site trying don´t step on other children. Later the teacher would say //**<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">Stop! **// <span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">And she would extend her arm with an open hand. She uses an emblem and eye contact. She use pitch high. Then children would stop and would maintain eye contact. Finally teacher said //**<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">Well done! **// <span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">She raises her thumb finger using pitch high. She uses emblem and eye contact.

<span style="font-family: Latha,sans-serif; font-size: 12pt;">Along the entire discuss analyse the function is regulatory and when she says line up also is informative because she says what go to do.

<span style="font-family: Latha,sans-serif; font-size: 12pt;">The moves that teacher make is “your arm from outside to inside”. The actor is teacher and the speech acts is “everybody line up”, this is an emblem. Paralanguage is “falling and rising”. Non-verbal language is “eye-contact”. <span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">The function is regulatory. Children walk until teacher and walking with her forming a line. **<span style="background-color: #ffffff; font-family: Latha,sans-serif; font-size: 12pt;">Why? ** <span style="font-family: Latha,sans-serif; font-size: 12pt;">We work the routine of lunch with our children in the break, before eat, and go to the playground. We want to work with their independence and autonomy in the classroom. <span style="font-family: Latha,sans-serif; font-size: 12pt;">According to Howard Gardner and his Theory of Multiple Intelligences, he defines the intelligence as “the ability to solve problems or create products that means value in the culture”. Further, he extends the concept of intelligence. On the one hand, he stands that shining academically is not everything to face the life; we need to develop other aspects. <span style="font-family: Latha,sans-serif; font-size: 12pt;">On the other hand, he defines the intelligence as a skill which has two different parts, the one which comes with the person (genetic) and the one which we have to get (when we develop and use the genetic one along our life). <span style="font-family: Latha,sans-serif; font-size: 12pt;">The difference between people is the ability that we have in one or other intelligence, how we use and combine them to solve problems. <span style="font-family: Latha,sans-serif; font-size: 12pt;">We are teachers, so we have to get that our children develop all types of intelligences through the activities we proposed. This way, we will get children ready to live in this world. <span style="font-family: Latha,sans-serif; font-size: 12pt;">Through lunch routine, we will principally develop three intelligences in the children. <span style="font-family: Latha,sans-serif; font-size: 12pt;">We contribute to the linguistic-verbal intelligence, because we work listening (the orders we give, the song and the conversation they have in small groups during lunch…) and comprehension of what we talked about (when they react to what we say). <span style="font-family: Latha,sans-serif; font-size: 12pt;">Also we work the bodily kinesthetic intelligence because children have to control their body movements to go from one place to another in the class, and they also need to work on coordination (to bring lunch, save it, collect…). <span style="font-family: Latha,sans-serif; font-size: 12pt;">Finally, we work interpersonal intelligence. We provide children a situation of social interaction, participation and cooperation. **<span style="font-family: Latha,sans-serif; font-size: 12pt;">How? ** <span style="font-family: Latha,sans-serif; font-size: 12pt;">At lunch time the teacher rings a bell and says: “LUNCH TIME!!” <span style="font-family: Latha,sans-serif; font-size: 12pt;">The teacher star singing the song: “I feel so hungry (bis), I think is time for us, to have lunch”. The students at the beginning just listen (later time they will hum and finally sing). <span style="font-family: Latha,sans-serif; font-size: 12pt;">The teacher says and point at the beginning which group start going to their places and continue guiding the turn of the other groups: “Blue table group” “Green table group”… <span style="font-family: Latha,sans-serif; font-size: 12pt;">The children go in small groups to their space to get their lunch and back to their tables, to their sits. <span style="font-family: Latha,sans-serif; font-size: 12pt;">The student who is in charge that week has to deliver one napkin to each student. The teacher will encourage the children to thank the action being the teacher itself the one who says “Thank you” at the time they received the napkins. <span style="font-family: Latha,sans-serif; font-size: 12pt;">The teacher starts “singing” and making the gestures they need to learn how open their lunch pack. The students will learn them. Also teach them how to take the fork and pick the pieces of fruit. <span style="font-family: Latha,sans-serif; font-size: 12pt;">The children eat lunch sitting and calm. <span style="font-family: Latha,sans-serif; font-size: 12pt;">When they finished they leave the bottle/small bags/tuper in their tables and wait for the others finished. <span style="font-family: Latha,sans-serif; font-size: 12pt;">When everyone has finished stand up again by groups to throw the garbage in the right place and leave the packs in their spaces. The teacher says the order of the groups. <span style="font-family: Latha,sans-serif; font-size: 12pt;">They come back to their sits. <span style="font-family: Latha,sans-serif; font-size: 12pt;">Finishing the routine the teacher asks: “Have you eaten well?” “Did you like it?”. The children answered: “Yes!!” or “No!”. **<span style="font-family: Latha,sans-serif; font-size: 12pt;">How will we organize the classroom? ** <span style="font-family: Latha,sans-serif; font-size: 12pt;">To separate the children in groups and name them with one color each group. <span style="font-family: Latha,sans-serif; font-size: 12pt;">To name one responsible of deliver the napkins each week.
 * 1) **<span style="font-family: Latha,sans-serif; font-size: 14pt;">5. ** **<span style="font-family: Latha,sans-serif; font-size: 14pt;">Lunch routine **