03-+Routines

Routine: Line up. With this routine children will develop their intrapersonal competence and they will control their behavior. In addition, children improve their social and civil competence. We use this routine for input and output of class and when the children go and come back from the playground. We use this routine in the classroom, in the corridor and in the playground. We will work this routine through a song, because it is an effective way to make children know what they have to do. We had to teach this routine in the adaptation period, and this will be a routine that they will do a long the school year. The way we use to do this is; first we start to sing this song and the children line up when they listen to it. They had to hang in the jacket of the classmate who is in front of him, as the same all. We will guide the routine to come and leave to the classroom.

This routine is related with Piaget´s theory of egocentrism.

Lyric of the song: //Stand up // //In line up // //Stop // //Make a line // //Put together // //Line up // //Everybody line up // //Line up walk in your site //

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Routine: Put off your jacket. <span style="font-family: Latha,sans-serif;">With this routine we develop the individual autonomy of children. We will prepare them in this routine since the beginning of the course. <span style="font-family: Latha,sans-serif;">We will do it at the beginning of each day, after coming to class. In this routine children learn to put off their jackets and to put it on their hungers. The hungers have a photo of each child to make them start reading through images and realized their own space to hang their jackets. <span style="font-family: Latha,sans-serif;">When children arrive to school, they will line up, and teacher will command them to enter to the class. Children will be in front of their hungers. The teacher will begin to sing the song; she has to do it slowly and clearly. The teacher will do the movements of the song to facilitate a better understanding of the song. Children will repeat the actions of the teacher to put the jacket on the hunger.

<span style="font-family: Latha,sans-serif;">We will work the intrapersonal aspect based of Vygotsky theory.

<span style="font-family: Latha,sans-serif;">Lyric of the song: //<span style="font-family: Latha,sans-serif;"> Come on children the class has begun! // //<span style="font-family: Latha,sans-serif;"> Put off your jacket, your jacket, your jacket, // //<span style="font-family: Latha,sans-serif;"> a sleeve, other sleeve, back and down, down, down. // //<span style="font-family: Latha,sans-serif;"> Put it on your hunger, your hunger, your hunger! //

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Routine: Hello song. <span style="font-family: Latha,sans-serif;">We use this routine when children come into the class to welcome each other. <span style="font-family: Latha,sans-serif;">With this routine children develop social skills at early years, specially the interpersonal competence; this is a good way to establish an interaction with other children. <span style="font-family: Latha,sans-serif;">This routine is aimed to the level of three years old, when they are in the adaptation stage. So, we only work with the first part of the song during this period at the beginning of the day when children are in the carpet ready to start the meeting time. This routine is based in 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;">Lyric of the song: //<span style="font-family: Latha,sans-serif;">Hello! Hello! // //<span style="font-family: Latha,sans-serif;">Hello, how are you? // //<span style="font-family: Latha,sans-serif;">I'm good! // //<span style="font-family: Latha,sans-serif;">I'm great! // //<span style="font-family: Latha,sans-serif;">I’m wonderful! //

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Routine: Push routine <span style="font-family: Latha,sans-serif;">When the children go to their desks and sit down, with this routine they practice the way to sit down correctly. For this routine the teacher sings the push song. <span style="font-family: Latha,sans-serif;">We use it when we are going to work on the tables and while they are working because it’s normal that children, at those ages, have to make an effort to remain seated. <span style="font-family: Latha,sans-serif;">We can use individually too. And, for example, when some child isn’t sit down correctly, we can say: “Where is your balloon?” Is it on your chair? The child realizes that he isn’t sitting rightly. <span style="font-family: Latha,sans-serif;">In conclusion, it focuses on the intrapersonal intelligence. Particularly, how they can control their behaviour and actions trough the language. <span style="font-family: Latha,sans-serif;">This routine is based on Vygotsky’s theory. This theory tells us the important to speak to children as a way to regulate their movements and actions, one of the first steps to get their internal language. For this reason, we are trying to regulate their position while they are sitting. <span style="font-family: Latha,sans-serif;">Lyric of the song: //<span style="font-family: Latha,sans-serif;">Look at this! // //<span style="font-family: Latha,sans-serif;">It’s my balloon. Do you have you it? // //<span style="font-family: Latha,sans-serif;">Put it in your mouth and blow! And blow… // //<span style="font-family: Latha,sans-serif;">Here it is, it’s so big! // //<span style="font-family: Latha,sans-serif;">Now… put the balloon on your chair, // //<span style="font-family: Latha,sans-serif;">Sit down well and … Pusssssh! It’s the air, pussssh, bye bye air! // <span style="font-family: Latha,sans-serif;"> Routine: Clean up. <span style="font-family: Latha,sans-serif;">In this routine children develop personal autonomy competence and work with it, because we need to educate independent children. <span style="font-family: Latha,sans-serif;">With this routine students start to be autonomous in the way to pick up their own materials in the class when they finish the exercises or the tasks. <span style="font-family: Latha,sans-serif;">We use the song clean-up because is simple and dynamic, besides, it is repetitive too. <span style="font-family: Latha,sans-serif;">We try that children follow the rhythm of the song and associate it with the aim of pick up and put away the things in place. The clean-up song will be sing almost one time in each table, above all during the first days.

<span style="font-family: Latha,sans-serif;">Lyric of song

//<span style="font-family: Latha,sans-serif;">Clean up; clean up, everybody clean up! // //<span style="font-family: Latha,sans-serif;">Clean up clean up, put your things away! //

media type="youtube" key="1b4gSs0KhIU" width="560" height="315" align="center" Routine: meeting area routines! <span style="font-family: Latha,sans-serif;">We use this routine when the children arrive to classroom every day. With it, we promote their autonomy. <span style="font-family: Latha,sans-serif;">This routine has three different aspects: time, weather and attendance. <span style="font-family: Latha,sans-serif;">With this routine, children learn the days of the week, be aware of the passage of time through the date. They also notice the changes of the weather and see if everybody comes to class or someone is missing in his home. <span style="font-family: Latha,sans-serif;"> Routine: we can control the weather! <span style="font-family: Latha,sans-serif;">We use this routine to have a good atmosphere into the classroom. We use four pictures: superstar, sun, grey cloud and raining cloud. <span style="font-family: Latha,sans-serif;">These four pictures will be one above the other being the superstar in the top and the raining cloud at the end. <span style="font-family: Latha,sans-serif;">Superstar means that everybody has an excellent behaviour, sun, a good behaviour; grey cloud means that the behaviour of the class is not very good and raining cloud means that the behaviour of the class is bad. <span style="font-family: Latha,sans-serif;">To make children aware of it we have clothes pegs with the names and photos of the children. <span style="font-family: Latha,sans-serif;">With this resource we can control the behaviour of all the class together or the behaviour of one child individually. <span style="font-family: Latha,sans-serif;">We start using this routine since the adaptation period. <span style="font-family: Latha,sans-serif;"> Routine: Emotional register. <span style="font-family: Latha,sans-serif;">This routine is new for children because we introduce it the first day of the project. <span style="font-family: Latha,sans-serif;">This routine helps us to identify the feelings and emotions of children. <span style="font-family: Latha,sans-serif;">This resource is made up of mugs with the picture of the five emotions (happy, sad, angry, surprised and scared). In other mug there are “doctors’ sticks” with the name and photos of the children. anexo <span style="font-family: Latha,sans-serif;">They have to put their own stick in the mug of the feeling they are identify with. When they put their stick in the mug they tell their classmates why they have this feeling in that moment. <span style="font-family: Latha,sans-serif;">We don’t only promote this routine in the first time in the morning. Feelings are changing along the whole day, so every time their feelings change they will go and change their stick in the right emotion. <span style="font-family: Latha,sans-serif;">This is based on the theory of Garner (multiple intelligences) intrapersonal and interpersonal.

Routine: Lunch routine. <span style="font-family: Latha,sans-serif;">This routine is for the time of break. In this routine we develop three multiple intelligences; linguistic-verbal, bodily-kinesthetic and interpersonal. <span style="font-family: Latha,sans-serif;">Teacher provides parents a healthy timetable of brunch. This means that everyday children would have to take one kind of food (fruits, dairy, sandwich…). <span style="font-family: Latha,sans-serif;">This routine is based onHoward Gardner and his Theory of Multiple Intelligences, <span style="font-family: Latha,sans-serif;">Through lunch routine, we will principally develop three intelligences in the children. The three intelligences are linguistic-verbal intelligence, bodily kinesthetic intelligence and interpersonal intelligence. <span style="font-family: Latha,sans-serif;">We provide children a situation of social interaction, participation and cooperation. <span style="font-family: Latha,sans-serif;">The teacher says and points at the beginning which group start going to their places and continue guiding the turn of the other groups. Children go in small groups to their space to get their lunch and back to their tables, to their sits. Then children eat lunch sitting and calm. When everyone has finished stand up again by groups to throw the garbage in the right place and leave the packs in their spaces. Teacher then asks them if they have eaten well, if they liked it, etc.
 * <span style="font-family: Latha,sans-serif;">At lunch time the teacher rings a bell and says: “LUNCH TIME!!”
 * <span style="font-family: Latha,sans-serif;">The teacher star singing the song: “I feel so hungry; I think is time for us, to have lunch”.