Reflection
Routines and transition are necessary to support students as they gain familiarity with their school and classroom environment5. A positive classroom environment is necessary to foster optimal learning outcomes for students, including a child’s motivational and learning needs, social interaction with others, and transitioning young people into school life6.
Routines include asserting regular practice in everyday events such as lunch breaks, relaxation time and toileting procedures, to major teaching and learning strategies that include collaborative planning, lesson routines and expectations5.
In order to develop student independence through organised routines and transitions, I would negotiate with my students what they feel will assist them during routine periods and establish a list for display in the classroom1. This helps to ensure continuity in learning for children throughout their schooling year5.
During transition times I would engage students in activities that have a routine structure, yet are flexible enough to introduce new concepts and provide meaningful connections between classroom discussions and life experiences as students share their knowledge and own experiences with peers. Students are clearly identified as a meaningful part of the learning process.
The following model is an effective planning method when developing routines and transitions that supports the health and well being of students:
Routines and transition are necessary to support students as they gain familiarity with their school and classroom environment5. A positive classroom environment is necessary to foster optimal learning outcomes for students, including a child’s motivational and learning needs, social interaction with others, and transitioning young people into school life6.
Routines include asserting regular practice in everyday events such as lunch breaks, relaxation time and toileting procedures, to major teaching and learning strategies that include collaborative planning, lesson routines and expectations5.
In order to develop student independence through organised routines and transitions, I would negotiate with my students what they feel will assist them during routine periods and establish a list for display in the classroom1. This helps to ensure continuity in learning for children throughout their schooling year5.
During transition times I would engage students in activities that have a routine structure, yet are flexible enough to introduce new concepts and provide meaningful connections between classroom discussions and life experiences as students share their knowledge and own experiences with peers. Students are clearly identified as a meaningful part of the learning process.
The following model is an effective planning method when developing routines and transitions that supports the health and well being of students:
Routines include asserting regular practice in everyday events such as lunch breaks, relaxation time and toileting procedures, to major teaching and learning strategies that include collaborative planning, lesson routines and expectations5.
In order to develop student independence through organised routines and transitions, I would negotiate with my students what they feel will assist them during routine periods and establish a list for display in the classroom1. This helps to ensure continuity in learning for children throughout their schooling year5.
During transition times I would engage students in activities that have a routine structure, yet are flexible enough to introduce new concepts and provide meaningful connections between classroom discussions and life experiences as students share their knowledge and own experiences with peers. Students are clearly identified as a meaningful part of the learning process.
The following model is an effective planning method when developing routines and transitions that supports the health and well being of students:
(Department of Health and Ageing, 2013)
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Bibliography:
1. Blaise, M., & Nuttall,J. (2011). Capter 8: Transitions (pp.199-228). Learning to teach in the early years classroom. South Melbourne: Oxford University Press.
2. Derman-Sparks, L., & Ramsay, P. (2008). What if all the kids are white? Anti-bias themes for teaching young children. In A. Pelo (Ed.) rethinking early childhood education. Milwaukee, Wisconsin Rethinking Schools (pp.43-47).
3. Department of Health and Ageing. (2013). Kids matter. Retrieved from http://www.kidsmatter.edu.au/
4. Phillips, L. (2013). Week Nine: Routines, Transitions and Social and Personal Learning [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.
5. The State of Queensland (Queensland Studies Authority) (2006). Early years curriculum guidelines. Brisbane: QSA
6. Yelland, N., Lee, L., O’Rourke, M., & Harrison, C. (2008).
Multimodality. Rethinking in early childhood education. (pp.47-81). Berkshire, England: Open University Press.
4. Phillips, L. (2013). Week Nine: Routines, Transitions and Social and Personal Learning [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.
5. The State of Queensland (Queensland Studies Authority) (2006). Early years curriculum guidelines. Brisbane: QSA
6. Yelland, N., Lee, L., O’Rourke, M., & Harrison, C. (2008).
Multimodality. Rethinking in early childhood education. (pp.47-81). Berkshire, England: Open University Press.
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