What Are The Rules Ritual And Routines In The Classroom

There are a number of rituals and routines outlined in the “Rules, Rituals, and Routines” section of the text. The main ritual/routine discussed is the distribution of textbooks, one that can make or break the atmosphere in the classroom. In the example provided, the teacher was not very organized in the distribution of the books, thus holding up the flow, and eventual lack of completion, of the lesson he had planned. Simple things like that executed properly can make for a much better learning environment; had the books been handed out in a timely and orderly fashion, the students would have been able to start the lesson faster and likely would have been able to finish the lesson, as there would have been more time for the teacher to cut down on distractions earlier on (talking, etc.).

Class time is greatly related to student achievement if the class time is regulated properly. The quote from page 117 cites research that states when “more time

First, it reduces patterns of discrimination and gives relative equal opportunity to students regardless of race, socioeconomic standing, etc. and creating a different classroom environment. This, in my humble opinion, makes peers be able to be more cohesive and work together both in and out of the classroom regardless of any preconceived prejudicial thoughts or actions. Second, the concept of “ability grouping”, from my understanding, is similar to what I experienced in my time as a student in middle and high school; the practice of placing students on certain levels based on ability in a particular subject. Personally, math was not a strong suit, however English and reading comprehension was, thus the staggering of placement in those particular areas. One area of an individual’s intelligence should not automatically place them in a low-level track for all subjects, and it seems as though that train of thought (pun intended) is gaining momentum as it rightfully