First week of school routine

In this post we selected tips and suggestions for your Routine for the first week of school.

Organizing school activities with children and teenagers is a somewhat complex task. It can sometimes seem difficult to keep students focused and motivated on the tasks they need to do.

See too:

• Routine Posters for Early Childhood Education
• Text – Camila and Back to School
• posters for the routine of early childhood education

Why is it necessary to establish a routine?

THE school routine it is the sequence of activities that a student develops while at school. At first glance, it may seem unnecessary to plan this sequence in advance, but it is important that it be well thought out. If the routine is organized, it is easier to ensure that students complete their tasks and that the teacher can achieve the desired educational goals.

The planning of a school routine should start from the principle that some moments must be repeated periodically. With a well-defined and stable daily life, the student feels more secure and develops their autonomy, which contributes to the smooth running of the proposed activities and leads to an improvement in teaching as a whole.

Routine for the first week of classes for Early Childhood Education

• Ensure that children attend the school's outdoor space on a daily basis.
• At least twice a week, hold the story wheel in a space different from the classroom available at the school (Ex: park, kiosk, patio, in the shade under trees, etc.)
• This is just a routine SUGGESTION for children from 3 to 5 years old, and it can be adapted according to the reality of each teacher/school/class.

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Routine suggestions for the first week of school

1st day 

• welcome/reception
• Teacher presentation
• Student presentation/ Who am I?
• Dynamics for interaction/socialization. What are your wishes for this year? (Remind them that their wishes may be in their hands). (Draw by hand and on each finger, write a wish or tree recording in its leaves.)
• Speaking of good manners, organized lines etc...
• Playtime, how to behave?
• Give importance to daily reading from the 1st day of class.

For 1st grade:

• Affectionate welcoming is essential.
• Get to know the school and its employees and learn to respect them.
• Give importance to: games, make-believe, music, drawing and stories, as well as reading by the teacher.

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2nd day

• A little conversation is good. Learn to speak one at a time.
• Good manners, always!
• And the birthdays of the month?
• Reading time
• Where do we live? Explore well: Planet Earth, Me and the environment/draw.
• Start the construction of the Coexistence Norms, which should be fixed in a visible place in the class.

3rd day

• Remember that the 1st days will be decisive for the course of the year, be firm.
• Taking care of school property is part of my daily life.
• Reinforce it well: we are the ones who make the school, we are responsible for it.
• What can I do to keep the school always beautiful.
• Heritage Music (Little Red Riding Hood)

A clean school is very different
She is beautiful and is good for us
if you're clean you're smart
Everyone will want you around
Be careful
look at cleaning 2 times
a clean school
It's always a beauty.

4th day

• Reinforce previous lessons.
• Resuming: Who am I?/personal data – register/draw.
• Me and my family – build the family tree.
• Doll dynamics:
• Each child receives a bond sheet and the teacher talks about how they should draw eg:

The head is a square,

the mouth a banana,

the nose a fork,

an eye is a coconut,

the other a button,

the neck is a ladder,

the belly a pillow,

an arm an umbrella,

the other a spoon,

a leg is a heavy object,

the other a light object. Etc…

• The child must choose a name, where he lives and what he eats.
• Talk about respecting the differences, focusing on the different drawings they made.
• How are the living standards in our room?

5th day

• Resuming previous classes.
• A little citizenship: The other in our life. What can I do to help you?
• Is school part of our environment?
• What is environment?
• How to protect the environment?
• Reading the fable of the hummingbird. Question: What was the act of citizenship performed by the hummingbird?

Once upon a time there was a forest where all animals lived in peace.
At dawn on a certain day, all the animals started to run away from a great fire.
Behold, at that moment, a very strange scene happened.
A hummingbird flew from the waterfall to the fire, carrying drops of water in its small beak, trying to calm the great fire.
The elephant, admired with such courage, arrives and asks the hummingbird:
– You hummingbird, are you going crazy? Can't you see that you won't be able to put out this fire with droplets of water? Escape while there is still time!
And the hummingbird responds:
- I know that putting out this fire is not my problem alone. I'm just doing my part! This forest is my home, and you don't leave a home until you fight to save it!

I also recommend: Suggested Back-to-School Dynamics

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Routine for the first week of school – To print

Routine for the first week of school - Welcomed

Source: Posted by teaching with love Professor Valeria:

First week of school routine – Back to School

Also see: How to make classes more dynamic in Early Childhood Education

Goals of the week:

• Give students joy on the first day of class;
• Develop the ability to identify your own name;
• Recognize the Alphabet Letters;
• Identify each student's writing level;
• Awaken the sense of organization and socialization

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Routine for the first week of school print

What should a good routine be like? First week of school routine

The organization of time is one of the biggest challenges in providing children with quality care and education. Every moment of life in preschool should be a time full of stimuli, challenges and opportunities to learn. For this to happen, it is essential to plan the activities of each day well, in the context of a weekly or monthly work plan.

 Below are 9 essential steps of Routine for the first week of school:

arrival and welcome

This is the most important part of a child's day in preschool. Once the difficulty in separating from the parents is overcome, the child learns that he is welcome. Who receives it, how it is received by adults, teachers and peers sets the tone of the day and their perception of preschool life. Arrival is also the time to form important habits: locating and storing objects, putting on and taking off clothes, tying and untying shoes. The child must acquire autonomy in these matters within the first few weeks. The presence of an adult is essential to guide the formation of habits and sequences, as well as to encourage the child to progressively become autonomous.

Initiation and training wheel

There are two most common ways to start the day: in some schools, the child goes to the classroom and has freedom to do what you want or you can play on the patio, even organize some activity; in others, the children go directly to an activity organized by the teacher. This activity can be the usual wheel, or something the teacher has prepared to engage the children directly in it. The most common is the wheel, and there are several forms and schedules for it, among which we highlight:

1. Listening to children, letting them tell about events that took place at home or on the way to school. Listening is essential for the teacher to identify children who need special attention, and it is also a fruitful time to encourage children who speak little and share little of their lives.
2. Make the call, identify those present and absent. Check the calendar; learn about days of the year, month, week; talk about the weather; get the routines of the day right; announce events or surprises.
3. Introduce concepts. In circles, children can participate in games to learn the names of their peers, name objects, identify words or phonemes, continue a story, etc.

Lunch

Snack time is a privileged time for the formation of hygiene and health habits, organization, social behavior and psychomotor skills. But it is, above all, a privileged time for an adult-child interaction very similar to life at home. The possibility for the teacher to sit with the children and talk in a free and relaxed way should be seen as a unique moment.

playground

In a dynamic school where the child has varying degrees of freedom to come and go and choose tasks and friends, recess is not much different from other moments in preschool. The existence of adequate spaces and equipment and the presence of other adults can also help a lot in the development of social behaviors. Ensuring children's safety must be a primary concern, and like everything else in safety, prevention is always the best medicine.

rest

Children vary greatly in their need for rest and the length of rest. Needs tend to reduce over time, but like any habit, rest must be anticipated and nurtured. The school may decide whether children who are not in the habit of sleeping should remain quiet while resting or if they can participate in other activities. Furthermore, there are times when the child needs time and isolated space to recover.

Bathroom/hygiene

There are several important questions regarding these themes.

1. Regarding hygiene. It has been proven that the hands are the biggest transmitters of disease among people, and this is particularly accentuated in the case of children. Therefore, access to places to wash your hands frequently is essential to avoid illness.
2. Regarding the use of the bathroom. Children often need to go to the bathroom, but they do not always have the ability to predict or remember. Hence, needs often arise unexpectedly and urgently. Furthermore, many children need to acquire the basic habits for using the toilet facilities, which are not always taught or practiced in their homes.
3. All of this suggests that sinks and toilets should be adequately sized, at the proper height, and preferably located in spaces adjacent to or adjacent to the classroom. Otherwise, this activity can consume 20% or more of the teacher's daily time.

 farewell

The farewell must be preceded by a review of the day. This helps children develop a sense of planning, predictability and stability. It also helps in developing memory and organizing narrative structures. Before the end of the day, there are precautions to be taken into account:

1. Cleaning the room and materials: Children should do this after each activity, but especially at the end of the day it is important to keep the room clean and tidy. This reinforces the sense of planning, order and responsibility.
2. Arrangement of clothes: this is another opportunity for the child to develop independent habits of dressing and training motor skills. It also helps her memory and a sense of responsibility about the objects she takes and brings to school.
3. Items to take home: often the child takes home messages, notes, work he does, books or borrowed objects, it also helps the memory process.
4. Homework: if there is homework, ideally it should be done systematically, for example, every day, or on a certain day. Past duty must be collected and fulfilled – this is essential for the child to develop a sense of responsibility.
5. Warm greetings: they are essential to build and strengthen bonds of affection between children and with adults and teachers. Furthermore, it is the time for interactions and exchange of information between teachers and parents.

free play

Depending on available resources, children can have time to do whatever they want in different spaces in the room. If this is possible, the teacher must ensure that the children circulate in the various spaces on different days, to prevent them from always doing the same thing. This is usually done by forming pairs or cracks and encouraging children to play together. These are important moments for children to develop their individuality, learn to play in groups of two, three or more; and they are precious moments for the teacher to observe the children and engage in real conversations around the activity the children are doing. Real conversation means long dialogues, in which the teacher encourages the child to elaborate their thoughts, feelings, explain the action, etc. It's the opposite of doing quizzes with questions and answers or giving orders.

Organized activities

Each day the teacher will organize two, three or four activities, using the available materials. The activities must be planned in a spaced way, but they can be sequential: for example, the teacher you can read a children's story and then do an activity or a drawing on the text. read. Careful preparation for each activity should be done as this eases the transition and helps children focus on what they are about to start doing.

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