Mornings+routines

__**Hello song**__

We use this routine when children come into the class to welcome each other. 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.

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. Lyric of the song:

Hello! Hello!

Hello, how are you?

I'm good!

I'm great!

I’m wonderful!


 * __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. 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


 * __Clean up__**

In this routine children develop personal autonomy competence and work with it, because we need to educate independent children. 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.

We use the song clean-up because is simple and dynamic, besides, it is repetitive too. 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.

Lyric of song

Clean up; clean up, everybody clean up!

Clean up clean up, put your things away!

Besides these three routines carried out through songs, in our classroom there are other routines:

1. The teacher goes to look for his/her children to the playground.

2. Children start to walk in silence towards the class.

3. Once they enter in the class, the teacher orders them to stop and be in a line near to the door. Now, we will know if someone is still outside or is lost.

4. When the teacher says sit down! children sit down without taking off their coats. In each table there are groups of four people. The first day, the teacher will tell them what his/her chair is.

5. When the teacher says stand up! in groups, children stand up and take off their coats. They put them in their own hangers. Group by group. Only one group will be able to stand up. When they sit down, next group stand up.

We have followed these steps because we want to control all our students. In this way, they will know that they have to obey to the teacher; he/she is the person responsible for them. Each routine seeks the autonomy of our pupils who they will need be leading at the beginning for the teacher, but doing again this routine they will achieve doing the line by themselves. It can extrapolate this idea with the rest of routines, but there are some specific competences that we will point at each.