Classroom routines

At Dixons McMillan Academy, we adhere to a set of routines in every lesson. Each routine has a specific purpose and scholars and staff strive for 100% consistency in classroom routines every single day. These routines allow scholars to develop their learning with minimal disruption, demonstrate respect for teachers and fellow scholars and serve to maximise the efficiency and productivity of every lesson. 

Prisms 

We use prisms to communicate effectively with teachers during lessons, in a way that is respectful and does not disrupt others. Each prism has coloured sides: green signifies confidence to continue working; amber signifies that a scholar is struggling with their work; and red signifies that a scholar is stuck and requires help immediately. By using the prisms, teachers are able to identify scholars who need support more quickly. 

Arrival routines 

Scholars line up at the entrance of the classroom before each lesson. On entering, they set their prisms to green. This allows the lesson to start promptly, so that learning time is maximised. 

Presentation of work 

All scholars are expected to present their work neatly, writing in black pen, or using green for self and peer assessment or when improving work.  All titles and dates are underline in pencil, using a ruler. 

Mantras 

Mantras performed at the start of each lesson show that scholars are ready for the lesson and demonstrate respect to teachers and each other. 

Literacy routines 

All scholars must follow the academy's literacy routines: track the speaker, speak in full sentences and carry an appropriate Drop Everything and Read (DEAR) book. Find out more about Literacy routines here. 

First time every time 

Each scholar tracks the speaker, follows instruction and does not answer back.  

Mini white boards 

Mini white boards are given to each scholar to encourage them to share and celebrate their work, as well as highlight gaps in knowledge. Scholars hold up their white boards on the count of three to chest height. 

Responding to a question 

Whether scholars have been selected from teachers’ lollipop sticks or targeted by a teacher directly, scholars are encouraged to stand up to address their audience and provide answers to questions in full sentences. This develops confidence in speaking, a skill which is essential for further education, job interviews and developing their careers. 

Exit routine 

Scholars exit the classroom in silence. There are three stages to the exit: pack away and be ready; stand behind chairs; line up or make your way to the next lesson in silence. This ensures there is a consistent and calm end to the lessons and minimises the transition time between lessons, which allows more time for learning. 

Ready to Succeed?

Join Our Team View Our Impact

If you need to get in touch with us, please use our contact page.

Latest Tweets

Twitter
Twitter

A pleasure to hear our leaders speak so passionately about their subjects: how powerful knowledge is taught and cultural capital is built. @Dixonsma_Txt @dixonsma_mfl @Dixons_MAGeog @dixonsma_maths @dixonsma_music @DmaReligious @DixonsMA_PE @dixonsma_hist @dixonsma_eng
8:43pm 22.04.2021

Twitter
Twitter

@dixonsma_2024 What a pleasure to read the applications. What a credit to themselves, the academy and their families! So excited for the elections too.
8:39pm 22.04.2021

Twitter
Twitter

Very pleased to say we have our appointed prefects for 2021-22! Well done to Venus, Bayan, Ahmed, and Nahin! The campaigning for the elections for our Thu 6th May election for the remaining positions starts tomorrow! Very exciting! #CivicResponsibility #Leadership
8:29pm 22.04.2021

Twitter
Twitter

A challenge laid down for senior leaders @Dixonsacademies @BeckfootTrust is to stop doing something of limited impact to make space for the nurturing of culture. We were all inspired by this on @TeacherTapp This is one for our @BradResearchSch friends too. https://t.co/c2Rjsq0gdG
9:03am 21.04.2021