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 that 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 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.

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We are looking forward to cycle 2 week 5 as scholars focus how to make progress in each subject and ensuring we are at the right place at the right time. Our word of the week is ‘inexplicable’.
4:45pm 20.01.2019

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Delighted that our sixth form staff is up and running. Love teaching A - Level and have a proven track record we look forward to hearing from you. https://t.co/AhVi7T3vma
2:46pm 20.01.2019

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One of our GCSE scholars is famous! This is a fantastic watch and she gets to meet her all time favourite cricket player @root66 #Cricket #Bradford #England #Dreams #GCSEPE Bats, Balls and Bradford Girls: https://t.co/t23nLWqeBW via @bbciplayer
9:26am 20.01.2019

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Really lovely progress event held this evening. It really is a pleasure to work with our families and scholars.
9:22pm 17.01.2019