Observation and Description At the beginning of the year, the major occupying task for teachers is that of organizing the classroom and establishing a management system that will run throughout the year (Evertson, Emmer, & Worsham, 2006). Once the teacher meets the students, he establishes his role as the leader and gives them directions on how to begin the year. Some routines are inevitable and the students must be accustomed to them. Some of these include routines on how the students should handle study books, how they should sign out of a class, how they should get supplies in class, and how they should leave for lunch. The routine of handling study books help the children take care of the materials all year. Signing out of class procedures prevent interruptions, as students will not have to ask for permission. Collecting supplies is another task that requires procedure so that the student will not have to ask the teacher if they need the materials. Another routine that needs procedures is leaving for lunch. It includes how the student should line up to ensure orderliness and respect for one another. These routines ensure smooth running of events and the teacher will not have keep on giving instructions to the students (Colvin & Lazar, 1997). The students will also be required to continue carrying out these routines throughout the year and that they will be actively engaged in executing the procedures. The first and most important step in the implementation of routines and procedures is teaching. The observed teacher teaches and demonstrates each routine and its procedures allowing the students to participate. This step ensures that the students understand the requirements of every routine and the expectation that they should be responsible for their actions. Analysis, Exploration, and Reasoning The expectation is that the students will be highly involved in the learning process. Active learning is one of the rules that have been set for the class and furthermore, the students have laid down the foundation for teamwork. The observed teacher chose a routine for the students to follow when they want to drink water during a lesson. The purpose of this routine is to organize the class and avoid unnecessary commotion during the class (Colvin & Lazar, 1997). Connections to other effective teaching practices Routines are very important for classroom management because they enhance the efficiency of the learning process and the also promote the students sense of responsibility (Colvin & Lazar, 1997). Routines also provide the most needed structure for doing things. Section B & C The aim of routines is to make the execution of situations smooth in that they will not require supervision or instructions every time these situations arise (V. Jones & L. Jones, 2004, Kauchak & Eggen, 2008). Some of the selected situations and their respective routines are as below. Situation: Beginning of the day Routine: Preparing for the day’s activities Procedure:  1. Take the book bag  2. Put the homework in the book bag  3. Carry the book bag to school Situation: End of the day Routine: Returning study materials Procedure:  1. Put the crayons in the small basket  2. Carry the small basket to the table  3. Empty the crayons in to the c