Beruflich Dokumente
Kultur Dokumente
Chapter Three
I. The Need for Procedures and Routines
II. Common Procedures and Routines
III. Teaching and Reinforcing Procedures
Introduction
Twenty-eight fourth graders run toward you from the playground and fall into a double line along your
classs special crack in the concrete. You greet the group warmly and turn to walk back to your classroom.
You progress up two flights of stairs and by four other classrooms and not a sound is heard behind you
except the squeak of shoes on the floor. You pause beside the doorway and say good morning to each
student by name as they enter the classroom. Speaking only in hushed tones, they quickly hang their coats
and backpacks on their labeled pegs, put their homework in the homework tray, pick up their 3-ring binders
from the shelf, sit down at their desks, and begin to respond to the questions you have written on the Do
Now section of your board. You start your timer for six minutes. Since all notebooks except Aimees have
been retrieved from the shelf, you mark her absent and clip the attendance form to the door for your
attendance monitor to bring to the office on his way to lunch. You circulate around the room, checking in
with students, making sure Chris understands the directions and Traci stays focused. The timer goes off.
Hands shoot up in the air; students are eager to share their answers. The day has begun.
Some would compare the beginning of this day to the working of a well-oiled machine. This teacher has
established and enforced a morning routine that allows him to make contact with each of his students, to
get students working immediately on an academic task, and to efficiently deal with administrative
responsibilities. The students clearly know what is expected of them at various points in the 15-minute
window described above everything from what to do when their teacher appears on the playground, to
how to walk through the hallway, to how to enter the classroom, to how to share their responses to the
warm-up activity. Not only is this first 15 minutes efficient, it also presents a secure and predictable
structure for students.
This chapter builds off of the components of classroom management covered in chapter two. Classroom
procedures and routines combine with rules and consequences to create a structured and efficient
classroom environment that helps students to feel safe and secure and provides the teacher more time
for instruction.
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13 Canter, Lee and Marlene Canter. Assertive Discipline: Positive Behavior Management for Todays Classroom.
Santa Monica, CA: Canter & Associates, Inc., 1992, p. 122.
14 Cangelosi, James S. Classroom Management Strategies: Gaining and Maintaining Students Cooperation. White
Plains, NY: Longman, 1993, p. 11.
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Taking Attendance
Calling roll verbally is perhaps the least
efficient way to check attendance, as it
wastes instructional time and distracts
students.
Instead, handle attendance while students
are involved in an instructional task (writing
in a journal, silently reading, etc.). Many
teachers open each day or class period with a
quick assignment, often called a Do Now,
Focus, or Warm-up that students can do
independently while the teacher records
The Classroom Management & Culture Toolkit found
attendance.
online at the Resource Exchange on TFANet has further
Some teachers use a seating chart and put it
information (pp. 17-19: Managing Classroom Space).
inside a plastic page protector. They quickly
scan for empty seats and mark the chart with
an overhead transparency pen. Later, they
transfer the information to their attendance book and wipe off the chart for the next day.
If your students keep an in-class 3-ring binder, have them put their names on the spine. As they
enter the class and take their binder from the shelf, you will quickly see who is absent, as binders of
absent students will be left on the shelf.
Getting the Attention of the Class
You should establish certain cues so you can quickly gain the attention of the entire class and signal
what needs to happen next.
Possible cues include clapping in a special rhythm and having students mimic the rhythm, holding
two fingers in the air, counting down from 5 to 1, saying 1-2-3 All Eyes on Me to which students
respond 1-2 All Eyes on You, shaking your special tambourine, turning music off, or giving simple
directions such as notebooks should now be closed or cluster into your groups of five.
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Distribution of Materials
Have materials prepared before students even
enter the room. For example, if multiple
materials are needed for a group activity, create
a bin for each group before school. When the
group activity begins, you or the Materials
Master for each group gives the group the bin
with all the necessary materials.
Keep needed materials, such as the pencil
sharpener, scrap paper, paper towel, etc., in
standard places so students know where to find
them.
Giving Instructions
If your students can read, put written instructions on the board. That way, while students are getting
started on the assignment, you can walk around and individually address those who are off-task.
Use audio-visual aids prepared before class, such as overheads, rather than writing things on the
board while students wait. In addition to saving time, overheads do not require that you turn away
from the class, assisting with classroom management.
Do not depend solely on oral instruction to the entire group. Have instructions already written on the
board or on the assignment so students can progress at their own pace.
Remember the importance of checking for understanding, as discussed in the Instructional Planning
& Delivery text. Asking a student to explain the procedure again to the class before you start will help
you identify any potential misunderstandings (which later become inefficiencies).
Getting Started
In order to encourage students to be ready quickly, consider creating a simple challenge Lets see
if we can put away our bags and be seated with our math books open faster than we did yesterday.
Lets try to break our 30-second mark!
Depending on the resources available, you might need to plan rotational activities. Some students
can be working at their desks while other groups use lab equipment. Students should never wait
around while others use special materials.
Transitions Between Activities
Accommodate students completing work at differing times. For example, avoid scheduling a large
group discussion after a written assignment.
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Unplanned Interruptions
Teach students a procedure for handling interruptions (e.g., you are suddenly called down to the
office and an aide will be covering your classroom), such as teaching students to work on a particular
independent reading assignment whenever the activity at hand is interrupted.
Practice how students will react to a PA announcement or a visitor at your door who needs to speak
to you for 20 seconds.
To prepare for the day when you have a practice fire drill and dont have enough time to begin the first
stage of the lab activity, or the day when the principal calls half of your students to the gym for class
pictures, keep a drawer of short activities (sometimes called sponge activities) that fill small
instructional opportunities and serve as quick ways to reinforce or review material. For sample
Sponge Activities, see the Classroom Management & Culture (pp. 22-23).
Student Needs (Bathroom, Water, Tissue, etc.)
You may have decided that you wont allow students to leave your class to go to the bathroom except
in an extreme emergency (this is particularly reasonable at the secondary level, where students can
use the time between classes to go to the bathroom or get a drink). But, to save the ensuing
distraction and time it takes to ascertain whether that one-foot hop really constitutes an emergency,
several corps members report success with giving each student one emergency bathroom pass for
each semester. Students are responsible for keeping the pass. In the case of an emergency,
students raise their hand with the pass in hand, the teacher nods, signs it while continuing to teach,
and the student leaves the room. When the student returns to class she gives the pass to the teacher.
Design a signal for students to give you when they need to get up and get a tissue. (Its often helpful
to have tissues in a set place in the classroom; consider asking parents to donate one box at the
beginning of the year). If a student raises her hand and taps the end of her nose, you can nod your
permission without stopping what youre saying to the rest of the class.
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I thought I had taught procedures and routines to my students, when in reality I had primarily expected my
students to know what to do without explicit explanation and consistent reinforcement from me. When they
entered the classroom sort of quiet, instead of silent, I allowed them to proceed. I tended to think there was
something wrong with the procedure itself, not my teaching or reinforcement of it. Lacking confidence, I kept
experimenting with and changing my classroom routines, but I grew more and more frustrated when I just
couldnt find the ones that worked magically for my students. (Now, I realize there is no magic procedureit is
just what you insist on.)
That Monday, we went up and down the stairs until my students got it right. I had them come in and out of the
classroom until they went in perfectly silently. We packed up and left the classroom repeatedly until they did it in
the efficient and quiet way I asked them to. Each time they didnt do it right, I would tell them in a calm and
matter of fact tone of voice, That wasnt right. I know you can do it correctly. We need to do it again.
Liz learned that, in order to maximize the time her students were focused on academic achievement, she needed
to spend the time teaching her procedures:
I had wanted to give my kids a lot of freedom and choice, and yet my first three months proved that in order to get
to a place where students can have a choice, they first have to have structure. The key to shifting my classroom
management in the middle of my first year (as opposed to waiting to start over in the second year) was my
determination to create that structure. I did not give up and was determined to make that year work.
Procedures and routines maximize the efficiency of your classroom; they also reinforce your high
behavioral expectations and help ensure a predictable and safe classroom environment by teaching
students specific behaviors for specific circumstances.
You should develop these procedures and routines with the aim of maximizing your instructional
time and minimizing students off-task time.
Procedures and routines must be taught, modeled, and reinforced, just like rules, consequences,
and any other curriculum content.
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