gs

g
i
r
sa G 016
s
i
l
Me
,2
6
1
l
i
Apr U 611
ED

C ha p t e r 5
Classroom
Routines:
Preparing
for the
Work Ahe
ad

Classroom Procedures and

Routines
Allow teaching and learning to proceed in a

structured, predictable, and efficient manner

Purpose should be clear to teacher and
students
Exist to help students learn as effectively as
possible
The number of procedures and routines can
be based on the age of the students in your
classroom.
Dont expect students to read them and
automatically know what to do.

Classroom Procedures and

Routines
Steps to set up procedures and routines:
Determine them What needs to be

established for things to run smoothly?

Clarify the rational for them Why do you need
these? What is the purpose for them?
Develop them
Teach them Show them what you expect
Apply them
Automatize them
Reflect on, revise, and review them

Classroom Rules to Live

By
Work with students to create the rules for the

classroom Students will be able to take

ownership of these and follow them better
Can be transferable to the world beyond the
classroom Be nice, work hard, no shortcuts,
no excuses
Keep your rules simple and in a small number
book suggest 3 5 rules

Starting the Day, Starting

Class
The beginning of the day/class should establish an

effective tone that supports teaching and learning

Steps for starting the day/class:
Use assigned or home base seats students know

where to begin and end the day

Be sure students know start-up expectations What
do I do? Where does my stuff go? And so on.
Use a checking in routine can be individual or
whole class
Review work plans make sure students understand
what they need to do and what is expected

Ending the Day, Ending

Class
Give students advanced notice usually 3 5

minutes so that everything can be back to

normal
Signal a return to home base one minute
warning for them to get back to assigned
seats
Remember to save time for closure wrap up
what the lesson was about and review any
assignments
Be sure students recognize their dismissal
signal dont use a bell or announcement, it
should come from you

Assigning Students to
Groups
2 questions to ask yourself
1. How will students know who they are working with?
2. How will groups/individuals know where to work in the

classroom?

Things to consider in setting groups:

Create standing groups last for a set time, can change often
Text Teams
Think Tanks
Synthesis Squads
Dip Sticks
Teacher Talks
Peer Partners

Assigning Students to
Groups
0 Code different areas of the room so that you

can assign different groups to those areas

0 Use pocket charts or assignment boards to
help students know what they are working on
and who they are working with

Giving Directions for Multiple

Tasks
Give directions to only those students who

need to hear them

Use task cards
Provide directions in alternative formats
Use students to give directions
Meet with students who have difficulty
understanding directions
Differentiate the assignment

Resources
Leading and Managing a Differentiated

Classroom Chapter 5