Classroom Management: Routines

A. Beginning of the day – When students arrive to the classroom, they will place their materials in the proper locations, then transition into independent work through the following procedures: 1. Students will enter the classroom and begin the arrival routine. 2. Each student removes their folder and snack from their backpack, and then puts the backpack in their cubby.

3. Their folder goes in the “Homework Folder” bin, and their snack goes in the snack basket at their table. 4.The student should then go to the SMART board, check in on the attendance chart, and read the ‘Do Now’ activity. 5. The student will then work on the activity until the arrival time transition has ended by signal of the teacher ringing a bell. B.

End of the day – When the teacher signals pack-up time, the students will t4ransition to the proper location in the classroom to begin the end of day pack-up routine: 1. Students will sit at their tables. Homework directions will be given. 2.

Homework folder bins will be placed on the tables by a student assigned the role for the week. 3. Each table will be called one at a time to empty their mailboxes, at which point the student will go to their mailboxes, empty the materials, and then return to their table to pack up their folders. 4.

Once everyone has emptied their mailbox, tables will once again be called one at a time to push in their chairs, put their folders in their backpacks, and then make their way to their bus rooms for dismissal.C. Transition between activities – Students will complete a transition routine and move from one activity in the classroom to another in a reasonable amount of time with independence. Students will be given a warning, letting them know they have 2 minutes left to work on their assignment, and that when the timer goes off they should stop working and give their attention to the teacher for directions. A timer is set on the SMART board.

1 . Once the timer goes off, students will stop working and give their attention to the teacher. . They will clean up their materials, making sure to put them in their rightful place, and transition to the location specified. 3.

When they transition, they will walk. 4. If transitioning to a location outside of the classroom, the students will line up in 2 lines – one for boys and one for girls. 5. As they transition through the building, they will remain in line order, keeping their hands to themselves and a respectful distance between themselves and the people in front of and behind them.D.

 Distribution of materials – Students will work to distribute materials to the class in an organized manner as per the following procedure: Students are given a weekly job that can be found on a classroom job chart. 1. When it is time to transition to a work activity that requires materials to be distributed, the teacher will call the “Table Helpers”. 2.

The helpers will get the necessary materials and bring them to the table they are responsible for. 3. The students will distribute the materials, and then return to their correct location.E. Field trip – Students will demonstrate an understanding of the rules and routines when engaging in learning opportunities away from school grounds.

Students will stop and listen for directions when the classroom signal is given. 1. They will get a field trip bracelet from their teacher, who will assist them in putting it on. 2. They will use the bathroom, get a drink, then line up to go to the bus. 3.

While on the trip, students will stay with the group, sandwiched between the teacher who is in front, and the parent volunteer who is the ‘caboose’.F. Recess – Students will share materials and play respectfully with their class mates. 1. Those who wish to play a field game such as soccer or football will come to the field, where a teacher will assist in making 2 teams.

2. The students will discuss the rules everyone will agree to play by. 3. The teacher will mediate as the children come to an agreement regarding the rules, and then begin the game. G.

Fire or disaster drills – Students will demonstrate the ability to participate in a fire or disaster drill safely.The student will follow the routine with independence and complete steps within a reasonable amount of time. 1. When the fire alarm goes off, students will stop whatever they are doing and immediately line up silently at the door. 2. The teacher will grab the attendance log by the door and lead the students out through the nearest exit.

3. The students will walk in their lines without talking. 4. Once the class gets to their designated location, the teacher will do a role call to make sure everyone is present.

5. The students will remain quietly in line until the administration informs the classes that it is safe to return to the building. 6. At this point, students may talk, but will remain in line until they return to their class.

Developing routines creates a sense of order within a classroom that is necessary to promote a student’s development of organization and learning skills. The examples listed above are examples of effective classroom routines. In this paper we will discuss the routines, and why they are appropriate and necessary in the learning environment.The routines demonstrated above are not created in theory, but actually practiced within my first grade classroom. As I thought about my students, I listed what I felt were the most important skills a first grader develops. This led me to determine that our biggest goal in first grade is to develop routines and to learn to navigate through a classroom with a reasonable amount of independence.

Each of the following examples promotes this belief. As the students enter the classroom, it is important to establish and maintain an arrival routine that is consistent.My students arrive at staggered times within a 20 minute time frame. Some days there are all smiles, some days there are tears, and some days there are any number of emotions walking through the door. Maintaining a consistent arrival routine ensures that the expectation is known even before they walk through the door. It allows the students the opportunity to transition into their day, organize their materials, thoughts, and feelings before delving into academics.

Just as there is a need for an arrival routine, there is an equal need for a routine to end the day.In my classroom this is even more necessary, as my students participate in a dual language curriculum. This means I have 2 classes of students that switch between my class and a second class midday. This also means that my students have 2 arrival and departure routines each day, which further necessitates the need for an easy to follow end of day routine.

By having the students go to their tables, the transition becomes more manageable for the students, as they collect their materials from the mailboxes in groups of 4-6, rather than contending with 21 other students all at once.Breaking down the routine into smaller steps also allows the student time to reflect upon whether or not they have followed the directions correctly. In addition, the process creates time to work on organizational skills when they are placing their materials into their folders. My classroom consists of 22 students, both in the morning and afternoon classes.

I tell them each year that one of the hardest things they will learn to do is learn how to move together as a group.This is because they are still working on their negotiating skills; not only verbal negotiations, but physical as well. It is because of this that we have developed a lining up routine as referenced above in the “Transitions” routine. By lining up in 2 lines, the children minimize the amount of individuals they must contend with to get to the expected location, while developing their social, communication, and nonverbal skills as well.

There are a number of curriculum areas covered each school day. Therefore, the need for classroom materials being readily available is significant.By assigning classroom jobs such as the table helper roles, materials become available quicker and the transition to the next activity is smoother. Students build a sense of responsibility and pride in themselves as they work to help their classmates. These roles exemplify this notion.

The most loved parts of the day tend to be when the children take a break and get to loosen up a bit. Recess allows the students the opportunity to move and (weather permitting) get some fresh air and exercise. With that said, recess is anything but time for the teachers to loosen up!The social/emotional component plays a huge role in the success or demise of a recess period for some students, so it is very important to provide structure to this “free” time the children look forward to. The area that needs this most is on the fields, where organized games such as soccer take place. The need for teacher guidance and supervision is great, as the children have various ways of expressing themselves. This can be problematic in situations where a child feels wronged or not listened to, which can often be the case when playing a game that may have a number or variations on the rules.

The students know that before a game commences, they must work cooperatively with the guidance of a teacher to determine the rules that will apply. This routine helps once again to develop those negotiating skills, as well as develop social and emotional skills for conflict resolution. For times of the day that are anything but routine, such as a fire drill or the occasional field trip, it is still imperative to develop a routine where the children can learn and understand what the expectation is.Many of the routines discussed in this paper apply across various times of the day and activities. One example of this is the rule for lining up. This routine continues to be the same, even in field trip and fire drill situations.

By adding the component of the students knowing they must be ‘sandwiched’ between a teacher and parent volunteer on trips, the children are able to focus their attention on the learning element the trip has to offer.In addition, it allows the teacher to observe the class with ease, and keep track of each child’s whereabouts. By making consistent use of the routines taught to the students, I have watched them grow and develop socially, cognitively, and emotionally. The use of routines has also developed each student’s independent work skills as they have learned each routine and demonstrated their understanding of the expectations set forth. The use of routines has had a positive impact on the classroom dynamic, and the learning as well.