Beyond Rules: Designing and Teaching Procedures for New Teachers

Introduction

Dear New Teacher,

You are about to embark on one of the most exciting and rewarding careers there is, teaching. Think back to your favorite teacher ever. What did their classroom look and feel like? How did that teacher make you feel and why? What was it about this teacher that set them above all the others? Chances are, the classroom ran like clockwork with a predicable schedule and clear expectations. You knew exactly what was expected of you at all times and in all situations. Likely, the teacher did not raise their voice much because they did not have to.

Successful teaching is so much more than planning a good lesson. Before meaningful instruction can even happen, you (as the teacher) must lay the foundation for success. This foundation is not content, it is routines and procedures. What are students expected to do when they walk into class? Where and how will students store their stuff? How do students ask for a pencils, the bathroom, water, the nurse? When during a class period will these things be permitted? How will students exit the classroom? How will they be dismissed? What happens when there is a fire drill? What happens if a student is absent and needs to turn in work or needs to complete missed work? How will materials be distributed and collected? The list goes on and on...

Your mission, if you choose to accept, is to plan routines and procedures that will be relevant for your classroom and for the success of your students.

Task

Your mission is to plan out routines and procedures for your classroom that you will practice with students during the first days and weeks in school. In addition, you will plan exactly how you will practice those procedures, and exactly what consequences will be given when students do not follow them.

Process

Part I: PLANNING YOUR PROCEDURES BEFORE THE FIRST DAY OF SCHOOL:

1. Open the slide presentation to see the routines and procedures you will be planning before the first day of school.

2. Use a wide variety of the resources provided to come up with some ideas for creating and implementing the routines and procedures needed to start the school year. 

3. Describe each procedure in detail, step-by-step (see the example on the slide presentation).

4. Describe in detail how and when you will practice each procedure during the first week of school.

5. Describe the logical consequence for when students do not follow the procedure.

6. Teach procedures to your students during the first week of school

 

Part 2: EVALUATING YOUR PROCEDURES (after one month of implementation)

1. Evaluate procedures using this document, making adjustments as necessary.

2. Share modifications with students and practice as needed.

 

Resources:

Internet:

  1. Title: Rules and Routines in the Classroom

    1. URL: https://www.edutopia.org/blog/rules-routines-school-year-start-classroom-management

 

  1. Title: Creating Classroom Routines & Procedures 

    1. URL: https://teacher.scholastic.com/classroom_management_pictures/index.html

 

  1. Title: 19 Effective Classroom Procedures You Can Try

    1. URL: https://www.indeed.com/career-advice/career-development/classroom-procedures

 

  1. Title: Teaching Expectations, Routines and Classroom Procedures: Practices for Effective Classroom Management

    1. URL: https://theeducationhub.org.nz/teaching-expectations-routines-and-classroom-procedures-practices-for-effective-classroom-management/

 

  1. Title Strategy: Teaching Classroom Routines

    1. URL: https://www.classroomcheckup.org/teaching-classroom-routines/

 

Print:

  1. Diffily, Deborah, and Charlotte Sassman. Teaching Effective Classroom Routines: Establish Structure in the Classroom to Foster Children’s Learning, from the First Day of School and All through the Year. Scholastic, 2004. 

  2. Wong, Harry, et al. The First Days of School: How to Be an Effective Teacher. Harry K. Wong Publications, 2018. 

  3. Hayes, Kathleen. Classroom Routines That Really Work for PreK and Kindergarten. New York, Scholastic Professional Books, 2001.

  4. ‌Wong, Harry K, et al. The Classroom Management Book. 2nd ed., Mountain View, Ca, Harry K. Wong Publications, 2018.

  5. Jackson, Paul, and Marjan Glavac. How to Thrive and Survive in Your Classroom : Learn Simple Strategies to Reduce Stress, Eliminate Misbehavior and Create Your Ideal Class. NIMA, 2019.

Evaluation

* `Please note that you will be evaluated using the Philly Danielson Rubric for all evaluations, both informal and formal, completed by your administrator. The rubric below combines all expectations for routines and procedures the Danielson Framework covers.

 

Rubric for Evaluating Classroom Routines and Procedures

 

 

(0) Failing

(1) Needs Improvement

(2) Proficient

(3) Distinguished

  

Working Independently

Students not working with teacher are not on task/engaged with learning activity.

Only some students not working with teacher are on task/engaged with learning activity.

Students are on task/engaged with learning activity, whether working with teacher or independently.

Students manage their own time and are on task/engaged with learning activity,

  

Transitions

Transitions are disorganized and much instructional time is lost.

Transition routines have been established, but do not function smoothly.

Transitions between activities run smoothly with little teacher intervention.

Transitions between activities run smoothly with no teacher intervention.

  

Managing Materials

There is no clear procedure for the distribution and collection of materials.

Materials routines have been established, but do not function smoothly

Materials routines run smoothly with little to no teacher.

Student take initiative for the routines around distribution and collection of materials and they run smoothly with no teacher intervention.

  

Instructional Time

A lot of instructional time is lost due to lack of routines. 

Some instructional time is lost due to inconsistent routines.

Classroom routines function smoothly and little instructional time is lost.

Classroom routines function perfectly and no instructional time is lost.

  

Classroom Environment

The classroom environment is chaotic and no standards for conduct appear to have been established.

The teacher tries to keep order and refers to rules in the classroom with mixed success.

Conduct expectations have been established and student behvior is generally appropriate.

Student behavior is entirely appropriate; with minor infractions dealt with swifty with no loss of instructional time.

  

Monitoring Behavior

Student behavior is not monitored by the teacher.

There is a system for monitoring student behavior, but the system is inconsistently enforced not only sometimes effective.

Teacher monitors student behavior consistently and effectively.

Teacher silently and subtly monitors student behavior, without the awareness of other students.

  

Addressing Behavior

Student misbehaviors  are either ignored or ineffectively addressed.

Teacher response to student misbehavior is inconsistent, sometimes lenient and sometimes harsh depending on circumstances not directly related to the incident

Teacher response to student misbehavior is consistent and effective.

Students respectfully address misbehavior of peers when appropriate without teacher intervention,

  
 

Failing

0-4 ponts

Needs Improvement

5-10 points

Proficient

11- 17 points

Distinguished

18+  points

Total:_____

 

Conclusion

Congratulations! You have successfully created and implemented procedures for the functional running of your classroom. Once students follow procedures with automaticity, you can consider those procedures part of your school routine. Remember to practice procedures until they become routine and revisit procedures after every extended break (3 or more school days(. Remember to re-evaluate routines periodically and adjust as needed.

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