Beginning of Year Routines: Setting a Strong Foundation

Starting a new school year requires a well thought out and choreographed plan for classroom routines and procedures. Routines and procedures are the backbone of daily classroom instruction. When students are clear on expectations and follow routines efficiently, this enables the day to flow smoothly, and it maximizes time spent in learning.

In preparation for the year, classroom teachers collaborate on building routines and procedures that will be utilized across the day. This includes, but is not limited to, routines for entering, exiting, and transitioning between spaces safely, unpacking and packing up, collection and distribution of papers or materials, communication with teachers and other students in class, what to do once work is completed, etc. Teachers should list out each micro transition that takes place across their day, break the transition into step-by-step directions for students, and map them out in tables or diagrams.

 

 

 

In preparation for the year, classroom teachers collaborate on building routines and procedures that will be utilized across the day. This includes, but is not limited to, routines for entering, exiting, and transitioning between spaces safely, unpacking and packing up, collection and distribution of papers or materials, communication with teachers and other students in class, what to do once work is completed, etc. Teachers should list out each micro transition that takes place across their day, break the transition into step-by-step directions for students, and map them out in tables or diagrams.

Planning in advance will create predictability in the classroom and limit uncertainties across the day that might otherwise result in wasted time or off-task behavior. Once these routines are established, they must be explicitly taught and practiced during the first few weeks of school – and revisited from time to time.

Furthermore, and especially with younger students, incentives can be motivating and help to tighten up classroom transitions or routines across the year. Teachers may opt to set class or individualized goals, time transitions to improve urgency, name ‘routine stars’, or assign jobs for procedures to foster independence and aid those with behavioral needs. We have even seen students highly motivated by transition ‘Olympics’ in which classes compete for the title of tightest, most orderly, or urgent transition. It feels just like a game, but students are simultaneously getting practice sharpening routines within their classroom or hallways. In turn, they will be freeing up space for more learning to happen across the school day. Additionally, this is a great way to involve other members of the school community [deans, administrators, etc.] as “judges”.

To ensure that beginning of year routines are taught effectively, teachers must do the following:

I. Lead with purpose over power. Ensure students understand the rationale behind the routine.
II. Show – don’t just tell. Explicitly teach the steps of procedures or transitions through modeling.
III. Practice, practice, practice. Create space to allow students to practice or ‘try again’ as needed.
IV. Prioritize. You won’t teach everything all at once. Introduce the most essential routines first.
V. Sprinkle in some incentives. Motivate younger students by incentivizing tightening up routines.
VI. Know that you’ll have to revisit. Students will need refreshers after long weekends or holidays.

Remember that consistency is key. Routines and transitions should be taught and practiced the same way repeatedly. It is also important to consider visiting teachers, Deans, or other staff that work with your class. It is recommended that routines look similar for all classes in a grade band and for all teachers working within that grade. This limits time wasted on learning and relearning new routines with different teachers or classes and strengthens the calming sense of predictability we strive for across our school buildings as we launch into a new year of learning.

 

 
 

This post was contributed by Ms. Emanuele, former Kindergarten teacher/Grade team leader, Instructional Coach, and current Specials Project Manager). As a non-CMO charter network, we rely on the thoughts, opinions, and innovations of our staff to move our mission forward and provide an excellent academic option to families in the South Bronx. To hear more from our staff, check out the next post! Or, click here to learn more.