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Establishing Classroom Routines
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Presentation on theme: "Establishing Classroom Routines"—
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1
Establishing Classroom
Routines
Design Question 6 - Element 4:
How does a teacher establish classroom routines?
2
Before we begin…
Before we begin talking about element four, let’s be sure that there is
an understanding about how the elements in Design Question 6 are
related. This is important as you plan your lessons. Watch the video on
the next slide. Please take notes, documenting how the elements in
Design Question 6 are related.
3
Video – How do the elements in Design Question 6 relate to
each other?
Click on the link to view a video from the Pasco County Schools about
how the elements in Design Question 6 are related to one another.
4
How were the elements related to each other?
You should have noticed that:
Both of the elements in design question 6 must be intentionally
planned for prior to students ever entering your classroom.
Element ve, organizing the physical layout of the classroom, is meant
to support element four, establishing classroom routines.
Now, let’s talk about element four speci cally.
5
Review Teacher and Student Evidence NOTE: This list of
evidence is not all inclusive but is instead a list of possible examples.
6
Review Scale for Element 4
7
Desired E ect in the Students
The desired e ect is, “for the students to know and follow the rules
and procedures.” To receive an Innovating rating, the teacher must
monitor and make accommodations so that every student in their
classroom achieves this desired e ect. In other words, every student
must be following the rules and procedures and if someone isn’t, then
the teacher must make accommodations so they have the ability to
follow the rules and decides to follow the rules.
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8
Task
While watching the video, which will soon come up in this module,
identify:
Instances where classroom routines are evident. How do you know?
Cases where classroom routines are needed, but not present. How do
you know?
After watching the video you will be asked to identify the teacher and
student evidence to rate the teacher on this element.
9
Video
Click on the link to view the video of a music classroom.
10
Video Questions and Answers
Q: Where were classroom routines evident? How do you know?
A: As the students enter the classroom it is clear that this is an
established routine that all students are able to follow with only non-
verbal cues from the teacher. Additionally, all of the procedures
related to playing the violin were clearly well rehearsed and the
students were clearly able to follow.
Q: Where could you tell introducing a routine would have provided an
opportunity for more time on task?
A: When the teacher asks the students to get the violins. This is a
chaotic event that takes much more time than necessary and leads to
some students nding inappropriate ways to occupy their time. Also,
times where the teacher is checking each student and others are
waiting the students tend to talk and become restless. A reminder of
the expectations was warranted here and could have been prevented
if students were reminded at the beginning of the activity.
11
Task
On the next slide is the teacher and student evidence. What evidence
did you see and were able to document? Use this to rate the teacher
as you walk through the next few slides.
12
Review Teacher and Student Evidence What did you see?
13
Review Teacher and Student Evidence What did we see?
14
How to Rate Teacher and Student Evidence
You can only give credit for what you see.
Teacher Evidence:
Teacher reminds students of rules and procedures.
The teacher reminds students to move the bow like wind shield wipers
in a storm, but slowly because it it’s raining softly. He also gives them
reminders of how to get into playing position by comparing their
stance to the statue of liberty.
15
How to Rate Teacher and Student Evidence
You can only give credit for what you see.
Teacher Evidence:
Teacher provides cues or signals when a rule or procedure should be
used.
The teacher gives students non-verbal cues as to what they should do
as they enter the classroom, throughout the violin lesson, and even
gives a quiet signal to remind an especially loud friend to quiet down.
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16
How to Rate Teacher and Student Evidence
You can only give credit for what you see.
Student Evidence:
Students follow clear routines in class.
Students walk in following a routine and nd their places. They then
follow the routine of the warm up and violin lesson, including getting
in the proper playing position.
Students recognize cues and signals by the teacher.
Students follow the teachers cues and signals throughout the violin
lesson, closely watching and following what the teacher does.
17
Review Scale for Element 4 to Rate the Teacher
18
How we Rated the Teacher
The teacher earned a rating of Applying. It was evident that rules and
procedures had been taught. The majority of students were following
these routines and all of the students were monitored for the extent to
which the desired e ect was evident. One student was repeatedly
redirected. If the teacher had developed or implemented a strategy to
allow that student to have the desired e ect as well then an
Innovating rating would be appropriate.
19
Task
While watching the video, which will soon come up in this module,
identify:
The one technique that the teacher uses throughout the video.
The variety of situations in which this technique was used.
After watching the video you will be asked to identify the teacher and
student evidence to rate the teacher on this element.
20
Video
Click on this link to watch a video about classroom transitions.
21
Video Questions
Q: What one technique does the teacher use throughout the video? A:
The teacher uses the acronym “CHAMPS” to review the behaviors
expected of students in a variety of situations. Q: In what situations
did the teacher use this technique? A: The teacher utilized the
“CHAMPS” acronym when asking students to take out a book and open
it to a speci c page, for lining up and walking in the halls and moving
into and working in centers.
22
Task
On the next slide is the teacher and student evidence. What evidence
did you see and were able to document? Use this to rate the teacher
as you walk through the next few slides.
23
Review Teacher and Student Evidence What did you see?
24
Review Teacher and Student Evidence What did we see?
25
How to Rate Teacher and Student Evidence
You can only give credit for what you see.
Teacher Evidence:
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Teacher reminds students of rules and procedures.
The teacher was very clear and easy to understand as he
communicated his speci c expectations to students. There was no way
for a student to question what they were supposed to do.
Teacher provides cues or signals when a rule or procedure should be
used.
The teacher verbally praised students who were following procedures
as a reminder to other students to do the same.
26
How to Rate Teacher and Student Evidence
You can only give credit for what you see.
Student Evidence:
Students follow clear routines in class.
Students followed routines in a variety of situations including taking
out a book, lining up, walking in the halls, and completing center work.
Students recognize cues and signals by the teacher.
Students follow the teachers cues and signals throughout the lesson,
closely watching and listening to and watching the teacher.
27
What is next?
There are many procedures that should be taught in the rst weeks of
school. Follow this link to read an article about how and which
procedures to teach. You are most likely viewing this after school has
already started and may have already taught many of these. Review
this list or search and nd another one. As you look at the list think
about problems that are occurring in your classroom. Identify at least
one procedure you could teach that would help to eliminate this area
of frustration. If you have taught each of these, consider whether you
taught it as e ectively as you could and reinforced the procedure.
28
Is this element in your PGP? Then you need to…
Sign into Click on the Growth tab and then click on the Plans option.
Open your current plan and ll out a new Re ection Log, answering all
of the questions.
Decide how you will change your teaching as a result of viewing this
module.
Execute your change, re ect on its impact, and ll out another
Re ection Log in iObservation.
29
Further questions?
Here are resources in case you have further questions:
Your evaluator
Another evaluator on your campus
Your school’s Classroom Practice Mentors (CPM)
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