Effective Procedures for Any Classroom
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Transcript of Effective Procedures for Any Classroom
2009 Atlanta Institute
Classroom Procedures for Elementary Classrooms Kristen Taylor | St. Louis 2006 | [email protected]
2009 DON’T LET YOUR CLASSROOM CONTROL YOU!
K r i s t e n . m . t a y l o r @ h o t m a i l . c o m P a g e 2 o f 1 0 C l a s s r o o m P r o c e d u r e s
TABLE OF CONTENTS
THE FIVE W’S OF PROCEDURES:
WHY DO PROCEDURES?................................................................................................................................................. 3
WHO SHOULD DO PROCEDURES? ............................................................................................................................. 3
WHERE PROCEDURES? ................................................................................................................................................... 3
WHAT PROCEDURES? ..................................................................................................................................................... 4
HARRY K. WONG’S PROCEDURES AND ROUTINES CHECKLIST .......................................................................................................... 7
WHEN PROCEDURES? ..................................................................................................................................................... 8
A DAY ONE AND WEEK ONE CALENDAR........................................................................................................................................... 8
HOW DO YOU TEACH PROCEDURES? ...................................................................................................................... 9
NEW PROCEDURE LESSON PLAN .................................................................................................................................................. 9
This packet is intended to help teachers become AP on P-6 in Plan Purposefully by exploring procedures that
―1‖ address most of the class’ time monsters, ―2‖ create more learning/instructional time, and ―3‖ allow
students to demonstrate their understanding of procedures and their purpose.
This packet is intended to help teachers become AP on E5 in Execute Effectively by explaining (1) how
procedures should be clearly taught, (2) how to address breaks in the procedure effectively, and (3) how to
keep the class moving!
For more examples and more detailed information about procedures, check out TALON under P-6 in Plan
Purposefully and E5 in Execute Effectively. The examples on there are AMAZING!
K r i s t e n . m . t a y l o r @ h o t m a i l . c o m P a g e 3 o f 1 0 C l a s s r o o m P r o c e d u r e s
WHY DO PROCEDURES? Hi. My name is Kristen and procedures saved my life.
After about one month in my first year, I was ready to tear my hair out one strand at a time while sitting in the
woods with honey pants on. Then I went back to my institute training and revised (I mean, created) a
classroom procedure plan for my classroom. And, no joke, this is what I learned.
Procedures are:
1. Time saving
2. Stress saving
3. Energy saving
Imagine not ever having to say “Why don’t you have a sharpened pencil?”
You will need different procedures for different kinds of activities and you should also teach a new procedure
every time you need to use a new procedure. Will you teach new procedures at the beginning of the year?
Yes, definitely. In the last week of school? Yes, possibly. For example, I teach a packing up procedure with my
students so they know how to correctly pack and label my classroom library boxes. With this procedure
running efficiently (because I taught it efficiently), 500+ books can be packed in boxes, the boxes labeled and
stacked by four students in less than one hour.
Procedures should not be complex. Simple means giving the students ONE appropriate action rather than
leaving up to chance that they will choose to do something that is acceptable to you. Procedures are not rules
– rules are to manage behavior, but procedures are created SOLELY to save you time.
WHO SHOULD DO PROCEDURES? Umm…Everyone. All the time!
You and your students should do procedures, of course. But who else? What about the other classes on your
grade level? Even substitute teachers, Teaching assistants, and Reading/Writing/Math specialists should be
behind in this. You’ll have to sell it to the adults too – just tell them it’s for the kids!
WHERE PROCEDURES? EVERYWHERE!
You’ll need procedures for the classroom, hallway, what you expect from your class when you are not there
(like in Gym, Music, or Art), during school-wide assemblies, emergency drills, etc.
K r i s t e n . m . t a y l o r @ h o t m a i l . c o m P a g e 4 o f 1 0 C l a s s r o o m P r o c e d u r e s
WHAT PROCEDURES? People, paper, and pencils… Oh my!
Many procedures, your school will probably have some school wide ones (like carrying a hall pass, signing in
and out of the classroom, bringing school materials on the first day, etc.). Use the following list to choose
which ones you will want your students to use in your classroom, first.
This is not a list of things I do all the time in my classroom. As different situations call for different procedures,
all of these I have implemented at one time or another, but not all at the same time and not all with every
group of students.
WWhhaatt iiss ookk ffoorr tthheemm ttoo ttoouucchh aanndd wwhhaatt iiss nnoott ookk ffoorr tthheemm ttoo ttoouucchh::
Never ever touch my desk
Do a classroom walk (students will stay in their seats)
HHooww ttoo aasskk ttoo uussee tthhee rreessttrroooomm::
If individually – 2 minute rule & Quarterly, semesterly, or yearly passes?
If classwide – Bathroom Olympics (time trials) – 24 kids=6 mins
SShhooww tthheemm aa sscchheedduullee//aaggeennddaa ffoorr tthhee ddaayy
LLuunncchh DDiissmmiissssaall aanndd PPiicckkuupp::
Where do we meet after lunch? What if it’s rainy?
HHooww ttoo eenntteerr tthhee ccllaassss::
3-H rule – handshake, “hi,” or high-five
Personal items in lockers – coats, bookbags, electronics
Complete DO NOW silently and independently
WWhheenn iitt’’ss ttiimmee ttoo mmoovvee::
The bell does not dismiss you, I do.
You will only be allowed to leave the classroom when all students are seated, all trash is picked up, and
all books are put away.
Calling quiet tables
What does walking in a line look like? – in front of and/or behind someone else. Silent. Quick.
WWhheenn iittss ttiimmee ttoo lliisstteenn
K r i s t e n . m . t a y l o r @ h o t m a i l . c o m P a g e 5 o f 1 0 C l a s s r o o m P r o c e d u r e s
Active Listening Position
WWhheenn iitt’’ss ttiimmee ttoo ttaallkk iinn ggrroouuppss
Appropriate levels of conversation: Quiet talk: only those you are close enough to touch can hear you;
Activity Talk: Speech Talk:
Who I assign to the group does not warrant a conversation. Period. ―Don’t given them a choice to opt
out).
WWhheenn tthheeyy nneeeedd mmaatteerriiaallss
Crayons, pencils, markers, paper, tissue – you might want to collect these or have students take them home.
If you don’t have pencil, you will write with a crayon.
Trade a shoe/hat/cell phone or student-managed pencil jar
Go to locker before first bell, before lunch, after lunch and dismissal
WWhhaatt ttoo ddoo wwiitthh TTRRAASSHH
Put it on the corner of the desk and teacher will throw it away
Use fist of Five to ask to throw it away
Wait until end of lesson or independent practice or student is finished with assignment
WWhheenn tthheeyy aarree ggiivviinngg ssoommeetthhiinngg ttoo yyoouu
Subject assignment trays
Passing across classroom: be sure to make sure they don’t pass them one page at a time. “You
should have everyone’s page from behind you before you pass yours over.”
HHooww ttoo ggeett ssttuuddeennttss’’ aatttteennttiioonn//HHooww ssttuuddeennttss ggeett yyoouurr aatttteennttiioonn
“Freeze” – thaw when teacher call your name and move to seat silently
Countdown five to one with one being all students silent, sitting down, looking at teacher
Teacher: “Class?” Students: “Yes?”
Teacher: “All eyes on who?” Students: “All eyes on you!”
Fist of five: fist [trash], 1 finger [tissue], 2 [comment – peace], 3 [materials – pencil, crayons, paper], 4
[restroom], 5 [question]
Do not get out of your seat without permission. If you need to sharpen your pencil or throw something
away just hold the pencil or the trash in the air and I will grab the trash or hand you a pencil sharpener.
K r i s t e n . m . t a y l o r @ h o t m a i l . c o m P a g e 6 o f 1 0 C l a s s r o o m P r o c e d u r e s
If teacher is not helping with another student, student can walk up to teacher. Otherwise, student
must raise hand silently to be acknowledged. Student CANNOT call a teacher’s name.
TTrraannssiittiioonnss –– we’re talking two minutes MAX
Between subjects: Sing/play a song. Chant your class chant/motto.
Dismissal: When called by teacher, put chair on table, get personal belongings from locker, get into line
at the front of the room.
WWhheenn ffiinniisshheedd eeaarrllyy
“Ok” sign held up until teacher directs student what to do
Go to “enrichment” shelf/bin/box and work on something quietly from there
DDuurriinngg aannnnoouunncceemmeennttss
Quiet movement. No talking.
HHeeaaddiinnggss
First and Last Name, Date, Assignment Title or objective, Subject
Make a poster and leave it hanging
TTEEAACCHHEERR CCEENNTTEERREEDD PPrroocceedduurreess
Clipboard for subjects/classes (daily)– put your lesson plans, worksheets needed, so all you have to do
is pick it up and you’ll have everything you need!
Office Folder – keep this on your desk and put in everything that needs to go to the office (e.g. student
forms, lunch counts, etc‖. Everything will be in one place and all you’ll need to do is grab the folder.
Folders on wall – staple/tack them into wood doors, hot glue them to metal ones – it will keep your
desk clear. I had one for things to be copied, one for extra papers, one for professional development
things I was given or printed off, and one for “Active” worksheets – the week’s worksheets
Master’s folder - keep a folder for things you have made copies of in one place. Then you’ll only have to
look in one place.
K r i s t e n . m . t a y l o r @ h o t m a i l . c o m P a g e 7 o f 1 0 C l a s s r o o m P r o c e d u r e s
HARRY K. WONG’S PROCEDURES AND ROUTINES CHECKLIST
This teaching guru’s list of timesaving procedures. Check your procedure plan against this before the 1st day
of school!
____Entering the classroom
____Getting to work immediately
____When you are tardy
____Listening to and responding to questions
____End of the day dismissal
____Participating in class discussions
____When you need paper or pencil
____Sharpening pencils
____Bathroom or water fountain
____When you need help
____Keeping your desk orderly
____Checking out class materials
____Indicating whether you understand
____Coming to attention
____When you are absent
____Working cooperatively
____Changing groups or centers
____Keeping your notebook
____Going to the office (Buddy System)
____The schedule for the day
____Grades and progress reports
____Finding directions for each assignment
____Morning routine
____Passing in papers
____Exchanging papers
____Returning student work
____Getting materials ready without disturbing others
____Transitioning
____Handing out playground equipment
____Moving about the room
____Going to specials and lunch
____Using class library books
____Heading on papers
____When you finish early
____Returning to a task after an interruption
____Asking a question
____When a school wide announcement is made
____Walking in the hall
____Responding to a fire drill
____Responding to a tornado drill
____Responding to an evacuation drill
____When visitors are in the classroom
____If the teacher is out of the classroom
____What to do with unfinished assignments
____If the phone should ring
____When someone calls on the intercom
____If you are suddenly ill (Student)
____Writing homework assignments in agenda
____ Cafeteria Procedures (Entering, Waiting, Selecting, Eating First, Table Etiquette, Dismissing From Table, Dismissal Line, Exiting)
____ Classroom Meetings (RRS)
____ Indoor/Outdoor Recess
____ Leaving/Entering with Title I Groups
____ New Students (How Will They Learn Procedures?)
____ Reflection Q’s & Essays ―RRS‖
K r i s t e n . m . t a y l o r @ h o t m a i l . c o m P a g e 8 o f 1 0 C l a s s r o o m P r o c e d u r e s
WHEN PROCEDURES?
A DAY ONE AND WEEK ONE CALENDAR
DAY ONE - morning
7 mins Explain the schedule for the day (with times) and agenda for the morning (no times but activities and
objectives listed). Explain what an objective is and what it means to them.
15
mins After announcements, do a classroom walk, introducing the students to all of the materials in the
class – most specifically, where they put their stuff and where they are to stay out of (math closet,
supplies closet).
25
mins Explain and then practice with them how to get their attention and how they are to get my attention.
(Make it into a game of Simon Says.)
Then explain and practice the restroom procedure.
(RESTROOM BREAK)
20
mins Teach the heading of papers and have them answer a short series of questions about themselves
using the appropriate heading.
15
mins Remind students how to walk in a line. Practice going up and down the stairs like that. Do a school
tour to give more practice.
10
mins Explain dismissal procedure and do a dry run of the dismissal procedure three times.
Monday Tuesday Wednesday Thursday Friday
(see above)
TEACH:
assignment bins
getting materials
TEACH:
rules and
consequences
TEACH:
taking notes
homework
paper and pencil
TEACH:
homework/assignment
planning
REVIEW:
lines
dismissal
headings
REVIEW:
―all previous days’
procedures in less
and less time)
REVIEW:
―all previous days’
procedures in less
and less time)
REVIEW:
―all previous days’
procedures in less and
less time)
K r i s t e n . m . t a y l o r @ h o t m a i l . c o m P a g e 9 o f 1 0 C l a s s r o o m P r o c e d u r e s
HOW DO YOU TEACH PROCEDURES? Five Step it out!
Students will not learn procedures overnight. You have to teach the procedure at least once in an actual
lesson plan – and keep reinforcing that procedure. Don’t teach a procedure until the procedure is about to be
used immediately. Focus on messaging procedures authentically – “If we do these correctly, our classroom
will have WAY more time for learning and activities” – rather than as a punishment or way to control your
students. Prioritize your procedures. Don’t try to teach them all at once. Never ever punish a student for not
following a procedure. Just make them do the procedure. Until they get it right. Even if it takes all day.
NEW PROCEDURE LESSON PLAN
Objective: Students will be able to line up and walk through the hallway quickly and quietly.
Key points:
When Ms. Taylor says, “1 line,” this means get into a line at the front of the room immediately.
Walk behind and/or in front of someone else. Not to the side of them.
Walk at a focused pace, not running or lagging behind.
The line follows the leader of the line.
If we walk quietly, ALL students can focus on their learning too!
Opening
Discuss the rationale for this new procedure:
“We don’t spend all of our time in this classroom. We have computer lab, gym, library, music, art,
instrument, and so on. We’re important people with places to be! We want to maximize our time
while in these special activities because we have to share our specialists with all of the other classes
too.”
Intro to New Material
Narrate and simultaneously model how you want students to walk. Go through each key point,
explaining what you are doing as you do it.
To check for understanding, ask one student to verbally repeat what you just modeled, and ask
another student to note whether their classmate correctly repeated the process. Make sure you
affirm the student if they are correct and offer feedback for things they didn’t articulate correctly.
Guided Practice
Ask a small group of students to demonstrate the correct process for the rest of the class. Ask the
observers to comment on how accurately that small group of students followed the process. Make
sure you offer praise and feedback as well; narrate the behavior you want to reinforce, “Mikayla walked
K r i s t e n . m . t a y l o r @ h o t m a i l . c o m P a g e 1 0 o f 1 0 C l a s s r o o m P r o c e d u r e s
immediately into line and was silent.” “Cameron’s pace was quick without running.”
Independent Practice
Ask the entire class to line up and walk to the water fountain and back as you have explained and other
students have demonstrated. This is where you need to be prepared to be especially calm, matter of
fact, and 100% consistent in your expectations. If even one student does the procedure incorrectly,
ask all students to return to their seats to try again. KEEP saying in a conversational tone, “we need to
start over, that wasn’t correct. I know you can do it properly!” Do not stop until your class as a whole
has executed the procedure properly. Of course, as students do pieces of the procedure correctly,
offer lots of positive feedback!
Closing
Assess your students by asking three volunteers to demonstrate the process, this time giving them
pre-made scripts to follow, one that is slightly off, one that is terribly wrong, and one that is perfect.
Ask students to write down what each student did that was incorrect. Collect these papers and
review them.
Thank students for their effort and tell them that they will be expected to line up and walk in this way.
Just like any other lesson, test them on procedure in two ways: in written form and in student practice of the
procedures. Especially in the first couple of weeks of school, the written tests can help you figure out not only
where your procedures are breaking down in the students’ minds but can also help you get snapshots of how
well they communicate. What a nice plus! Here are some other ways that I have “tested” my procedures:
Have students draw a comic strip of students following the procedure correctly and incorrectly.
Write funny skits about what is appropriate to do and have students perform in front of the class.
Provide written, humorous, scenarios for students to critique. Involve famous people (or the students
themselves) in them.
Following is a comprehensive quiz I might give at the end of the first week. I have adapted this from other
teachers.
K r i s t e n . m . t a y l o r @ h o t m a i l . c o m P a g e 1 1 o f 1 0 C l a s s r o o m P r o c e d u r e s
“
”
“
— ”
K r i s t e n . m . t a y l o r @ h o t m a i l . c o m P a g e 1 2 o f 1 0 C l a s s r o o m P r o c e d u r e s
’