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!


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.


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


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.


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.


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‖


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:


procedures in less

and less time)

REVIEW:


procedures in less and

less time)


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.


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Documents

Effective Procedures for Any Classroom