2009 Atlanta Institute
2009
DON’T LET YOUR CLASSROOM CONTROL YOU!
Classroom Procedures for Elementary Classrooms Kristen Taylor | St. Louis 2006 | kristen.m.taylor@hotmail.com
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!
Kristen.m.taylor@hotmail.com
Page 2 of 10
Classroom Procedures
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.
Kristen.m.taylor@hotmail.com
Page 3 of 10
Classroom Procedures
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.
What is ok for them to touch and what is not ok for them to touch: Never ever touch my desk Do a classroom walk (students will stay in their seats) How to ask to use the restroom: If individually – 2 minute rule & Quarterly, semesterly, or yearly passes? If classwide – Bathroom Olympics (time trials) – 24 kids=6 mins Show them a schedule/agenda for the day Lunch Dismissal and Pickup: Where do we meet after lunch? What if it’s rainy? How to enter the class: 3-H rule – handshake, “hi,” or high-five Personal items in lockers – coats, bookbags, electronics Complete DO NOW silently and independently When it’s time to move: 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. When its time to listen Kristen.m.taylor@hotmail.com
Page 4 of 10
Classroom Procedures
Active Listening Position When it’s time to talk in groups 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). When they need materials 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 What to do with TRASH 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 When they are giving something to you 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.” How to get students’ attention/How students get your attention “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.
Kristen.m.taylor@hotmail.com
Page 5 of 10
Classroom Procedures
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. Transitions – 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. When finished early “Ok” sign held up until teacher directs student what to do Go to “enrichment” shelf/bin/box and work on something quietly from there During announcements Quiet movement. No talking. Headings First and Last Name, Date, Assignment Title or objective, Subject Make a poster and leave it hanging TEACHER CENTERED Procedures 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.
Kristen.m.taylor@hotmail.com
Page 6 of 10
Classroom Procedures
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 ____Moving about the room
____Getting to work immediately
____Going to specials and lunch
____When you are tardy
____Using class library books
____Listening to and responding to questions
____Heading on papers
____End of the day dismissal
____When you finish early
____Participating in class discussions
____Returning to a task after an interruption
____When you need paper or pencil
____Asking a question
____Sharpening pencils ____Bathroom or water fountain
____When a school wide announcement is made
____When you need help
____Walking in the hall
____Keeping your desk orderly
____Responding to a fire drill
____Checking out class materials
____Responding to a tornado drill
____Indicating whether you understand
____Responding to an evacuation drill
____Coming to attention
____When visitors are in the classroom
____When you are absent
____If the teacher is out of the classroom
____Working cooperatively
____What to do with unfinished assignments ____If the phone should ring
____Changing groups or centers ____Keeping your notebook
____When someone calls on the intercom
____Going to the office (Buddy System)
____If you are suddenly ill (Student)
____The schedule for the day
____Writing agenda
____Grades and progress reports ____Finding directions for each assignment ____Morning routine ____Passing in papers
assignments
in
____ Cafeteria Procedures (Entering, Waiting, Selecting, Eating First, Table Etiquette, Dismissing From Table, Dismissal Line, Exiting) ____ Classroom Meetings (RRS)
____Exchanging papers
____ Indoor/Outdoor Recess
____Returning student work ____Getting materials ready without disturbing others ____Transitioning
____ Leaving/Entering with Title I Groups ____ New Students (How Will They Learn Procedures?) ____ Reflection Q’s & Essays ―RRS‖
____Handing out playground equipment
Kristen.m.taylor@hotmail.com
homework
Page 7 of 10
Classroom Procedures
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 TEACH:
Wednesday TEACH:
Thursday TEACH:
assignment bins
rules and consequences
taking notes
getting materials
Friday TEACH: homework/assignment planning
homework paper and pencil
(see above)
REVIEW:
REVIEW:
REVIEW:
REVIEW:
lines
―all previous days’ procedures in less and less time)
―all previous days’ procedures in less and less time)
―all previous days’ procedures in less and less time)
dismissal headings
Kristen.m.taylor@hotmail.com
Page 8 of 10
Classroom Procedures
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
Kristen.m.taylor@hotmail.com
Page 9 of 10
Classroom Procedures
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.
Kristen.m.taylor@hotmail.com
Page 10 of 10
Classroom Procedures
“ ” “ —
Kristen.m.taylor@hotmail.com
Page 11 of 10
”
Classroom Procedures
’
Kristen.m.taylor@hotmail.com
Page 12 of 10
Classroom Procedures