FACILITATING LEARNER-CENTERED TEACHING: Classroom Routines and Procedures

Niño D. Estolas, M.Ed., LPT

Establishing structured routines and familiar practices is crucial for students' continued learning and development. Classroom routines and procedures provide a sense of predictability, offering students a clear framework for their day. This predictability fosters confidence and a feeling of security in their daily activities.

For younger learners, routines actively engage them in the learning process and create a sense of safety in their learning environment.
Meanwhile, for older students, routines provide a sense of predictability and comfort. This underscores the significance of having established classroom routines.

Source: pixabay.com (2020)

Incorporating routines into the classroom environment not only enhances the overall learning experience but also boosts productivity. They instill a feeling of stability, offering students a consistent framework to operate within. When teachers establish and adhere to classroom rules and procedures, students gain a clear understanding of expectations. This clarity can lead to a reduction in behavioral issues and distractions, as students grasp how to conduct themselves. To fully grasp these advantages and effectively implement a successful classroom routine, further exploration is encouraged.

Benefits of Classroom Routines and Procedures

Establishing effective classroom procedures and routines yields numerous advantages for students. When students have clear guidelines for their behavior in the classroom, they are better poised for success as they can focus on learning and accomplishing more. With streamlined processes for daily tasks, students spend less time preparing for class or seeking clarification on what to do. The benefits encompass:

Promotes Consistency: Consistency in routines allows students to anticipate and understand classroom expectations. This uniformity creates a positive learning atmosphere, ensuring that rules are applied uniformly, preventing discrimination or favoritism.
Strengthens Behavior Management: Familiarity with your rules and enforcement strategies enables students to respect your authority and reduces behavioral issues. Enforcing rules consistently reinforces students' respect for you as their instructor.
Minimizes Distractions: A well-established routine curtails unnecessary movement and directs student activities as intended. When students are aware of their tasks, it diminishes disruptions. Latecomers can seamlessly catch up without causing disruptions because they are familiar with the class structure.
Augments Focus and Engagement: Familiarity with the flow of the classroom and the sequence of activities facilitates student focus and engagement. Knowing what comes next eases their ability to concentrate on the task at hand.
Forms an Effective Classroom Management Strategy: The success of your classroom management plan hinges on your consistency in rule enforcement. Failing to do so may lead students to believe they can flout regulations, potentially leading to behavioral challenges.
Simplifies Lesson Planning: Once a routine is established, it serves as a framework for lesson planning. This streamlined approach makes lesson preparation more straightforward, as you can simply fill in the details based on the designated time slots for various subjects or activities."

The Crucial Role of Consistency in Classroom Management

Maintaining consistency is the linchpin of effective classroom management. It is imperative that you remain unwavering in upholding these standards, holding students accountable, and ensuring they meet your expectations. Equally vital is the practice of offering commendation and recognizing positive behavior as you progress.

Establishing and ingraining routines and procedures demands an investment of time, unwavering consistency, and a generous dose of patience. Therefore, grant yourself ample time for reiteration and practice whenever necessary.

Routines and Procedures to Teach Right Away

By Linda Camp

1. Arrival Routine

Teach your students exactly what you expect when they enter the door of your classroom. I always greet each student individually upon arrival. Then they may need to unstack their chair followed by unpacking their backpack, lunch box, folder, water bottle, etc. Again, always model where everything should go. Have morning/bell work on their desk if you do it, or on the white board ready to go. This will decrease the chances of students being off task. Once students can complete this routine independently you will be able to easily take attendance, complete lunch counts, meet with a student, etc.

2. Line Up Procedure

This is something you will probably do at least three times a day so it’s very important to be consistent. Model for students how they will push in their chair and quietly walk to the line. Consider having a marker on the floor for the line leader’s spot. Explain to students that they need to be facing forward, hands at the sides, and voices off. If you put the time in now to set your expectations, then it will go smoother during the rest of the school year. Students will know they are being held accountable. Consider having a line leader, door holder, line monitor, and caboose as classroom leadership roles/job.

When arriving to and departing from specials, each special teacher will have their own expectations. Find out how they expect students to enter and leave their classroom. Make sure you are helping your students to be successful in specials by assuring they know how to correctly enter and depart their special area classes.

3. Getting Students’ Attention

Hand signals work for all grade levels and minimize the interruptions while you are speaking or teaching. Like all other routines, introduce it early and practice, practice, practice. Create a chart to display for times students forget, so that you can point to the chart. We can also use other nonverbal cues.

4. Restroom Routines and Procedures

Teach restroom rules and your procedure for asking to go away. Create a hand signal for students to do when they need to use the restroom. Something different than simply raising their hand. For example, raising their hand with their fingers crossed. This way you can address the request without stopping your lesson.

Restroom passes or a sign out procedure are other options to consider. As always, be sure to model this for students and positively reinforce when it is being done correctly.

5. Routines and Procedures for Transitions

Transitions are something that happens many times throughout the day so it’s crucial to model this for students and hold them accountable. Allow plenty of time to teach how you want it done, and practice so that you are not rushed. Show students how to push in their chair before walking quietly to the carpet, computers, or another area in the classroom. The expectation should be that transitions are always done quickly and quietly so as not to waste time or to distract other students.

For younger grades, model for students exactly where and how you expect them to sit on the carpet. Explain any supplies they will need to bring with them. Redo and repeat if students don’t do it the way you’ve taught them.

6. Labeling Assignments

Create a no name rule and a student number system. This may seem like a minor detail, but there is nothing more frustrating than having papers turned in without names and trying to figure out whose is whose.

Teach this routine the very first time you give students a paper to complete. Show your students how you want all written work labeled before it is turned in. Establishing this habit early saves time later. Make it the practice for students to write their numbers next to their name on all papers they work on in class, and including homework, so that you can quickly put them in order and record grades. For example, students write their name, number, and date. This is another great time to positively reinforce when expectations are met and refine when they are not. Number student mailboxes or cubbies too, so passing back graded work is quick and easy.

7. Getting a Pencil

Decide your pencil procedure and teach it the first time you ask your students to use a pencil. For example, use two cans for sharp and dull, and students make a trade when they need a sharp pencil. Some teachers don’t sharpen pencils until classroom job time, just before dismissal, and sharpening pencils is one student’s job.

8. Procedure for Walking in the Hallway

Teach students how you expect them to walk in the hallway. Your class will be in the hallway several times each day and you don’t want to disrupt other classes while they’re learning. It’s frustrating when a noisy class walks by and distracts your students while you are teaching.

Demonstrate how you expect students to walk in the hallway- voices off, facing forward, hands at their sides, etc. Stop your line and redirect students to correct any behaviors that are not following the procedure. Allow plenty of time for re-dos and practice. Make sure your students truly understand that you will hold them to these expectations. Establishing this protocol now will save you time and energy later.

9. Arriving/Departing Lunch and Recess

Use your school’s lunch routine and procedures to help you establish a procedure for your class. Determine where students need to be dropped off first, how they transition if they go recess afterward, and where you will pick them up. Consider explaining this to younger students using pictures of your actual campus.

Demonstrate how students will buy their lunch, where to sit, and how to clean up after themselves. This is also a great time to reinforce lunch table manners. Remind students of the rules and expectations for walking and standing in line that you have already taught.

If students line up in a different spot for afternoon recess, be sure to show them where and explain that they will need to listen for a signal (bell, whistle, etc.) that recess is over and it is time to line up.

Be specific in your expectations for recess equipment. Once again, reinforce how you expect your class to stand in a line on the playground, as this will be another opportunity to practice.

10. Arriving/Departing Specials

This is another routine that will require you to familiarize yourself with you school’s protocols and more specifically each special teacher individually. Each special teacher will have a routine for how they expect students to enter and leave their classroom but more than likely it requires the basics of walking in a proper line- voices off, facing forward, hands at their sides, etc. Make sure you are helping your students to be successful in specials by assuring they know how to correctly enter and depart their special area classes.

11. Dismissal Routine

Your end of the day dismissal routine will help ensure that all students are closing out the day correctly. Create a “pack and stack” routine with things students should do before they are dismissed.

Allow plenty of time, especially the first days of school, and teach students how to fill out any behavior logs, check their folders/agendas, collect papers from their cubby, and where to put them in their daily take home folders.

Show students how they will put their belongings (lunch box, folder, water bottle) in their backpacks and show them exactly how and where to stack their chairs. Teach students the order you need them to line up to go home. For example, bus riders first.

Establishing a solid dismissal routine requires some time and patience in the beginning, it will be far less chaotic and stressful once students are able to follow the routine.

Classroom routines hold significant importance in learner-centered teaching for several reasons:

Predictable Learning Environment: Routines provide a predictable structure for students, creating a safe and familiar learning environment. This predictability helps reduce anxiety and allows students to focus more on their learning tasks.
Promotes Independence and Responsibility: Learner-centered teaching emphasizes student autonomy. By establishing routines, students become more self-reliant in managing their own learning processes, from organizing materials to following procedures for tasks.
Fosters a Sense of Ownership: When students are familiar with routines, they feel a sense of ownership over their learning. They become active participants in the classroom, taking responsibility for their own progress.
Allows for Individualized Learning Paths: Routines can be designed to accommodate diverse learning needs. They can provide scaffolding for struggling students and opportunities for extension or enrichment for advanced learners.
Enhances Time Management Skills: Routines help students manage their time effectively. They learn how to allocate time for different tasks, which is a crucial skill for independent and lifelong learning.
Supports Cognitive Processes: Routines free up cognitive resources that might otherwise be spent on figuring out what to do next. This allows students to allocate more mental capacity to the actual learning tasks, leading to deeper understanding and retention.
Facilitates Seamless Transitions: Learner-centered classrooms often involve various learning activities and groupings. Well-established routines ensure that transitions between activities are smooth and efficient, maximizing instructional time.
Encourages Reflective Practice: When routines are in place, students can reflect on their learning process more effectively. They can identify what works best for them and advocate for adjustments if needed, promoting metacognition.
Promotes a Positive Learning Culture: Consistent routines foster a positive classroom culture where students feel valued, respected, and understood. They know what to expect and feel secure in expressing their thoughts and ideas.
Supports Differentiated Instruction: Learner-centered teaching requires adapting instruction to meet individual needs. Routines can be customized to provide different levels of support or challenge, allowing for more effective differentiation.
Increases Engagement and Participation: When students are familiar with routines, they can engage in learning activities more readily. They know what is expected of them and are more likely to participate actively in discussions, projects, and other activities.
Facilitates Formative Assessment: Routines can include regular check-ins and reflection points, providing opportunities for formative assessment. This allows teachers to gather feedback on student progress and adjust instruction accordingly.

Classroom routines play a crucial role in learner-centered teaching by providing a structured and supportive environment that empowers students to take charge of their own learning. They contribute to a positive and inclusive classroom culture where every student can thrive.

Educational Scientific Bases of Classroom Routines

Classroom routines are grounded in educational and psychological principles that support effective teaching and learning environments. Here are some of the educational scientific bases of classroom routines:

Cognitive Load Theory: Classroom routines help manage the cognitive load on students by providing a predictable structure. When students know what to expect, they can allocate more cognitive resources to learning tasks rather than trying to navigate an unpredictable environment (Sweller, 1998).
Behavioral Psychology: Drawing from behaviorism, routines reinforce desired behaviors and expectations. Consistent routines provide clear cues for appropriate conduct, reducing the need for continuous explicit instruction or discipline (Skinner, 1953).
Executive Functioning Development: Routines support the development of executive functions, including planning, organization, and time management. Consistent routines help students practice these skills, leading to better academic performance (Diamond, 2013).
Self-Regulation and Autonomy: Routines encourage self-regulation as students learn to manage their own behavior within the established framework. This autonomy fosters a sense of responsibility and ownership over their learning process (Zimmerman, 2000).
Social Cognitive Theory: Classroom routines provide opportunities for observational learning. Students observe and internalize expected behaviors, norms, and procedures by repeatedly engaging in structured activities (Bandura, 1977).
Zone of Proximal Development (ZPD): Routines can be tailored to scaffold learning within each student's ZPD, providing the right level of challenge and support. Well-designed routines can help bridge the gap between what students can do independently and what they can achieve with guidance (Vygotsky, 1978).
Classroom Management and Discipline: Routines are foundational to effective classroom management. They establish clear expectations, reduce disruptions, and create a positive and orderly learning environment (Marzano, Marzano, & Pickering, 2003).
Stress Reduction and Emotional Regulation: Predictable routines can reduce anxiety and stress for students. Knowing what to expect provides a sense of security, which supports emotional regulation and overall well-being (Bronson & Merryman, 2009).
Neuroscience of Learning: Routines can enhance neural pathways associated with procedural memory, making tasks more automatic and freeing up cognitive resources for higher-order thinking (Howard-Jones, 2014).
Transfer of Learning: Routines can aid in the transfer of learning by providing a familiar framework for applying knowledge and skills across different contexts (Perkins & Salomon, 1992).

These scientific bases affirm that classroom routines play a crucial role in creating conducive learning environments that support students' cognitive, social, and emotional development.

References:

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