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Structures vs. Routines
In the world of classroom management, classroom structures are the way you set up the physical space and materials of the classroom so that you can create predictable and effective routines, or repeatable procedures so that students will know exactly what you expect them to do and how you expect them to do it.
Guiding Questions:
How will students signal they need help or attention? How will the teacher gain students' attention?
How will students get their materials? How will teachers collect materials?
How will students be seated? In pairs? In groups?
What are the procedures for leaving the classroom?
What are the expectations for voice levels and behavior during whole class instructions, independent work, and group work?
What will the teacher be doing when students enter? What should the students do when they enter?
Seating arrangement and materials location
Seating arrangement and materials location
When setting up a classroom, teachers should consider how and when they plan for students to interact with each other and what type of seating (desks, tables, etc) is available. If most of the classwork will be done in small groups of 2-4, it would make sense to pre-arrange student desks in groups of 4 and make sure all students can see the board. It also can help to label student desks or seats with different letter/number combinations
If students regularly need to use highlighters or refer to reference posters, these materials should be easily accessible/visible and stored in a consistent place. Placing small boxes of frequently used materials (pens, colored pencils, highlighters, etc.) at each table or group of desks can save valuable class time for instruction and will send the message to students that you are preparing them for success in the learning activity.
Routines:
Routines:
Routines are standardized procedures that provide structures that ensure students know what to expect when they come to your class and they can spend their mental energy on the academic tasks at hand instead of trying to figure out what to do. Below is a list of common routines that exist in a classroom:
Entry Routines:
Entry Routines:
When students enter your room, they should know where you expect them to sit, and what materials to grab or take out of their bag. They should also have a task (warm-up, do now) to complete immediately in a set amount of time. Make sure that students understand how you will hold them accountable for completing the task.
Materials Distribution:
Materials Distribution:
Students can often be utilized to pass out worksheets and basic materials. When students are sitting in groups, one student in each group can be given the job of obtaining materials for the group. Your materials should have designated places in your classroom. Materials to consider include but are not limited to: pencils/pens, paper, worksheets, turned in worksheets, graded worksheets, highlighters.
Attention Getting:
Attention Getting:
Students need some sort of indication that the teacher needs their attention. Speaking over students does not work and wastes time. Some examples of non-verbal attention getters are
Using a bell or chime
Holding your hand up and having all students also raise hands
Some type of clap and snap
Putting your hand up and counting down
Holding up a sign or pointing to something on your wall that indicates you expect quiet.
Attention getters can be very helpful but they must be taught and practiced. Practice them at the beginning of the year multiple times. Students love it when they are thanked or recognized for giving their attention. Thanking students can also remind other students to give you attention as well.
Transitions/Fillers:
Transitions/Fillers:
A skilled teacher transitions students seamlessly from one activity to another. They also can mitigate classroom disruptions and get classrooms back on task. Some ways to maintain momentum in a class is to plan for transitions. Some ideas for transitions are
Provisioning: Making sure everything is ready to go. All materials are out that will be needed and the space is physically organized before the lesson.
Fillers: Having activities, tasks, or assignments students can do when they finish an assignment early. This can be linked to curriculum or can be a task for the class.
Transitions: In a block-schedule, you will most likely transition from one activity to another. It is important to give notice so students arent startled. You can use a timer and verbal reminders of time. Some online timer options are classroomscreen or youtube videos that you can embed into your google slides. (My favorites are timers by Luis as they don't have a siren or something potentially triggering when the timer ends)
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