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How to schedule classroom routines that support student regulation
How to schedule classroom routines that support student regulation
Consistency and Predictability
Consistency and Predictability
The need for consistency and predictability for many students cannot be overstated. Consistency and predictability are imperatives to the experience of a safe environment. Consistent routines and expectations are particularly helpful for children who have experienced trauma or who present with learning differences. Below are some detailed aspects of consistency and predictability with strategies for a school experience that is safe for all students to be able to learn, grow and thrive.
Consistent and predictable rituals, routines, and procedures help students:
prepare for each part of the day
know what to expect
aid in smooth transitions
provide reminders for upcoming events
calm students
Consistency helps create trust that the adults can provide safety. For students to experience consistency and predictability, rituals, routines, and procedures must be clearly planned and executed with consistency and predictability. Most educators begin the year with strong plans and clear rules, but it becomes more difficult to consistently implement throughout the schoolyear.
Investing in consistency and predictability will substantially reduce the likelihood that students will become dysregulated because they are anxious and uncertain about what comes next. Predictable schedules make it easier for students to internalize the progression and to shift from one task/activity to the next. For example, posted schedules inform students of what is coming up and what they’ve already done. It also serves as a visual aid to reference when students have questions about the day. Consistency and predictability also make for easier responses to unexpected changes in the day by allowing you to clearly state the aspect of the planned schedule being replaced with the change in the schedule for that day.
Consistency and predictability are created through:
Consistency and predictability are created through:
daily or class-specific schedules and agendas posted in the same place in every classroom
clearly defined and posted behavior expectations
clearly defined sequence of actions for transitions
consistently used calls to attention and non-verbal signals for behavioral expectations
preparation warnings and countdowns to transitions
Routines & visual schedules
Routines & visual schedules
Routines and schedules are important for everyone - children, teenagers and adults. When children don't understand what is happening around them and are trying to process everything that is going on, it can lead to frustration, anxiety, overstimulation and behavioral escalation.
A child will have more control over their emotions when expectations are clear and they know what is coming next. Visual schedules break down and visually represent the tasks within a day (e.g. carpet time, then desk work, then recess). Visual schedules and consistent routines help children to anticipate transitions and expectations, creating a sense of stability and safety.
Tips:
Create visual schedules of students' daily routine and review each morning and multiple times a day.
Print and label pictures of each activity.
Some students will require a schedule that is customized to their specific learning needs (e.g. go for a walk, work with EA, quiet corner, etc.).
Have the visual schedules accessible to all students.
Give warnings when you anticipate changes to the routine/ schedule.
Clearly communicate expectations for an activity to reduce ambiguity. Support positive behaviors by giving specific feedback. e.g.: 'walking feet' instead of 'be good'.
Consider setting up classroom routines for:
Consider setting up classroom routines for:
Arrival/ departure Turning in work Lunch/ recess Organization/ keeping desk tidy
Gym/ phys.ed. Writing fine motor warm-up routine Finishing work early
Circle/ carpet time Entering the classroom after lunch/ gym routine
Printable classroom visual routines coming soon!
Transitions
Transitions
Transitioning from one activity or from one space to another are times when students often need additional support meeting behavioral expectations. All and any transitions throughout the school day should be clear, predictable, and prioritize physical safety.
To create in-class and room-to-room transitions that are well-controlled, purposeful, and time-limited, students must be explicitly taught and given opportunities to practice detailed expectations about each transition routine before they can be expected to complete the transition on their own.
The following steps will ensure students are adequately supported before, during and after the transition:
Prompt students about the upcoming transition and behavioral expectations associated with it; help them to disengage from their current activity.
Provide a signal to obtain student attention when the transition is about to begin, and don’t begin until you have the attention of all students.
Provide pre-corrections for expectations for academic and social behavior.
Specify the time limit for the transition and support them by providing time checks (e.g., reminders of remaining time for them to complete the transition).
Monitor for compliance and provide supportive non-shaming corrections.
Signal the end of the transition by beginning the next activity.
Provide performance feedback related to the success of the transition.
Ask Yourself as You Plan:
What are my expectations during the transition?
Movement
Noise
Time constraints
How am I going to communicate my expectations?
Where might students struggle? How can I provide additional support?
How can I pre-correct and limit opportunities for off-task behavior?
Below is an example planned transition.
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