Routines and Procedures
Classroom routines reflect well-rehearsed procedures thoughtfully designed to nurture a positive learning environment where students experience both cognitive and affective payoffs, procedures become routines when students do them automatically without prompting or supervision.
Routines and Procedures Resources & Strategies
What the Research Says:
Routines can be used to teach and help students develop self-regulation skills (Hattie effect size 0.52) such as self-management, self-control, and self-direction.
Routines provide security by creating a sense of order and predictability. When students don’t have order and predictability in other areas of their lives, this sense of order and predictability in a classroom and at school can cause students to want to come to school.
Hattie Effect Size: Self-Regulation Skills - 0.52, Rehearsal and Memorization 0.74
What's the Point?
Procedures communicate and clarify our expectations for students.
Procedures and routines minimize downtime and delays and maximize time for learning.
Routines and procedures are established so that the classroom seems to run automatically. Students know exactly what to do and when to do it.
How is it Used by Teachers?
Teachers should have procedures that turn into routines related to housekeeping, safety and operational procedures, work habits and procedures, developing social skills and behaviors, and academic processes.
Procedures need to be clear, efficient, and directly taught.
They must be modeled for students and practiced by them to ensure that they fully understand them.
How is it Used by Students?
Routines help students engage in behaviors such as attending, participating, following directions, organizing, managing materials and time, and completing assignments
The above behaviors are associated with increased academic and social performance across a variety of subjects and school levels.
Derived from The Skilled Teacher, Saphier, Haley-Speca & Gower, 2018
